Big Meeting
March 19, 2010
Goals 1 and 2 Table Discussion Notes
Table: 1
Objective: 1.1 - Partner with others to increase the college going rate of students from every
high school and the percentage of those graduates who apply and enroll at Valencia.
Recorder: Victor Collazo
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Do we still do Counselor Day? – Yes
Transition Team – Keep fresh and up to date
“College is possible” message
High School Assessment – now mandated
o Difference since mandated – too near to tell #1908
o Significant – more being tested
o Effect on mandated high school program – the Summer/Fall
o Seminole model
 Meeting with OCPS about #1908 – interpreted differently
 Schools offering remedial
o Faculty concerns about high school remediation
No increasing DE at high schools but encouraging to come to campus
Home school students increased DE on campus
CJ program – Boone Magnet High School DE model 50% vs. 50 % Boone
High school programs to increase numbers
o Enrollment progress – revise confusing information
o Requirements to come to campus to unlock Atlas Accounts
Things you have to come to campus?
o Orientation
o Students don’t want everything on line
o People doing on line orientation then coming to campus
o Our assumption that everyone can do it on line
o Older students and Atlas
o Easy to get lost on our web site
o Trans Team on campus – soft skills
o Getting parents to campus for orientation
o Don’t simplify “College is Possible”
Don’t like wording – change “college” to post secondary
OVC pathways now requires some college
Various non-college related reasons for attending
o Family expectations
o Parents paying insurance
o School or work
o Assessments to help create goals
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Reaction
o Communication – strategic brining to our students preview of “In the Making”
o Venting process on marketing – purposeful misspelling
o Education Is In concerns – not professional – “time Out Corner” on web page
o Additional collaboration when creating marketing
o Increase Valencia hard sell
o Direct Connect impact on enrollment
o Do we really need to increase enrollment?
o Are we able to support increased enrollment?
o How does enrollment management plan fit into the goal?
 Target market for specific programs
o What is impact on enrollment management plan?
 Effect on non-related classes, i.e. prep, pre-registration
Missed
o Just because a student has completed develop e dreg prep classes there are other
“soft” skills like timeliness, prep work, bring books to class
o Want the focus to be more than numbers when transition to college
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Table: 2
Objective: 1.1 - Partner with others to increase the college going rate of students from every
high school and the percentage of those graduates who apply and enroll at Valencia.
Recorder: Jeff Cornett
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Discuss:
o Questions/concerns
o Comments/envisioning
o Challenges/opportunities
Pluses
o We do so much as a college
o We don’t know all we are doing
o State Bill 1908 – work with high school to do prep in high school
o “Go Higher and Get Accepted” initiative
o Bill – students must now select their major in high school
o High school guidance counselors invited to Valencia
o Web Technologies – Live Chat, social networking, etc.
o Dual Enrollment
o Our math professors are working with high school math recharging prep training
Problems
o Lots of first generation students – need help
o In focus group – community college is perceived as second choice
o Need to work on our branding at Valencia to sell to students that community
college is a best choice
o Scalability of initiatives (Bridges is such a small percentage of our students)
Drivers working in our favor
o Direct Connect – make Valencia a preferred choice
o Financial aid trend – means to focus on education
o Increasing rates of fulltime students – show students are more serious
o Capacity restrictions may be filtering out weaker, less organized students
 Works like a defacto admissions process
Challenges
o Capacity issues at Valencia
 Funding for faculty and staff – both needed
o Students who can’t make their schedules will discourage easily
o Students, schools and principles need to be “flooded” with Valencia
o We may not be marketing our workforce programs enough to high school students
 Including AS, certificates and skill enhancement that does not lead to
going on to a bachelors somewhere
 Should do a Valencia person at the highs school similar to how UCF has a
person on our Valencia campus
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Table: 3
Objective: 1.2 - Increase the percentage of students who persist at Valencia through key
academic thresholds.
Recorder: Erin Smith
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Persistence
o Change in literature – “showing up” isn’t enough we need progression
o Measure what’s been accomplished in the semester
 Classes complete rather than just the returning next semester
Attempted vs. complete – completion ration
o Deeper meaning that “persistence”
 Completion
 Momentum
 Progression
Measure why students are not completing courses
Before a student drops a course, create a checks/balances
o Checklist “have you”
 Talked with your advisor
 Consulted your LifeMap Plan
 Talked with other students
o It is too easy for students to just drop a class with no intervention – just a “click”
of a button
o Student awareness of what dropping a class will do - why they are deciding to
drop the class
Raise student’s awareness of their progress
o Ceremony of completion (15 credit hours, etc.)
o Mile stones developmental students
o Celebrate thresholds
o Book store credit (20% discount on materials to prep for next semester)
No one should withdraw without consulting their professor first
o Atlas notifications
o Student survey
o Only the professor can drop a student
o Students cannot drop themselves
o Facilitate conversation between students and professors
Have former students talked with current students regarding:
o Projects
o Success in class
o How they progressed
o “If I can do it, you can do it”
o Build momentum/drive in students to complete courses
o Add momentum to persistence
Making progression more visible!!
