INSTITUTIONAL INFORMATION AND PROFILE
Please complete the following contact information, and provide enrollment data for your
institution in the attached “Enrollment Profile” template.
DESIGNATED CONTACT
PERSON/TITLE:
Eastern Florida State College
Linda Miedema, PhD, Vice President of Academic Affairs/Chief Learning
Officer
CONTACT TELEPHONE:
(321) 433-7380
INSTITUTION ADDRESS:
WEBSITE:
1519 Clearlake Road
Cocoa, FL, 32922-6598
www.easternflorida.edu
PRESIDENT’S NAME:
James H. Richey, J.D.
INSTITUTION NAME:
CITY, STATE, ZIP:
CONTACT
EMAIL:
miedemal@easternflorida.edu
PRESIDENT’S
EMAIL:
NUMBER OF YEARS CURRENT PRESIDENT HAS HELD THE POSITION: 3
ASSISTANT’S
PRESIDENT’S ASSISTANT:
Gina Cline
EMAIL:
richeyj@easternflorida.edu
clineg@easternflorida.edu
Mission: “Eastern Florida State College is committed to engaging our
diverse population in quality, accessible learning opportunities which
successfully meet individual and community needs.”
EFSC is a state college offering a Bachelor’s Degree in
Organizational Management with two tracks (General Business
INSTITUTIONAL MISSION: In
Administration and Health Care Administration), an Associate in the
approximately 100 words,
Arts degree, and Associate in Science degrees in over 23 fields,
describe your mission, the
including Nursing, Information Technology, and Early Childhood
populations you serve, and the
Education. More than 40 short term workforce programs are offered
programs you offer.
to individuals who have employment as their primary goal. Our
diverse student body includes university-bound high school graduates;
professionals and displaced employees seeking new career paths; and
persons planning to enter employment as technicians or semiprofessionals. The average student age is 28.04.
FACULTY COMPOSITION
NUMBER OF FACULTY
FULL-TIME FACULTY
252
PART-TIME FACULTY
563
1
PERCENTAGE OF ALL FACULTY
30.92% (45% of all courses are taught by fulltime faculty)
69/08%
PARTNER
ENTITY
KEY CONTACT
NAME/TITLE AND EMAIL
DESCRIPTION
OF PARTNERSHIP
Educational Partners
Brevard Public
Schools
(BPS)
Brian Binggeli, Add.
Superintendent
Binggeli.brian@brevardschools.org
Educational Partners
1.University of Central
Florida (UCF)
2.Florida Institute of
Technology
3. College Access
Initiative
4. Florida Distance
Learning Consortium
(FDLC)
1.Denise Young, Ph.D.; Associate Vice
President; dyoung@mail.ucf.edu
2. Anthony J. Catanese, Ph.D.; President
chasteen@fit.edu (admin email)
3. Angela Peterson; Assistant Vice
President - Regional Campuses;
anpeters@mail.ucf.edu
4. Dr. John Opper; Executive Director;
jopper@distancelearn.org
BayCare Behavioral
Health
Chris Yarnold; Director
Employee Assistance
Program/Managed Behavioral
Health/Business Development
Christopher.Yarnold@baycare.org
Michael Ennis; HARRIS - GCSD
Manufacturing Engineer
mennis@harris.com
More partners available upon request
Business/Industry
Harris Corporation
Student Volunteer
Sites
1.Keep Brevard
Beautiful
2.Brevard Zoo
Foundations(donors)
1. John Weber; Beach Program
Coordinator. kbbjrw@yahoo.com
2. Jean Galvin, Director of Volunteer
Programs. jgalvin@brevardzoo.org
Agencies
1. Criminal Justice
2. Fire Rescue
3. Air Force
4. Melbourne Regional
Chamber of East
Central Florida
5. Brevard Workforce
(BW)
1. Brevard County Sheriff’s Office
(BCSO); Sheriff Wayne Ivey
wayne.ivey@bcso.us
2. Space Coast Fire Chief’s Association
(SCFCA); Chuck Bogle, Fire Chief
(Titusville); chuck.bogle@titusville.com
321-383-5708 (Work)
3. Cape Canaveral Air Force Station:
Dr. Sonny Witt, Director of Operations,
CCAFS/CD, 180 W. Skid Strip Road,
Patrick AFB, FL 32925-2330. Email:
Michele Murrell; Director
Eastern Florida State College
Foundation; murrellm@brevardcc.edu
2
Dual enrollment (BPS students can earn college credit).
