Name of Institution: Valencia Community College Website: www.valenciacc.edu Year joined Achieving the Dream: 2004 CEO Name: Dr. Sanford C. Shugart College Address: P.O. Box 3028, Orlando, FL 32802 Main Contact for this application: Name: Dr. Julie Phelps Title: Director, Achieving the Dream Address (if different): NA Phone: (407) 582­2527 Fax: (407) 582­8905 Email: jphelps@valenciacc.edu College Public Information Officer: Name: Mr. Christian Campagnuolo Title: Assistant Vice President, Marketing and Media Relations Phone: (407) 582­1016 Fax: (407) 582­1082 Email: ccampagnuolo@valenciacc.edu Chief Executive Officer: CEO Name: Dr. Sanford C. Shugart CEO Signature (required): Valencia Community College Application for Leah Meyer Austin Award ‐ Page 1 Overview Valencia Community College Valencia Community College has a long history of commitment to student success, paying particular attention to the potential of students historically underserved by higher education. Our strengths include a large, diverse student population; a collaborative culture and shared governance system; recognition as a Vanguard College and the learning‐centered philosophy, practices and achievements reflected therein; a strategic plan that commits us to building pathways for students, assuring learning, investing in each other, and partnering with the community; core competencies that unify the curriculum; strong institutional research and learning assessment capabilities; and executive leadership that understands and encourages the core work of the college and supports it with a learning‐centered budget. Through Achieving the Dream, we selected and scaled up three strategies shown to be effective in improving student success: supplemental instruction, linked courses, and Student Life Skills enrollment. Our intent was to close achievement gaps revealed through data study: across racial and ethnic groups, between college‐ready and under‐prepared students, and between mathematics and other disciplines. The emphasis on data throughout the process also led our AtD Data Team to develop a model for collecting, vetting, and analyzing information in a collaborative format. This approach has significantly deepened the college’s understanding of the challenges and opportunities that face us and our students. We are applying for this award upon the recommendation of our coach and because our data shows Valencia making progress in closing the gaps. The AtD structure, focus, and support have also helped us to mature as an institution in noteworthy ways: in developing a genuine culture of inquiry; in collaboratively analyzing our findings for improvement; in our ability to implement and study large‐scale, college‐wide teaching and learning strategies; and in taking responsibility for creating conditions for all students that help make good on the promise of the “open door.” Valencia Community College Application for Leah Meyer Austin Award ‐ Page 2 Detailed Narrative Valencia Community College Committed Leadership: Valencia Community College has a long history of commitment to student success, paying particular attention to the potential of students historically underserved by higher education. Starting in 1994, we began focusing on the learning paradigm shift, with a vision of Valencia as an “extraordinary learning community.” We developed strategic goals that included Learning First, Start Right, Learning by Design, and Diversity Works. Engagement in this work led to the development of a collaborative culture and shared governance system; core competencies that unify the curriculum; front‐door student strategies for early “connection and direction”; an enforced mandate system for enrollment in developmental courses; LifeMap, a guidance system for development and accomplishment of career and educational plans; and faculty development that emphasizes action research and improvement of student learning. Current strengths are anchored in this history: a strategic plan that commits us to building pathways for students, assuring learning, investing in each other, and partnering with the community; executive leadership that understands and encourages the core work of the college, supporting it with a learning‐centered budget; and strong research capabilities. The opportunity to participate in Achieving the Dream (AtD) coincided with an institutional readiness that we believe was a good and timely match. Dr. Hunter Boylan, external consultant for a Title III grant, once remarked that Valencia had dabbled for years in all the right things but had failed to demonstrate a large‐scale commitment to specific student success strategies and to study the results. Here was our chance! AtD offered us a shared Valencia Community College Application for Leah Meyer Austin Award ‐ Page 3 vision, the discipline of a data‐supported approach, and the expectation of focus and scale‐‐ a catalyst for launching work that we needed and wanted to do. Documented Strategies: To start, we held a series of college‐wide “Big Meetings” into which we fed the research of smaller groups, with significant faculty leadership and participation. We looked for the intersections of highest enrollment and lowest success courses. The Data Team, working with Institutional Research staff, identified three major achievement gaps at Valencia: 1) across racial and ethnic groups, 2) between college‐ready and under‐prepared students, and 3) between student success in mathematics and other discipline courses. Subsequently, research teams identified over 100 strategies shown to have the potential to positively impact student learning and success. We used the Big Meetings to narrow our choices down to three, based on the criteria of effectiveness, scalability, and “ripeness.” (Did we already get it, own it, know how to do it well?) All the strategies are anchored in the concept of creating community to enhance engagement and deepen learning: 1) Supplemental Learning: Valencia’s term for the Supplemental Instruction model at the University of Missouri, Kansas City, where it is described as “a peer‐facilitated academic support program that targets historically difficult courses so as to improve student performance and retention by offering regularly scheduled, out‐of‐class review sessions”; 2) Learning in Community (LinC): Students enroll in “linked” courses (often Student Success and developmental math) taught by two faculty and a success coach who develop a shared syllabus, learning activities and assessments, and build a supportive community; 3) Expansion of SLS1122 (3‐credit Student Life Skills course): In existence at Valencia since 1988, this elective course consistently captured about 