Making consequences know for dropping a class
Make a graphic in Atlas to show their completion status – very visual
Show steps to success – visual representation
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o Be careful not to show negative – discourages students
Measurement should improve performance not only at Valencia, but of the student as
well
Track students through BA completion (past Valencia) to see where we may be able to
improve our courses
Provide professors with information so they can better advise students
o Key people to talk to
o Department/division meetings
o Cross-departmental meetings
o Online tools
We all have a role in helping students complete their degree
More cooperation between campus within disciplines
o Meetings on discipline level (cross-campus) to bridge communication between
professors, to coordinate ideas, share information, curriculum alignment
Educating faculty to better serve students needs to keep them on track and complete
courses
Online collaboration, social media
Share and coordinate efforts
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Table: 4
Objective: 1.2 - Increase the percentage of students who persist at Valencia through key
academic thresholds.
Recorder: Liz Justino
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JC – Once outreach to students, Pathway Valencia presents to them is two-fold without
too many directional signs, but directions are specific as to what to do and cored, i.e.
homeless students , how does information get to them? Structured marketing or word of
mouth (friends of friends)?
TB – How easy is it for student to get enrolled and know what to do in process. Is
information clear enough? Because students will asking what next when show up. Is
there a communication barrier?
JMF – anything for the first time is difficult, so how to do it.
MP – Map out key thresholds, 15, 30 45 hours of completion and developmental
education completions which are thresholds. Maybe a certification of recognition that
completed program, i.e. developmental courses, would be a targeted communication to
keep them moving forward
TC – How to give guidance to non-traditional students, older than 18 years old, more
mature because they may not know college procedures. Dissemination of information is
important (because communication with college is difficult).
TB – Breakdown happens because incoming students want to tell a story, but everyone is
busy, so can’t really listen.
JMF – Like welcoming person at Wal-Mart, need to take the time to listen (we do, but
need more).
TB – This is an area that can be improved.
LT – Welcome students and NSO, SD increased welcome back activities. Do we need
more than that?
MP – Not just what we do when they get here for first, but after first and second
semester, how we guide them: Think about our next contact with them in addition to the
first contact.
LJ – As advisors, we do developmental advising, help them with Education Plan and
guide them towards MEP and LifeMap.
MP – Similar to Career Program Advisors model for general studies students.
TB – AA advisors do not have same opportunity to do CPA model because students do
not come to them and if they do, don’t see same advisors. Maybe more personalization to
be able to develop relationships with students by checking in to ask where they are and
here is your next step. Following developmental advising mode. Students don’t feel like
a number). The teaching element, although all is on-line, want to have the teaching
element.
MP – Utilize ATLAS Labs better with targeted information activities to advise them.
JC – Students talk to students, i.e. in Recycling Film. So using ATLAS Lab for activities
is a good idea. Hard to keep students captivated. Constant renewal of recognition.
TB – Students without connections, i.e. club, professor, advisor, are those who are lost.
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SC – Benchmarking here, do we contact students regarding benchmarks? Career oriented
students have goal, GE students are walking around. How do they get that information?
Is there anything done for them to ensure they are following path to benchmark?
TB – Direct Connect to transfer and advisor guides them, but not specific; sent them to
UCF advisor, but not ideal.
TB – Students not required, but encouraged to use LifeMap tools.
JMF – Incentives possible once student reaches a benchmark, i.e. 20% discount
certificate for bookstore, etc. Event certificate to acknowledge when completed program,
i.e., developmental math, Integrate LifeMap skills within first 15 credit hours.
MP – Increase usage of tools, i.e. LifeMap, but make tools as effective as can be.
JC – What feedback are we getting from students as they reach the threshold? Make tool
more interactive at key points, i.e. registering for second semester, information to op-up
saying “you are in term two and here is what you need to do.”
TB – Need to be pro-active not reactive. Ongoing early contact before a problem arises
because students do not seek help until problem occurs, i.e. Purdue University has popups, does not go to e-mail, but on their “ATLAS” account to communicate what student
needs to do. It has been effective. (Pop-up is in amber color.) Could be an incentive or a
pop-up (or both), but needs to be a communication that reaches the student to inform
them to see someone to make sure they are following benchmarks to reach key
thresholds. Also, personal relation with field advisor at Nova Southeastern.
MP – Look at using “Live Chats” a pop-up that allows a student to speak with them via
computer when advisor is available.
LJ – Reach students through media/technology. A position that was discussed for the
coordination of MEPs maybe can be the “Live Chat” advisor for quick advising and
direct student to appropriate advisor/counselor.
GT – Can faculty help with this?
MP – Faculty are cautious about program advising because they do not want to give
incorrect information. Give faculty canned information to help with the advising.
SL – Even if faculty tell student to see advisor, at times are hostile to the idea.
MP/SC – Analysis of enrollment trends that when reach key thresholds/benchmark to
know that this is what you should have done by this time.
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Table: 5
Objective: 1.3 - Increase the course and program completion rate of Valencia students by
decreasing the withdrawal rate.