Early intervention for public school at risk students
(College Reach Out Program and Take Stock In Children
students after EFSC enrollment). Participation on some BPS
curriculum advisory committees. Student internships.
1. Articulation agreement guarantees graduates UCF
admission. Joint use facilities provide EFSC students easy
access to UCF classes. EFSC offers solar training, at UCF
Florida Solar Energy Center Florida Banner Center for Clean
Energy.
2. Selected Articulation agreements.
3. Consortium of colleges & public schools systems aligns
curriculum, student record keeping, & develops
collaborations for grant submissions.
4. FDLC supports delivery of e-learning through support for
student and web services, faculty development, statewide
licensing, & sharing resources.
Telephone counseling conducted by licensed mental health
professionals for students available 24-7. Students considering
dropping out are urged to explore options with counselor.
Students in crisis are referred for up to three face-to-face
sessions at no charge.
EFSC has more than 400 business/corporate partners.
Harris facilitates their employees obtaining degrees on site.
From 2006 –2009 they started four cohorts of employees who
are earning college credit. SRI chose this partnership as a
successful college-industry partnership for inclusion in their
National Science Foundation funded project.
EFSC has over 350 organizations, including the area hospitals,
providing volunteer sites in support of service-learning. Keep
Brevard Beautiful and the Brevard Zoo are two examples.
Works with private donors and community organizations to
provide funding for program support and student scholarships,
helping more EFSC students complete their college degrees &
obtain successful employment after college.
1. BCSO donated 7 police vehicles and provides officer
support to the department. All 15 county chiefs/sheriffs
agencies serve on the advisory board.
2. All Brevard County fire departments support the program
through SCFCA. SCFCA. Member units supply specialized
equipment such as a ladder truck FD or outside training space.
3. Supports SpaceTEC, an NSF funded project with
nationwide outreach to aerospace technician training
4. College administrators actively participate with the
chambers and their educational committees. This partnership
allows personal contact with business leaders in the county.
elbert.witt@patrick.af.gov.
4. Lisa Rice; President
Brevard Workforce
lrice@brevardworkforce.com
5. Presents workshops on resume writing at EFSC Career
Fairs, providing funding for displaced workers to acquire skills
for new jobs, & alerting the college to job openings in fields
related to EFSC certificates & degrees. EFSC provides BW
with evidence to validate the Regional Targeted Occupation
List by submitting placement documentation on graduates.
This allows the BW to use training funds in high skill/high
wage occupations. EFSC is a board partner & training vendor
with over 80 individual training accounts.
3
SECTION 1. ABSTRACT
(NO MORE THAN 1 PAGE OF WRITTEN RESPONSE TOTAL FOR THIS SECTION)
Please provide a statement explaining how your community college defines and has achieved
excellent student outcomes, is positioned to continue improving such outcomes in the future, and
should win the Aspen Prize for Community College Excellence.
The foundation or core of student success at Eastern Florida State College (EFSC) depends upon one powerful idea:
that collaboration and shared governance create the best conditions for learning. This powerful idea has fundamentally
transformed the College and led to the development of three best practices for growth and positive change in student
achievement of learning outcomes. The first of these best practices re-envisions learning as a shared collaboration
between instructor and learner where the focus is on the learner as an active participant. In practice, this paradigmatic
learner-centered shift has seen the revision of EFSC courses and programs into performance-based language where
students must demonstrate mastery of specified competencies both at the course and program level. Since 2007, faculty
in their discipline clusters have rewritten hundreds of courses, beginning with the highest enrolled courses to achieve
maximum impact in the shortest timeframe, and all programs (including the AA and new bachelor’s degrees) to define
competency-based learning outcomes at the course and program level. This on-going curriculum revision provides
students with the best educational foundation for success.