27% of the first‐time‐in‐college (FTIC) population and Valencia Community College Application for Leah Meyer Austin Award ‐ Page 4 showed positive impact on student persistence. Through AtD, we committed to increasing enrollment, including a mandate for students testing into multiple developmental courses. Appendix A is the four‐year plan for phasing in each strategy, for a total impact goal of 25,000 students, a number already exceeded (currently at 29,000+). Appendix B shows results to date for each strategy, and Appendix C illustrates gap‐closing trends by race/ethnicity. Broad Engagement: AtD sits at the center of Valencia’s learning work. Our College Learning Council serves as the Core Team; the AtD administrative team consists of the Vice President for Student Affairs, an Assistant Vice President for Academic Affairs, and the AtD Director‐‐ a mathematics professor on reassigned time; the Data Team, with support from Institutional Research and Learning Assessment staff, has developed a research model that serves the entire college (illustration, Appendix D); and the Curriculum Committee has made recommendations on the SLS mandate proposals. Appendices E/F show the college‐wide AtD participant clusters and actual involvement numbers by group. Campus ownership is reflected in the participation of the provosts, deans and faculty, and in additional strategies funded at each site with college dollars, including math support centers and a “Supplemental Advising” initiative modeled on the peer elements of Supplemental Learning. Consultant and campus teams meet regularly; there is an annual college‐wide sharing of strategies, challenges and results; and community meetings have included open forums, Alumni and Black Advisory Council gatherings. Use of Evidence for Improvement: Our evidence dialogue has been broad and deep. We have learned together to be inclusive in the processes of identifying, gathering, analyzing, and making meaning of data within our contexts. (Include the statistics faculty, for example, but acknowledge that educational research is rarely “pure.”) We chose to promote a culture of Valencia Community College Application for Leah Meyer Austin Award ‐ Page 5 curiosity (inquiry), which in turn drives us to search for evidence and analyze it for further improvement. We strive to make data‐informed rather than data‐driven decisions and search for the human elements in the overall picture. (If a 2% improvement is 100 students, for example, who are those students, and how is their educational path impacted by this success?) We have also incorporated cost/benefit studies into each of our strategy research proposals. Examples of our acting on evidence include the AtD work itself, in which we discovered critical performance gaps at the college and have since dedicated our resources to improve student achievement and close those gaps. Another example is the college‐wide development of a Division Action Plan for MAT0012, the lowest level of college preparatory math. This response came from the math departments after the AtD two‐year measures showed performance gaps closing in all targeted courses except that one. (See trend lines, Appendix C.) The SLS mandate proposal is another example of the college acting on AtD evidence. The Curriculum Committee approved mandating the SLS course for students testing below college level in all three discipline areas (reading, writing, and math). When the AtD schedule called for expanding the mandate to students testing into two college prep areas, however, the Curriculum Committee sponsored a summit to examine the data and determined that the evidence was not sufficient to warrant the second level of mandate. They helped to describe what would constitute “sufficient evidence,” and we rewrote the research proposal that will be presented with the more complete information in January. In each of these instances, and others, we believe that the integrity of both college process and grant effort has been tested and strengthened. Valencia Community College Application for Leah Meyer Austin Award ‐ Page 6 Systematic Institutional Improvement: The prior section addresses in large part Valencia’s improved use of data. In addition, access to data has improved as a result of the college’s on‐
going conversion from Cognos to SAS, which we have pilot‐tested with AtD data. The data definitions and cube development began with AtD staff, and use has gradually expanded to include wider circles of participants. Through external training, we also gained institutional expertise in conducting focus groups in order to add qualitative data to our findings, and each research proposal now contains this element. (See sample internal top line report, Appendix G.) The AtD work has also strengthened institutional connections and collaboration—
among and within departments and campuses, between Institutional Research and Learning Assessment, between faculty from different disciplines and between faculty and student affairs staff. Most of our specific goals have been met, but we recognize that the improvement process never ends. We intend to continue bringing our solutions to scale. Over 80% of the costs of Valencia’s AtD initiative have come from college dollars, so we will be able to afford to continue those strategies that are making a significant impact. In order to further assure a smooth transition, Valencia is conducting a self‐study this year through Foundations of Excellence, which we believe will provide us with clear priorities for next steps. We are applying for this award because we sincerely believe that our accomplishments are noteworthy. We have implemented the plan we committed to, have stretched and learned much in the process, are producing well thought‐out data on our results, and are acting on the data for further improvements in student learning and institutional response. Thank you for considering our story and our evidence. Valencia Community College Application for Leah Meyer Austin Award ‐ Page 7 Appendix A‐ Valencia Community College Strategy Implementation Timeline
2005­06
Phase I
Supplemental Learning
2006­07
2007­08
2008­09
2009­10
MAT 0012, 0024, 1033
ENC 1101, POS 2041, MAC 1105
Phase II
Linked SLS Course (LinC)
SLS LinC w/ MAT 0012, 0024, 1033 & w/ ENC 1101, POS 2041, MAC1105 as option
Phase III
Linked Interdisciplinary Courses (LinC)
Phase IV
Required SLS Enrollment
ENC1101, POS2041,MAC1105
w/ Other Courses
3 Prep Course Mandates
2 Prep Course Mandate
Under Review
Valencia Community College Application for Leah Meyer Austin Award ‐ Page 8 Appendix B – Valencia Community College Supplemental Learning Highlights
since implementation in Spring 2006