Recorder: Dennis Weeks
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What is the current graduation rate
o Where are we in that range
o Are we there
o Can we do better
Will decrease rate equal better graduation rate
o Reasons
o Is it successful completion
o What is success
o What is completion
Is it sometimes better for students
Online failure of late is increasing in perception
See online course
o Are you an online student
o Need lots of hand holding
o Point to success
o More advising, better advising (remember online)
o Orientation for online
Percentage of failure in online courses
Number of online courses
Too many courses signed up for
Too many flex and short time load (overloaded)
Reasons they drop out
o Money
o Time
o Work
Reality (Nursing) Check – can I really do this
Help – let students know about resources
o Tutoring
o Better communication to tools
Require orientation to helpful tools – not just prep or SS
No able to understand value of tutoring (students)
Faculty not able to share resource options (communication)
“Online Campus” with administration, provost, dean
o To increase standard of class
o Many do not need quality
o How would this help
o We are not equal to the standard classes now
o We have an honors director, works well, students
“Online College” disconnect – a different group not equal to regular students
o Obstacles with faculty
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o More staff to support online - not equal fulltime
Quality matters
Perfection is a reasonable goal
Not equal to allow with before a discussion with teacher
Restriction
Why withdraw to begin with
Different target and measure
What measures are need to move needle
A study to see why withdrawing
A new short-term target, to see what we need to know and why before fixing
o Information from study = directions to look at
o Information why ($), helpful with scholarships, etc.
o We do not know what to do – no answers yet available
How much does culture influence equal withdrawal, first year college, no supportive
family
Overtime family support declines – gets old
Language barriers – impact on withdrawal, 5 years to grasp language
Under prepared impact, plus language/cultural barriers
o How do we address this
Are we already in top 5%
o What does to 5% mean
o Criteria to be up 5%
Not sure goals are __________
o What is used to measure
Where are we compared to target
o Diff. prep to target
o Has assessment been done yet
Withdrawal equal to empty seats that cost someone else an opportunity (Nursing)
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Table: 6
Objective: 1.3 - Increase the course and program completion rate of Valencia students by
decreasing the withdrawal rate.
Recorder: Shelby Fiorentino
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We can and have pulled data on these based from data team beginnings from Achieving
the Dream still continuing with DEI
Agreed that measures are good
Numbers completion verses originally enrolled program. We are not tracking in alternate
ways, i.e. change from AA to AS or vice versa
We are not tracking (can we?) withdrawal reasons
o Are they transferring schools
Does re-enrollment change numbers
Can we track students who are taking time b/w course sequence (namely math)
Expand group/number of people who can do focus groups, but focus groups are timely
and can be expensive
Follow up would be great but because of large numbers of students not specific programs
(Honors, bridges, etc.) this is not realistic
If you get this what do you do with information?
The notion that these are two year degrees causes pressure/stress. We should have plans
for 2, 3, 4, 5 etc. years. Our catalog has y semester sequence that does not account for
prep courses. Needs to be promoted on a more individualized basis. Take the perceived
“time limits” out of the picture/description.
Invest more in faculty development for developmental advising. Students contact
students on a more regular basis.
Looking at long term target, we have front loaded many of our interventions/strategies.
What are we doing in the middle and end?
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Table: 7
Objective: 1.4 - Align plans for the Associate in Arts and Associate in Science degree programs,
and the resources to support them, with the economic development needs of the region.
Recorder: Myrna Villanueva
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Adding baccalaureate will translate to increased funding
Kudos to Falecia and her team for the work on this issue. However, focus on AS – need
to include AA
What are those major degrees need a BA
o How do we align (resurrect) those AA degrees
Need CDA certificate as an option.
o Explore how we do this
All of our degrees impact economic development
o Every student embarking on this journey is doing so for economic development
Determine which AA transfer plans need:
o Updating
o To be deleted
o Added
o Which will/may impact faculty/staff planning
Stay tuned/connected with UCF’s expansion (Medical City) and look for opportunities to
engage
In truth many AS degrees (i.e. engineering) require a baccalaureate degree (as in a
“transfer” Program)
AS degrees can be used as a transfer option to the Bachelors of Science degree
(communicate this connection)
Communicate the research to those “outside” of AS programs – this will connect both
sides of the house
Extend invitation (the Net) to deans that oversee AA programs when discussing research
on Workforce Development
Expand course offerings in different companies/institutions , thereby extending our reach
throughout the community, OUC and Universal
We accept credits from other institutions (Orlando Tech) but we don’t easily from credits
from Valencia Enterprises
How do we accomplish --- are we considering change in economic development as we
review AS programs
The AA programs are not included in the comprehensive review as are the AS programs.
Overall, Valencia does a good job of looking internally at how we are doing.
Opportunities:
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Find ways to better communicate where these “clusters” are offered (internal/external)
o Consider how best we can put this up front and center on the web
We do have limitations on “entire” programs that can be completed just at our campus
Marketing needs to include clear, concise options for students and internally as well
(helps for us to know what is being offered at the college)
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We all need to be ambassadors but we need to have the information (accurate, accessible,
quick) in order to do this effectively
o Need to explore why our students are not excelling as well as they have in the past
(SAT, quality of students UCF accepts verses those who enroll first at Valencia)
There is a difference between economic development and our students’ interests are these may not necessarily be the same/aligned
There really isn’t an alignment of AA and AS programs – much of this work takes place
in a vacuum yet there may be some strategies that can work for both (i.e. data collection,
distribution, guiding principles, all students want a job)
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Table: 8
Objective: 1.4 - Align plans for the Associate in Arts and Associate in Science degree programs,
and the resources to support them, with the economic development needs of the region.