Second, the College has retooled and revised its collaborative Strategic Planning process over the past two years to
define learner-centered outcomes for the College and all of its departments in support of the College mission. As
defined by EFSC President James H. Richey and the College Board of Trustees, the four over-arching College goals for
the 2012-2014 planning cycle include: 1.) Improve Academic Performance, 2.) Make Students Ready for the Job
Market, 3.) Improve Students’ Collegiate Experience, and 4.) Improve the College’s Financial Position. One of the first
and most dramatic examples of this student-focused strategic planning involved the transformation of the College in
2013 into a four-year institution offering selected bachelor’s degrees, in direct response to student and community
interest in so doing. Individual departments devise annual strategies and objectives for attaining the four goals to
strengthen the foundation of student success in a sustainable manner.
Finally, the College has committed to growing a sustainable culture of meaningful assessment of student learning
outcomes by creating a collaborative, faculty-driven infrastructure for systematic review of learning outcomes for all
programs and assessing the extent to which they are met. The College has defined five Core Abilities as its AA
program outcomes: Work Cooperatively, Think Critically and Solve Problems, Process Information, Model Ethical and
Civic Responsibility, and Communicate Effectively. Additionally, all College Career and Technical Programs have
defined discipline specific student learning outcomes that align to the Florida Department of Education State
Frameworks and downward to course outcomes. With the support of the Office of Planning and Assessment and the
faculty Academic Affairs Council, faculty disciplines collect and report data on student achievement of defined
learning outcomes through a variety of mechanisms. All of this meaningful activity demonstrates the
institutionalization of a collaborative assessment culture—one that strengthens the foundation for student success and is
sustainable into the future.
The College would be greatly honored to receive the Aspen Prize. EFSC has fundamentally transformed its thinking
and practices to create a foundation for student success. However, the College faces challenges with funding and
adequate space and facilities, especially in this time of economic challenge. That the College has fundamentally
transformed and indeed flourished in this challenging environment is testament to what smart leadership and shared
governance can accomplish. The Aspen Prize would further empower the College to move boldly in the direction
specified in the Strategic Plan 2012-2014 and build upon the foundation of student success.
4
SECTION 2. COMPLETION OUTCOMES
(NO MORE THAN 3 PAGES OF WRITTEN RESPONSE TOTAL FOR THIS SECTION)
1. Please use the attached templates to provide data on student progression, transfer, and
completion (including those who begin in developmental education) across your college.
2. In 500 words or fewer, summarize the specific programs or factors that you believe have
contributed to college-wide success in student completion, improvements over time in
student completion, or specific achievements demonstrated in your completion data and
evaluations.
Eastern Florida State College has undergone a fundamental transformation in the past four years, all focused on
providing a strong foundation, or core, for student success. From dual enrollment opportunities that bring high school
learners into the college classroom, through engaging and empowering programs at the College, and to success beyond
EFSC in the workplace or the university, the College offers a number of paths to achieving their goals.
Dual Enrollment. EFSC’s Dual Enrollment Program, one of the largest in Florida, enables qualified 10 th, 11th and 12th
grade students to earn both college and high school credit simultaneously. Within the program, three educational
pathways assist high school students in advancing toward their postsecondary goals. The first, Collegiate High School,
is for students whose educational objective is an Associate in Arts degree by high school graduation and eventually a
Bachelor’s degree from a four year university or college. In May 2011, 85 (65%) of the 131 students who began the
program in 10th grade earned both a high school diploma and Associate in Arts Degree at graduation. The second
pathway, Early Admission, is for 12th grade students who are committed to completing at least 24 - 30 college credit
hours by high school graduation. Participation in the Early Admission Program has grown substantially, from 130
students in the 2006/2007 academic year to 304 students in the 2010/2011 academic year. Finally, the Part-time Dual
Enrollment pathway is for students in grades 10 through 12 who are also committed to getting a head-start on earning
their degree. Some take only a few courses, while others combine the credits they earn while in 10 th and 11th with the
credits they earn while in Early Admission and complete their Associate in Arts degree by high school graduation. The
total number of dual enrollment students who graduated from high school in May of 2011 with an Associate in Arts
degree was 210, an increase of 84% over the prior year.