Success Rates in Developmental Math Courses

For students enrolled in SL section:



with attendance in 1+ SL session:



+ 2.4% for Fall SL sections
+ 5.4% for Spring SL sections
+ 9.8% for Fall SL sections
+ 20.3% for Spring SL sections
Student participation in SL sections (>33%)*


Avg. 45% participation from Fall SL students
Avg. 49% participation from Spring SL students
* National data suggests that SL is cost effective if more than 33% attend at
least one session.
Learning in Community Highlights
since implementation in Fall 2006

Success Rates in Developmental Math:



+ 12% for students enrolled in Fall LinCs
+ 13.1% for students enrolled in Spring LinCs
Accumulated credits earned by prep students if
enrolled in SL or LinC :



Spring 2006 cohort: + 5.2 credit hours
Fall 2006 cohort: + 3.3 credit hours
Spring 2007 cohort: + 2 credit hours
SLS 1122 (Student Success) Highlights


FTIC SLS enrollment increased from 27% in
Fall 2004 to 35% in Fall 2007
Persistence from Fall 2007 to Spring 2008 for
degree-seeking students who took SLS1122 is
higher:



+ 8.45% for Caucasian students
+ 7.43% for Hispanic students
+ 9.04% for African-American students
Valencia Community College Application for Leah Meyer Austin Award ‐ Page 9 Appendix C – Valencia Community College African American – Caucasian
Success Rate Gap by Course
Academic Year
2001
2002
2003
2004
2005
2006
2007
2008
30.0%
ENC1101
20.0%
Difference in Success Rate
POS2041
10.0%
MAC1105
0.0%
MAT0012C
-10.0%
MAT0024C
-20.0%
MAT1033C
-30.0%
Average
Total
Combined
Gap
-40.0%
Negative values mean African Americans are not performing as well as Caucasians on average.
Hispanic – Caucasian
Success Rate Gap by Course
Academic Year
2001
2002
2003
2004
2005
2006
2007
2008
30.0%
ENC1101
POS2041
Difference in Success Rate
20.0%
MAC1105
10.0%
MAT0012C
0.0%
MAT0024C
-10.0%
MAT1033C
-20.0%
Average
Total
Combined
Gap
-30.0%
Negative values mean Hispanics are not performing as well as Caucasians on average.
Valencia Community College Application for Leah Meyer Austin Award ‐ Page 10 Appendix D—Valencia Community College Valencia Community College Application for Leah Meyer Austin Award ‐ Page 11 Appendix E – Valencia Community College Valencia AtD Coordinating Teams
Coordinating Teams
Consultants
(Campus Based and Collegewide)
Supplemental Learning
Shelby Ballenger, Boris Nguyen,
Vivian Jones, Albert Groccia,
Linda Hidek, Jennifer McCormick.
Russell Takashima, Roberta
Brown, and Luis Negron
Learning Communities Math
and SLS and
Interdisciplinary Courses
Christy Cheney, Philip
Bishop, Mary Allen, David
Hosman, Terry Rafter­Carles,
Lysa Schuller, Mia Pierre,
and LinC faculty
Coordinating
Team/Leadership
Team
Julie Phelps
Ann Puyana
Joyce Romano
West Campus Team
Jared Graber, Mildred Francechi, Lisa
Armour, Kim Long, Mike Bosley, Russell
Takashima, Boris Nguyen, David Hosman,
Claudia Genovese­Martinez, and Tyron
Johnson
East Campus Team
Ruth Prather, Dennis Weeks,Maryke Lee,
Della Paul, Michelle Foster, Christian
Glardon, Jennifer McCormick, Luis Negron,
Terry Rafter­Carles, Amanda Saxman, and
Linda Vance
Student Success Expansion
and Course Modification
Mary Allen and others
Focus Group Faciliatators
Roberta Brown, Kurt Ewen, Celine
Kavelac-Miller, Philip Bishop, Nick
Bekas, Allison Sloan, Patrick Nellis,
Maryke Lee, Barbara Shell, and others
Winter Park Campus Team
Ruth Prather, Michele McArdle, Chris
Borglum, Cheryl Robinson, John Niss, Linda
Hidek, and Vivian Jones
Community Focus Groups
Susan Kelley, Fiona Baxter,
and others
Osceola Campus Team
Silvia Zapico, Dale Husbands, Kevin
Mulhulland, Tim Grogan, Chris Klinger,
Albert Groccia, Elizabeth Washington,
Donna French, Shari Koopman, Teresa
Nater, Lynn Paredes­Manfredi, Mia Pierre,
David Rogers, Leila Sission, John Tobia,
and Ron Von Behren
SAS Implementation for AtD
Bill White, Jim Ferrari, David
Colon, Juan Olivera, Roberta
Brown, Daryl Davis, Donna
Koslowski, and Jeff Cornett
Data Team
Roberta Brown, Jeff Cornett
Kurt Ewen, Nick Bekas, Lisa
Armour, Christy Cheney, Mary