Recorder: Ty Johnson
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Need to develop coordinated sequence of programs that may support student transition
from the associate degree to the bachelors degree
Develop transition plans for AA and pre-majors for Workforce Development and
economic demand
Stronger and more defined partnerships with the community to off-set dollar resources
needed for faculty and/or equipment and develop some sort of reciprocity for their
willingness to participate as a partner
Expand recruitment of “donation” of industry professionals as adjunct professors not only
to reduce instructional cost, but also to strengthen our relationship due to communication
and alignment of skills and learning objectives
Increase efforts to make transparent to students and community which programs and
clusters are located on each of the campuses
Establish principles for program development, location and expansion
A system to better inform students and staff of place bound program assignments
Language of the target of the objective is not clear for many staff and students
STEM initiatives need to be better defined and agreed upon
Better branding of campus based programs
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Table: 9
Objective: 1.5 - Increase access to associate degree and higher programs through university
partnerships, scholarships and financial support, and through the addition of Valencia campuses
and locations in growing service district areas that are relatively distant from existing campuses.
Recorder: Barbara Shell
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Access
o Short term target
 More than getting a scholarship
 Students need to learn to live within a budget to manage funds
 Financial literacy skills – teach
 Many don’t learn literacy skills at home
o Online classes
 Inadequate equipment for success
 Educate students for success
o Expand capacity in line with enrollment plan
 Try to fill every spot (don’t turn students away if possible)
 Analysis of classes, numbers of students, location times, maximize class
access
 Help students plan and pay as soon as register for courses (missing
deadlines)
 Deadline for payment is close to class start (can result in missing deadline
and class is not full
 Financial aid assistance with meeting deadlines for payment
 Students see deadline as payment day rather than last chance to pay
 Need education for st6udents about payment deadlines
 Students don’t check follow-up email attempts to often miss reminders
 OIT has implemented, transfer process has been streamlined, email to
deans
 Out of state students don’t know Florida law (Gordon Rule)
 Students often comment on and appreciate level of developmental advice
they get from us (faculty/staff)
 This helps the student be successful
 Some faculty see developmental advising as someone else’s job and we
need to get beyond this
 Technology could be used (videos created that can be assigned by faculty
members)
 Financial aid TV is being used by many students that answers what they
need to know quickly – development advising can be helpful in this way,
too
 Most are reluctant to advise about financial issues due to lake of expertise
 Students need to know how to work on scholarship and financial aid
applications (need to be worked on regularly)
 Faculty can include skill development in their curriculum
 Learn to write letters for scholarship application
 Expand to general education classes
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Online increase be don thoughtfully
Don’t set students up for failure
“Two for All” CJI initiative – goal is to education law enforcement
using/maximizing available resources (adult learner target)
Suggested measure
o Track online offerings
o If we increase numbers, we can have negative impact if they aren’t prepared for
online
o It would increase capacity
Why are students not receiving scholarships
o Suggest to add measure
o Not applying
o Don’t know how to apply
o Applications not well-prepared
o Add to how would be accomplish this
o Faculty letters of support need faculty education, role model examples of
appropriateness
o FLIRT education helping tremendously
How would we accomplish
Faculty development on how to provide support for students seeking scholarships
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Table: 10
Objective: 1.5 - Increase access to associate degree and higher programs through university
partnerships, scholarships and financial support, and through the addition of Valencia campuses
and locations in growing service district areas that are relatively distant from existing campuses.
Recorder: Rachel Waite
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Access
o Name concerns
 Comments and suggestions
 Opportunities and challenge before us
Under represented fields – Earth Science
o Only one associates program in science on West – Horticulture
How can be let students know that what they are doing here feeds into other Florida
universities
Electronic system is already in place to help students build a transfer plan
o All pre-regs are listed
Teaching Student Success has taught me where all of these resources are at the college
What is already going on in terms of access – we need to assess what we are doing at
Valencia
Students like some face to face and some online
Let’s be realistic about access – who are we going to serve
o Are we going to continue to be open access
o We could grow dual enrollment if we had the funds
o We cannot grow because we do not have the funds
Let’s get as much mileage as we can out of the programs we already have
Customize programs for various students – some online some fact to face
o Customize access
o The personal touch balanced with technology
Access equals better communication
o We have to communicate better to students now
o Access is available
o We have to prioritize access due to cost
o How can we meet the needs or dreams in line with costs and collars available
Pick up some of the bachelors programs that UCF is not offering
o Example: GIS program, certificate program
o This is not offered at UCF
o We have a GIS lab on West Campus
Program development to meet needs of students
o What is not offered at UCF that we can offer
Become more active in providing alternatives in terms of textbooks
Extra training
o Colleagues in many of the services at the college
o Get all of us out of the silos
o How can be distribute information across the college
Allow faculty to cheerlead and help raise funds for their own programs
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o Raise capital for program development and resources
Apply for grants
o Allow faculty time to do this
FLIRT is good idea – very useful
CJI partnership very positive
Enrollment/growth plan is a work in progress
o How many students do we think we can support
Student cohorts and the costs to educate them vary
o It costs more to educate some people, less others
o Managing enrollment to cohorts
Enrollment
o Dual enrollment does not require tuition
As a part of tracking online offerings also:
o We want to try to meet these objectives but we want the subtle details of the
enrollment plan to be addressed
o What is the percentage of each cohort that will be represented at the college
 International students\online
 Dual enrollment
 Out of state
 Face to face
The plan looks good
Move FLIRT to the short term goal
o We suggest a change in the long-term target
 College will be accessible to all in our district via campus locations and/or
alternative delivery system, and financial literacy/need will not be a
barrier to attendance.
o The FLIRT program will help many students prioritize it
All looks good
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Table: 11
Objective: 2.1 - Develop, align, and review program learning outcomes to assure a cohesive
curricular and co-curricular experience that enhances student learning.