Veterans Resource Center. EFSC’s Veterans Resource Center allows returning veterans access to specialized services
to help meet their unique educational and personal needs. These services include access to veteran-specific financial
information; a student orientation tailored to veterans; training for faculty and staff on the special assistance veterans
may need inside and outside the classroom; mentoring and tutoring programs through local and veteran community
organizations; coordination with the Collegiate Veterans Society, a student club dedicated to help fellow veterans in the
transition from military to college life; monthly visits from Department of Veterans Affairs representatives to assist
veterans on a range of issues, and having qualified psychologists provide on-campus counseling for Post-Traumatic
Stress Disorder and increasing outreach to veterans through the College’s EFSCares student counseling program.
Foundation Scholarships. EFSC provides strong support for scholarship by offering extensive assistance to its wellstaffed and energetic Foundation. The Foundation is a College DSO, or Direct Support Organization, that is chartered
as a 501(c)(3) not-for-profit entity. This commitment enabled the Foundation team to double the endowment size from
$9,000,000 to $18,000,000 in just the past three years which, together with institutional assistance from the College,
provided scholarship awards last year to over 1,700 EFSC students.
5
Core Scholar Program (QEP). As part of EFSC’s 2014 reaffirmation of regional accreditation with the Southern
Association of Colleges and Schools (SACS), the Core Scholar Program is the focus of the College’s SACS-required
Quality Enhancement Plan (QEP). The program is an example of EFSC’s dedication to student success in terms of
completion. The Core Scholar Program is a combination of data-driven strategies designed to help students succeed and
involves four components: peer tutoring, soft skills workshops, success coaching, and online learning communities.
Though any component is open to any student, the College will track the success/completion rates of first-time-incollege students (FTIC) who complete all four components. A large scale survey of students, faculty, staff, alumni, and
community stakeholders in 2011 indicated that many students were not satisfied with advisement at the College and
they needed more direction from and engagement with staff and faculty. In addition, approximately 40% of the
responding students requested more support like that found in the Success Strategies for College and Life course,
tutoring, and availability and scope of learning, math, and writing labs. These results suggested the College expand
support for basic skills. The College responded by developing a large scale program, the Core Scholar program, to
build on initiatives already working well at the college and expanding areas that could benefit students.
Campus Learning Labs. Each of EFSC’s four campuses houses a learning lab, where individualized tutoring,
computer-assisted instruction, and test proctoring is provided to all current students, with a special emphasis on
developmental education reading, writing, and mathematics courses. In addition to tutoring in developmental education
and academic areas, the learning labs offer Vocational Preparatory Instruction (VPI), which assists current students
with basic skills remediation. Remediation for the Test of Adult Basic Education (TABE) is one of the primary focuses
of the VPI program. Additional VPI offerings for students include workshops on employability skills, study skills, and
time management. Finally, the campus learning labs offer remediation and self-study resources for students preparing
for the Post-secondary Education Readiness Test (PERT), Florida’s college placement test. The learning labs are
extensively utilized by EFSC students. For example, in Fall 2013, the Cocoa Campus Math and Learning Lab provided
190 hours of tutoring per week, with an average of 209 student visits (duplicated headcount) per week. During this
same term, the Palm Bay Learning Lab provided services to 13,860 students (duplicated headcount) for a total of 17,
126 lab hours. For the calendar year of 2013, the Titusville Campus Learning Lab provided services to 6,938 students
(duplicated headcount), who clocked in 11,304 total lab hours. For this same year, the Melbourne Campus Learning
Lab provided 11,910 total lab hours of service to an average of 446 students per week.