Allen, Daryl Davis, and Shelby
Ballenger
AtD Consultant Team
Patick Nellis, Philip Bishop,
Mary Allen, Nick Bekas, Sonya
Joseph, John Stover, Paul
Flores, David Hosman, Rose
Watson, Christy Cheney, Cali
Campanella, Shelby Ballenger,
Barbara Shell, Helen Clarke,
Jeff Cornett, Roberta Brown,
Kurt Ewen, and Tracy Harriton
College Learning Council
(Core Team)
Kaye Walter, Rose Watson, Joyce Romano, Silvia Zapico,
Jared Graber, Maryke Lee, Cheryl Robinson, Aida Diaz,
Susan Stone, Tami Rogers, Shelby Ballenger, Brenda
Martinez Britt, Bill White, Debbie Garrision, Melody
Boeringer-Hartnup, Richard Gair, George Rousch, Ruth
Prather, Julie Phelps, Kurt Ewen , Karen Borglum, and
Katie Cheek
Valencia Community College Application for Leah Meyer Austin Award ‐ Page 12 Appendix F – Valencia Community College Participation Chart – Faculty/Staff Participants
SL Faculty (no SL leaders)
2006
2007
2008
Spring
22
49
51
Summer
26
34
41
Fall
36
55
72
27
45
33
58
49
Spring
25
35
39
Summer
15
17
20
Fall
45
43
61
LinC Faculty and Staff
Spring
Summer
3
Fall
SLS Faculty and Staff
Participation Chart – Student Participants
SL students
2006
2007
2008
Spring
928
1973
2151
Summer
716
1311
1347
1167
1949
2086
114
279
196
492
443
1083
1359
1811
326
444
590
Fall
2655
3082
3287
Duplicated Student Headcount for the Year:
7071
10724
Fall
LinC students
Spring
Summer
Fall
SLS1122 students
Spring
Summer
Total Duplicated Student Headcount:
11994
29789
Valencia Community College Application for Leah Meyer Austin Award ‐ Page 13 Appendix G – Valencia Community College Valencia Community College
Topline Summary of Response
Student Success (SLS1122) and the 3­Prep Mandate:
Qualitative Discussions with Students
Orlando, FL
December, 2007
Prepared by:
Achieving the Dream Data Team
Valencia Community College Application for Leah Meyer Austin Award ‐ Page 14 INTRODUCTION
Valencia Community College is evaluating the strengths and successes of the Student Success course,
SLS1122, and student reactions to the SLS1122 mandate for students testing into preparatory levels in
all three discipline areas (3­prep). Qualitative research was conducted to explore the perceptions of 3­
prep students who have taken Student Success courses under the mandate.
Two 60­minute discussions were held with 3­prep students who enrolled in a Student Success course in
any semester from Fall 2006 to the present. These students had predominantly enrolled in the Student
Success course alone, with the exception of two who were in sections that were part of a Learning
Community (LinC). The sessions seated 7­8 students each.
The two groups consisted of a total of 15 participants with the following demographic breakdown: 13
females and 2 males; 7 of age 18­19, 5 of age 20­24, and 3 of age 25 and up; 8 African American, 3
Hispanic, 2 Asian/Pacific Islander, 1 Caucasian, and 1 Other; 5 earned A’s, 3 B’s, 1 W, and 6 were
currently enrolled. Two of the students were part of the BRIDGES Program. During the recruitment
process students were screened for eligibility and variation in demographics. They were informed only
that the discussion would be focused on a topic related to education.
Representatives of the Data Team recruited the students from contact data provided by the Office of
Institutional Research. Nicholas Bekas, and Julie Phelps conducted the sessions with Mary Allen, Joyce
Romano, Jeff Cornett, and Jenelle Conner serving as note­takers. The following summary was prepared
by Roberta Brown using information provided by the moderators and note­takers.
Caveat­­
The findings presented here are offered on the basis of responses heard from a limited number of students.
Qualitative research is directional in nature, intended to uncover and explore issues but not measure their
prevalence in the population. Therefore, the findings here are not intended to be projected to the population.
Rather, these insights should be considered carefully and in context with other strategic information.
KEY INSIGHTS
Overall Perceptions and Attitudes— About SLS1122