Recorder: Carin Gordon
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Consensus
o Need for basic skill sets for all students
o Industry expert tell department what industry is looking for
o Determine what industry requires even for liberal arts majors
o Stress communications skill in all programs
o Provide tutoring and financial resources to ensure students stay on path
o Encourage and support SL and LINC courses
o Find support for higher level tutoring
o Assist students in developing discipline to help ensure success
o Encourage students to participate in activities beyond classroom that advance
program/course outcomes
Concerns
o Students being able to complete prep classes
o Continued focus on prep
o Should outcome levels vary based on program, i.e. honors
o Concern that special emphasis needed for students/disabilities
o Diverse student body creates challenges
 University path
 Job training
o How difficult is it to create program outcomes for someone going onto liberal arts
Consensus
o An incentive program that encourages students to participate in activities that
enhance their development
o Ensure program outcomes incorporate life skills to ensure success and lifelong
learning
o When a student graduates from Valencia, what will that mean – program
competencies
Program outcomes need to ensure consistency in level taught by faculty
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Table: 12
Objective: 2.1 - Develop, align, and review program learning outcomes to assure a cohesive
curricular and co-curricular experience that enhances student learning.
Recorder: Julie Corderman
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I thought it was already underway
AS programs already looks at their programs every five years
o Make changes as needed
o Easier in some ways because it is externally driven (industry)
Question is how do we translate this work over to AA
Course outline builder can help define outcomes
Learning outcomes need to be pushed out further like to adjunct
o There is a disconnect here
Some areas need to be reviewed more frequently than others
Is the list going to be even current and relevant by 2013
o It is constantly evolving
Do we have to do outcomes for new four year programs as well
Can outcomes meet all the needs of different types of students
How specific/general are these outcomes going to be
May be harder to get faculty by-in on AA side because no real external pressure
Figure out how to measure progress is challenging
Suggestion – try out with a smaller pilot group
Are we keeping our partners (UCF) in the loop and are we preparing them in ways that
will have them being success at UCF
Our stats are telling us the Valencia students are struggling at UCF
Consensus
o Challenges with fact we are dealing with lots of variables in students and classes
as well as it is a moving target (each year the programs change)
Concern
o Our students are not able to perform strongly at the university level
 What are we missing
 How are you getting faculty buy-in
 If a faculty does not like a particularly competency
 How will they be held accountable for imbedding it in their course
verses just pay lip service to it
 How do we communicate ideas across disciplines
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Table: 13
Objective: 2.2 - Increase the percentage of students writing at the college level.
Recorder: Liza Schellpfeffer
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First assessment in Comp 1 have rubric with five criteria cumulative effort from many
instructors to develop this rubric
There is support on East and West Writing Centers to assist students -- students are aware
Students (English as a second language) have contracts to come and pass EAD exams
We need to find out
Prerequisites
How do you measure writing in math class
o I have students in my math class that do reports and have to write in complete
sentences
o I don’t know if all math instructors do this
Common assessment made of students done at lower levels for EAP
What I notice with spell check, students don’t know how to spell
o More common to see writing errors in daily publications
Number 3 – Writing center we have is – is it enough
o If not, where is the funding coming from to increase standards/availability
What is appropriate college level writing
o Sentence fragments, run on sentences are bothersome when grading
o Minor spelling and minor grammar doesn’t bother as much
o Subject and very should at least agree
Across all learning fields we should have the expectation of college level appropriateness
(all fields, math, English, biology, etc.)
Adjuncts and fulltime instructors come together for collaborative time to help establish
common goals/best practices
o Helps to establish unity within department – then across fields
o Once rubrics are developed need to keep common across fields
Students still have tunnel perception that they have to have strong writing for English
courses, but can slack in other courses like chemistry.
o Carry appropriate college writing guidelines across fields
 Will increase their own perceptions
Suggested short term measure
o A list of writing levels will have been established
o Need to add
 With collaboration of others (instructors from other areas)
 Within disciplines/fields of study
 Properly circulated to entire (especially adjuncts) college community
We need a continuous improvement plan after the first assessment has been established
o Check to see if improvements over time
o With vision of keep improving/increasing levels
we have a mentor in our department
o I pair instructors for our department
o Welcome back with various sessions help pair instructors
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Does good writing look different in various disciplines
o At associate level don’t think it necessarily looks different
If students are in difference classes (math and science) academic English guidelines
should be the same.
As coordinator assign mentor to a group of adjuncts within a specific course to help keep
lines of communication open
 Every tenured professor could have a group of adjuncts to oversee
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Table: 14
Objective: 2.2 - Increase the percentage of students writing at the college level.