Career Planning and Development Center. Since the college-wide Career Planning and Development Center started
operations in September 2011, the Center has served 28,473 students in different capacities, including career
exploration, professional development, and facilitating job placement. The total number of students who have attended
a Career Services Orientation from September 2011 until December 2013 are 4,928.
Second, students have complete access to career exploration tools, such as My Plan, Pathevo, and Florida Choices, plus
one-on-one career coaching with the Career Center Coordinators at the four campuses. The total number of students
who have used one of these career exploration tools is approximately 5,300.
Third, students can meet with one of the Career Center Coordinators to discuss their career options, professional
development needs, internship opportunities, and job placement opportunities. The total number of students who have
attended a one-on-one coaching session since September 2011 is approximately 14,500.
Finally, the Center offers professional development workshops every semester at each of the four campuses that
include resume writing, dressing for success, interviewing skills, and networking. Since the Center started operations in
September of 2011, more than 940 students have attended one of the workshop series offered by the Center.
6
3. For your completion data, please describe, in 500 words or fewer:



How data on student outcomes are used on your campus, and specifically by whom,
with what frequency, and for what purposes.
Any program or other changes you have made in response to these outcomes data, the
scale of the changes (how many and which students are impacted), and plans to
implement and sustain those changes.
How you assess the effectiveness of those changes.
The principal planning document used to guide EFSC in the fulfillment of its vision, mission, and goals is the Strategic
Plan. EFSC has four collegewide goals that support the mission of the college and are the focus of the college strategic
plan: 1) improve academic performance, 2) improve the college’s financial position, 3) improve students’ collegiate
experience, and 4) make students ready for the job market. Facilitated by the Office of Institutional Effectiveness,
EFSC engages in an annual evaluation and review of the targeted objectives which encompass a review of programs,
disciplines, and departmental reviews. Annually, division priorities are set by the three Vice Presidents, and objectives
and strategies toward attainment of the four college goals are developed within their departments. Analysis of this data
at the department level provides a structural framework for future improvements based on student performance,
retention, completions, and success. Through the use of this data, College goals and objectives are set forth; marketing
strategies are created; educational programs are improved, eliminated, or added; curriculum needs are addressed;
preparatory classes are reviewed; and resources are allocated in the appropriate areas of the College.
Level I reviews are conducted yearly at the conclusion of the state reporting year (summer, fall and spring terms) and
reports are prepared for review by department/discipline faculty and the Academic Affairs Council. The Institutional
Effectiveness staff will provide an analysis of the program review data and provide a recommendation on the health of
the program and further review. Program and discipline faculty and staff are asked to review the report; indicate
whether or not the program/discipline needs improvement; indicate if the program/discipline is targeted for
improvement in the upcoming year and, if so, provide an improvement goal for one or more of the performance
indicator(s) listed in the report, develop strategies to help realize the desired performance gain, and recommend a Level
II review for further analysis (outside of the five year review cycle). In the subsequent year, improvement in the data
indicator is measured to see if the goal was attained.
Programs determined to need further analysis are referred for Level II Review. The College employs the following
strategies to monitor student success in these programs. First, course completions are tracked each term by career
program specialists working with faculty and the Office of Institutional Effectiveness. Each Career Program Specialist
monitors students’ progression through the selected program and establishes a customized program of completion.
Second, EFSC monitors success and retention, grade distributions, and withdrawal rates by academic department,
individual courses, and individual faculty members. Third, degree completions are significant indicators of success and
are tracked at the program level. Program review meetings are held each academic year to review program Level I data
on enrollment, retention, skill attainment, completion, and placement. Each meeting results in an action plan for
improvement and is revisited each year. Finally, job placement rates are tracked through Florida Education and
Training Placement Information Program (FETPIP). Additionally, the EFSC Career Development Center collects
placement data through the College’s job matching tool, College Central Network.