Variety in length of attendance at Valencia. Some students were in their first semester, while
others have completed one to three semesters. Some came to Valencia because of location or
cost, some because of reputation, and some because friends or family suggested.
Overall, students felt like they benefitted from the course and found it useful in life and in other
courses. Even students that did not want to take it commented about positive aspects of it and
useful skills that they learned.
Students listed a variety of skills that they acquired and appreciated learning in the course: goal
setting, time management, research and presentation skills, learning to work with different
types of people, and learning about learning styles.
There were a variety of comments made about both the positive and negative aspects of the
course.
o Positive: Most students felt that the course gave them guidance and direction and
helped them to become better students in that course and in their other courses. “It
helped you figure out what you wanted to do and if you knew what you wanted to do, it
Valencia Community College Application for Leah Meyer Austin Award ‐ Page 15 

helped you plan for it.” “I have a higher completion rate in my classes than my friend
who is a genius!”
o Negative: Most of the negative comments were focused on the instructors: faculty
student interaction, sharing ideas, and the need for better training. One student
withdrew from the course due to her bad experience with the instructor. “Have a work
shop for professors on how to better approach students.” “I wish some professors would
be better organized.”
Most students responded favorably when asked if they would have “chosen” to take Student
Success, knowing what they know now. Several students also commented that they would like
to see a “Part 2” to Student Success, and that they would be very interested in taking a course
like that.
Students said that they would definitely recommend the course to friends and other students.
Overall Perceptions and Attitudes— About the Mandate