Recorder: Jane Wiese
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College level writing
o Increase the percentage of students writing at the college level
Disconnect with students actual level of writing and college level courses in other
disciplines
o Impact of financial aid
o Have to take 1,000 or 2,000 classes, yet have not completed prep classes, yet have
not completed prep classes
o Is there data available which identifies success rates of prep students taking
college level classes prior to meeting the college level writing requirement
 12 credit hours equals more financial aid than 9 credit hours or less – so
try to take classes outside prep in order to get more funding
Assessment of writing levels no longer done college-wide – substituted random testing
Currently a college-wide committee is investigating and researching writing assessment
(discipline teams)
Technical certificates often don’t include Comp 1 requirement (substitute OST 1335 –
Business Communications)
Currently have a four point rubric for scoring writing samples
AS and Certificate Programs have a limited number of hours
Need to assess level of writing appropriate for certificate and degrees by discipline
Possible need for technical writing course
Suggested measures
o 1 – OK
o 2 – Maybe more specific to say assessments should be appropriate at each “level
o 3 – OK
 Well underway at campus writing centers and SL (supplemental learners)
program
o LINC courses for matching technical writing to specific majors
o Encourage writing across the disciplines
 Develop “models” in various disciplines
Noted the large percentage increase in AS, certificate seeking students
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Table: 15
Objective: 2.3 - Increase the percentage of students who complete the math sequence within two
years. (Completion is defined as successfully completing the highest level math course required
for a program of study. The two-year measurement period begins upon entrance to the College.)
Recorder: Louise Pitts
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Completion of Mathematics
o Agree with objective and targets
o How many withdraws
o Why
o Additional suggested measures/strategies for achieving target
o Completion of math dependent on reading ability
 To what degree
 Bundle - LINC, Reading, Math, Student Success
o Strategic Issue 7
o More mentoring
o Mechanisms available to help students apply for scholarships as addition to AA
o Student retention of math concepts from one course to another if student takes a
term break in progression
o Sequencing of courses
o Implementing of alert system if student deviates from their plan
o Bridges – maybe link students and include in Bridges type program through
technology verses face to face
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Table: 16
Objective: 2.3 - Increase the percentage of students who complete the math sequence within two
years. (Completion is defined as successfully completing the highest level math course required
for a program of study. The two-year measurement period begins upon entrance to the College.)
Recorder: David Sutton
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Teacher student match helpful
Excellent teaching for people who have difficulty with math
Students are more successful when only taking math – concentrate on math
Need research for pairing prep courses with other front door courses
Encourage (mandate?) students not to put off completing math courses
Establish a pace for completing math sequence
Bridge gap between high school math and college math
Math literacy in general is a problem compared to the rate of English literacy
Presently not getting the math in high school to prepare them for college
Quality of faculty should be reviewed
More training for adjuncts – they teach most of the prep courses
Students should prepare for test in similar environments in which they will be tested
One track in Destinations for the purpose of preparing faculty for the tasks of help
students to complete in two years (include adjuncts)
Associate faculty program – use to provide further training for faculty, mindful
organization of material in program to achieve this goal
Recognize the necessity of combining content knowledge with good teaching approaches
Best practices – shared among faculty
Critical thinking development in general can have indirect effect on student math ability
Observation of teaching rather than use course evaluation
Mentor adjuncts more effectively paid/compensation
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Table: 17
Objective: 2.4 - Increase the percentage of students mandated into developmental courses who
complete within three years the first 15 college level hours of their programs of study.
(Developmental courses are defined to include MAT1033C.)
Recorder: Valerie Burks
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Name questions/concerns – challenges/opportunities
o Thinking of what we mean by “Dev”
 How long typically would it take
 Reading 1 and 2 – Comp
 How to move through the process
o It is a challenge, but several college programs exist
 Tutoring Center, etc.
o If they don’t move quickly through developmental, students get frustrated and
tend to quit
o Data actually shows that students do better if allowed to take college-level classes
while in developmental (i.e. speech) so they feel like they are making progress
o Math is the “Big Elephant” that holds students back
 Strategy: Infuse Student Success Skills into developmental math classes
o How to keep students mandated into several levels of developmental from being
frustrated
o Course integration of students success skills
o Cohort measure of assessing success
o Withdrawal policy
 WP/WF no more
 Motivation for students to “be on top” of their own academic progress
 It is difficult to do cross-institutional data comparisons
 Valencia had low level of D and F as compared to W’s of several flavors
 New p9licy will make it easier to identify and intercede with at-riskstudents
o State mandated college placement testing
 Changes may lessens some of the development burden on the college
Consensus: SL/LINC will assist
Online presence of information to students
Anything not included that you feel should be included
o Why no mentions of supplemental instructions/learning centers
Financial Aid link
o Satisfactory progress
o 150% standard
o 1) SL/LINC a good target for achieving the long-term target
o 2) Financial Aid – yes
o 3) Withdrawal – not as clear a causal link (in our mind) between this short-term
target and the long-term targets
o We need data on why they leave
“Success Coaches” at Winter Park provided individual attention to students
o Is this feasible on other campuses
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o Probably not – it even became unwieldy at Winter Park
Lack of general knowledge about resources available at Valencia for struggling students
How do we use new technology to help students feel connected and increase success rates
What about the possibility of virtual advisors
General questions concerning new technology
o Do the targets adequately account for the way students will think and do business
in the next three years
Discussion of the infusion of student success skills throughout the entire Valencia
curriculum
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Table: 18
Objective: 2.4 - Increase the percentage of students mandated into developmental courses who
complete within three years the first 15 college level hours of their programs of study.
(Developmental courses are defined to include MAT1033C.)