Most students were not fully aware of the mandate, nor did they have a complete understanding
of the concept of a mandate.
Several students commented that they enrolled in Student Success because a counselor
“suggested” that they do so, or that they “heard about it” at orientation, or that it was “on the
paperwork, on the course list” at orientation.
Whether they were aware of the requirement to take Student Success or not most felt positively
about having to take it. Comments centered on the positive things they had heard about
Student Success prior to taking the course: “helps you become organized” , “helps you make
better decisions in life” , “heard it was an easy A.”
Two students felt that they had a negative reaction to the requirement. One student felt that he
was “very aware” of himself and did not need the course. The other commented about the cost
of classes and the fact that Student Success was not a required course in their degree program.
After having taken the course, reflections upon having been required to take the course were
mostly positive as well. Comments centered on the usefulness and helpfulness of the skills that
they learned in Student Success. “It was a good idea. Something I needed . . . guidance towards
your career . . . clarifies what you want out of life . . . lifts a burden off your shoulders as you
know more what you want to do.” “It maps out what you need so you don’t waste your time.”
“There is a reason they asked 3 prep students to take it – it gives them extra help.”
The student who felt negatively about the requirement prior to taking the course commented
that although he did learn some useful skills in the course that did not change his attitude about
being required to take it. Other students felt that anyone would benefit from the course but
didn’t think it should be mandated; they would rather be taking something required for their
degree.
In the second session, when the question of whether student success should be required for
more students was put to a vote, the response was 6 – yes and 2 – no.
o Affirmative responses included comments such as: “should be required for everyone” ,
“good for students that did poorly in high school” , “good for students who didn’t go
right to college” , “require it in the first or second semester . . . so you can use it in other
classes and develop your plan” , “first semester is good for freshman . . . to get involved
in college.”
o Negative responses were based mostly on the principle of giving students the freedom
to choose. The students felt the course had some positive aspects, but that students
should not be required to take it. “ . . . the student is paying for the course. The faculty
shouldn’t have the right to require it.”
There was also some disagreement as to when it should be taken. Most students felt that it
should be taken in the first semester, but others felt that students should be able to decide when
to take it. While one student commented that it was helpful to take it simultaneously with Prep
Valencia Community College Application for Leah Meyer Austin Award ‐ Page 16 
Reading, others felt it would be better to take it the semester following the completion of that
course instead.
When asked if the mandate made Student Success more like a “prep course” students had mixed
responses. Most felt it was more like an elective and considered it neither prep nor college
level.
Promoting Student Success Courses—


Students felt that hearing about it at orientation was really helpful. However, several students
commented that they did not listen to what the advisor said about Student Success as much as
they did when the instructors came in and talked about it and when they heard about it from
other students.
Students suggested that there should be a presentation that includes student testimonials.
Students also felt that the RoadMap Scholarship was a great marketing piece but many of them
did not know about it until they actually took the class. They suggested that it be publicized
more.
KEY IMPLICATIONS
Based on the feedback from these students, it appears that students find Student Success (SLS1122)
beneficial. They appreciate the skills that they learn and are aware of how it helps them be more
successful. “I didn’t know what to expect but once I got there, I could see where they were going with this” one
student reported. A number said it made for a good transition from high school to college.
However, although students felt positively about taking the Student Success course, there were mixed
emotions about the mandate. Most students did not have a good grasp on the concept of the Student
Success mandate for 3­prep students. When asked about being required to take the course many
students felt indifferent towards the requirement and were glad that someone “suggested” they take the
course. On the other hand, a few students resented being forced to take it and felt they would have
preferred to take something that counted towards their degree requirements.
Valencia Community College Application for Leah Meyer Austin Award ‐ Page 17