Recorder: David Rogers
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Increase percentages of students mandated into developmental courses who complete
another three years of first 15 college level
o SL/LINC courses are working
o Concern about the work load of faculty ($,300)
o The balance between integration of classes and cost
o The questions of resources
o Limitation
 Determining classes
 2041 Govt. and student Success
 Marriage between faculty
 Faculty who want to be included
Supplemental learning – when the fit is good it works
SL leaders are assigned one week before class
SL pairings ($9.34) guidelines for faculty and would allow faculty to identify prospective
SL initially and include training as a classroom
Withdrawal policy
o Lack of understanding of the grad forgiveness program and transfers prior to
degree
o Complete the degree needs to be the mantra
o Withdrawals would encourage
 Survey response
 Contact with professor
 Student Success does remind students of grade forgiveness issues and
withdrawal
o Add a withdrawal notification with a survey response to identify cohort
o Information DEI
 Learning Communities
 4 courses
 SLS
 Dev. and college
Curriculum alignment – for a pathway
o Infusing SLS skills in Developmental and General Education courses
o Increase link between, SSL, LifeMap and courses
Summary
o The table’s consensus was that the Short Term Targets 1, 2 and 3 are valuable
contributions to the Long Term Target.
o The programs aligned are the clearest ones that would help accomplish these
goals
o The measures for the Short Term Targets will move us toward the goals
Concerns
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Increases of SL/LINC do affect faculty work loads
This important to integrate class
Increase and resources (people and capacities)
SL increases should not ignore the effectiveness of a good connection between
faculty and student leaders
 Guidelines for faculty are the duties of the SL student leader
 Would allow faculty to identify potential student leaders during
their initial experience with the class
 These students would know the opportunity is available and would
“learn” the habits of a good SL leader for the subsequent term
Cohort measures of withdrawal rates are not as granular as could be
Students who withdraw should be surveyed (as should faculty) to allow more data to be
collected particularly at the developmental level
Brief, online survey triggered by a student’s withdrawal would contribute to the
quantitative data needed for finer understanding of why a student withdraws
Many students are not fully aware of how withdrawal impacts financial aid, the college’s
forgiveness policy and the transfer of credit (either without a Valencia degree or with
one)
Be a completer
Clarifications would help students make more knowledgeable choices (SSL classes do
this already)
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Table: 19
Objective: 2.5 - Close achievement gaps among students from diverse backgrounds in
completing six key courses, leading to increased persistence and program completion rates. Note:
The six courses are: College Prep mathematics Pre-Algebra (MAT0012C) and Beginning
Algebra (MAT 0024C), Intermediate Algebra (MAT1033), and “gateway” courses,
Communications (ENC1101), Political Science (POS2041), and College Algebra (MAC1105).
Recorder: Danielle Boileau
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What has changed
o Gaps started to close and then widened again
o Is it due to large numbers returning to college due to economic issues
o An influx of non-traditional students
Research must be intentional
o ATC data team has transitioned to College date team
o The work continues
Can we make the first target more specific
o Rather than just conducting research we need a specific research plan – we need
a specific research plan
Data discussions should be collaborative, open and disciplined
In determining socio-economic status, suggestions on how to do so have been made but
not implemented (FAFSA information, zip code analysis)
o What do we do with information once we have it
Where do we want to expand the definition of diversity
o What should be included
Many students do not have the background to negotiate the initial enrollment process
o How do we provide this support to those that don’t have this at home
o Group believes socio-economic status could be a good predictor of who would
need this support
DEI work is already expanding the definition of diversity.
o What is the purpose of expanding the definition of diversity
o What about our students who belong to multiple diverse groups
o Are we looking at the connection here
o We need to look at all courses where underdeveloped reading skills could be an
impediment to success - not just labs and pre-regs
If we put pre-regs on everything, what will students take
o We need to figure out how to support students where they are without being too
restrictive of access
o We need to have a real solid plan of research to address our needs
2.1 - What will be considered a program beyond those that have already been defined for
us (AA, AS, pre-majors, etc.)
o Do we include other things line Honors
o Could this be more clearly defined in Short Term Target #1
o If something has outcomes, is it automatically considered a program
o Important that things are both designed and implement and assessed for
effectiveness so we can improve
o We like that this is explicitly stated
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o Cycle is about putting process down on paper as a starting point
o Consensus
 Testing
 Look at things as a starting point
 It will be assessed and improved
2.2 – College-wide rubric for written communication
o Considering the levels on the rubric
o Where should students be based on their educational goals
o Our students in technical certificates
o Do they need writing skills – maybe so
o Should not we also be preparing them for what might come next
o We have the rubric but it has not been accepted college-wide
o It is being shared more widely among faculty to provide students with a common
experience regarding expectations of the writing experience
2.3 – How do we help faculty to feel more confident talking to students about how to
successfully complete their math sequent
o More “LifeMap” stuff (staying on task, not taking time off between courses, etc.)
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Table: 20
Objective: 2.5 - Close achievement gaps among students from diverse backgrounds in
completing six key courses, leading to increased persistence and program completion rates. Note:
The six courses are: College Prep mathematics Pre-Algebra (MAT0012C) and Beginning
Algebra (MAT 0024C), Intermediate Algebra (MAT1033), and “gateway” courses,
Communications (ENC1101), Political Science (POS2041), and College Algebra (MAC1105).
Recorder: Julie Balassa
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Access to college
o ATD – peer mentors
o Prep make courses more accessible, introduces students to resources such as SPA
and Compass
o Overall seems to be working especially in the work area
o Math is a step by step building process, important to keep up
o Early Alert – instructor refers student to counselor
o Faculty pays attention to student’s needs and progress
o Counselor or advisor contacts students to come in – some do not respond
o Do faculty learn about available resources
o Has SL been expanded
o Discussion of how SL works
o Students realize it is not bad to make use of resources
o Are gap statistics different from campus to campus
o Statistics generally look at FTE, whether full or part-time, whether in SL section,
whether SLs, etc.
o Each campus has generally same systems
o Have to prove basis of ethnicity
o Can improve math gaps by real math applications in classroom
o How math applications are addressing achievement gaps among students with
diverse backgrounds
o Make a call - students leaders bring diverse students to same table to problems
solve
o Give encouragement and positive feedback
o Type of math at college is within reach of all students
o Break feeling of I can’t to a feeling of I can
o Expand it to other disciplines like reading
o Help students to have a more open mind
o Can tailor syllabus to include that structure as a certain percentage of the course
o Can have research whether it works
o Can all instructors understand applied aspects of work – no
o Expand student mastery to understanding of application – not only being able to
play numbers into a calculator
o Suggestion that make faculty assign projects and give incentives
o What math applications were included in math project
o What reasoning was used
o Can pull in community organizations like Habitat for Humanity to show real
world application
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o
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Combine real-world application with theory and real world activities
How willing are faculty to develop sections and help develop research to track
Incorporate fun activities like roller coaster at Universal
Shoot a movie of monkey making mechanical calculations
Discussion sufficiently to focus on diversity
Should student leaders be from more diverse backgrounds
Students take courses because required not invested or feel can’t do it before even
give it a try
o Change culture and mind set to I can give it a shot – best effort
o Idea of applied math related to short term target
o Problems with reading comprehension will affect all academics
Short Term Target 4
o Need to borrow success of charter schools to provide more consistency
o Specific example of expanded diversity – blind students who cannot access any
math lab, _______, ________, visual leaders
o Should faculty adjust learner to learner – no, course should include components
for all learners
o Faculty development can help retool approaches to address diverse learning styles
o Who is teaching – fulltime, adjuncts
o Least skilled instructors in key course
o Can establish student groups to include students from diverse populations
o SI principles increased time on task or more connections on campus
o Can give funding to those student groups
o Short Term Target 4 should be expanded to hit all of the big three – reading,
writing and math
o Should also include analytical skills
o Include four course competencies - i.e., think, infuse reading, writing, make it for
all courses
o Show where and how students can use each
o Not just finish the class, get the grade
o Also focus on how to express their knowledge
o Show all steps to an answer
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Table: 21
Objective: 1.5 - Increase access to associate degree and higher programs through university
partnerships, scholarships and financial support, and through the addition of Valencia campuses
and locations in growing service district areas that are relatively distant from existing campuses.
Recorder: Jill Geraghty
Short term
 ST 1
o
o
o
o
o
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Where will new articulation agreements come from
Is the “market” saturated
What other programs do we want to connect to
Private colleges
Guaranteeing admission to a university of “choice” verses “a” (Direct Connect
type agreement) 4-year college in Florida – course pathways (if currently
available, better marketing)
ST 2
o Marketing of current available scholarships
o Replace Bright Futures
o Eligibility criteria – increase funds for those that need it ($$) most
o Community outreach
o Scholarships for online courses/students only
Measures
o Tracking
o No current “tracking” for all agreements (IR)
o What is measurable
o Define “tracking” in terms of a measurable outcome
o Frequency of tracking
o Success rates – relative to access
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Table: 22
Objective: 1.5 - Increase access to associate degree and higher programs through university
partnerships, scholarships and financial support, and through the addition of Valencia campuses
and locations in growing service district areas that are relatively distant from existing campuses.
Recorder: Martha Williams
Long-term target – We agree
 Barrier to access is a problem because connection to Valencia is not available in all of the
district, i.e. Yeehaw Junction is a long way from Osceola Campus (other development
may need to be considered in all of the district)
 Look at accessibility in areas that could be expanded in our community, i.e. Eatonville,
Apopka, Harmony = taking Valencia to the community
 Developing an infra-structure for alternative delivery systems invoices the 3 C’s
o Faculty “Comfort” level
o Faculty “Certification” training
o Alternate delivery systems “Coordination” steering
Short-term targets - We agree
 Maintain existing and new articulation agreements , participation and partnerships
o This target seems to be the most stake-target/objective
o What will Valencia do to compete with other institutions that have more on-line
courses or full on-line degrees
o Look at our enrollment plan for delivery of on-line courses
 Increase scholarships
o Reduce costs of text books with help for students who are not on financial aid
o Books purchases for student who take classes on multiple campuses
 Expand capacity in line with enrollment plan
o What is our true enrollment plan
o Does it address more on-line delivery
o Coordination among deans who offer it on multiple campuses
 How will we accomplish this – We agree
o Ned more information on “Two for All” CJI degree initiative
o What is the college’s plan for training faculty in on-line instructions
 How will we know – We agree
o Costs effectiveness for delivery of on-line courses
o May need to look at expanding hybrid courses
 Moving the needle – Yes, it will, but we need to consider are we one college or are our
campuses a college
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