7
SECTION 3. LABOR MARKET OUTCOMES
(NO MORE THAN 4 PAGES OF WRITTEN RESPONSES TOTAL FOR THIS
SECTION)
1. Using the sample template provided, please provide data on the earnings and employment
outcomes of students who have completed, at your institution, an associate’s degree or
certificate of one year or greater length, including:
a. Absolute student earnings and employment for those who have completed, at your
institution, an associate’s degree, a certificate/program of one year or greater
length (i.e., percent of graduates employed within one year of completion and
average annual/annualized salaries), or a bachelor’s degree, and
b. Improvements in earnings and employment resulting from completing, at your
institution, an associate’s degree or certificate/program of one year or greater
length (i.e., increases in earnings and employment measured from the time prior
to enrollment to the time after completion.
The sample template may be modified to match the collection and reporting of your
data. Aspen recognizes that the available sources of employment and earnings data
will vary considerably by state and institution. For this reason, no particular
employment and earnings data from defined sources are required to apply for the
Prize. If you use unemployment insurance data, please report those data along with
summary data and information for all other methods you use to gauge labor market
outcomes.
2. In 500 or fewer words, describe how you ensure that students achieve labor market
success after graduation, including through the use of data or information you use
regarding the match between regional labor market demand and the degrees/credentials
produced by your institution. Cite the source of your information, indicate how frequently
the information is collected, and describe how the information is used to improve
curricula or practice. Also, specify if students are placed into employment, and whether
data on employee performance are collected from employers.
The College shows commitment to student success after graduation by aligning programs with the projected need for
workers in related fields and providing robust job search assistance through the Career Planning and Development
Center.
Between March 2012 and December 2013, the Career Center placed 464 students and alumni. The Center has offered
eight job fairs and facilitated 78 on-campus employer recruitment sessions since September 2011. Students access job
posting services through College Central Network with a registry of 900 companies. While the College does not offer
formal placement services, the Career Center collects data placement voluntarily reported by students and companies.
In addition, the Center polls companies after each job fair to determine how many placements resulted. Placements
posted by employers on College Central Network are also tracked. Available job search assistance includes resume
8
reviews and mock interviews.
To support student success once on the job, the College has initiated development of Soft Skills Workshops in
response to student surveys which identified the need. After a poll of employers regarding non-academic skills
graduates need, workshops will be designed and presented.
Labor market data is reviewed by the Chief Learning Officer and College President annually prior to development of
new degrees and certificates. The College aligns programs with labor market demand through use of the regional
Targeted Occupations List of High-Skills/High Wage occupations which project the need for specific jobs. This list is
updated annually by CareerSource Florida, Inc., a business-led statewide workforce investment board. The regional
affiliate, CareerSource Brevard, aligns the occupations on the Targeted Occupations List with current College training
opportunities. CareerSource Brevard provides some of their clients funding for career training. In addition to the
Targeted Occupations List, College program developers use an online economic modeling system (Economic
Modeling Specialists International) to provide additional projections regarding the need for specific fields and to
identify the training gaps of unemployed and underemployed workers.
Discussions with the Economic Development Council of the Space Coast and CareerSource Brevard strengthen the
labor market data by providing insight into emerging fields and needs of companies being recruited to locate in the
county.
In late 2013, the College contracted with Career Source Brevard to track employment outcomes for students in
different fields with results expected by June 2014. The data is expected to show the degree of alignment between
students’ degrees and field of employment and assist with program planning. Prior to this contract, individual career
departments determined what degree of post completion follow-up on graduates to employ.
Area employers serve on advisory boards for workforce related programs. Depending on the board, meetings occur
once or twice a year. While area employers are not routinely polled about the performance of all graduates they
employ, these discussions with employers provide faculty the opportunity to learn how their graduates perform on the
job.
3. In 500 words or fewer, please describe what your institution provides to currently
employed and/or unemployed workers in the areas of non-credit workforce courses and
industry-recognized credentials (i.e., courses and programs leading to licensure, a thirdparty validated certification, or occupational certificate). In this summary, include
specific examples of:



Data the college collects on non-credit workforce courses and industry credentials
and how it uses the data in decision-making.
How the college engages employers in non-credit workforce course design and
assessment of the training or credentials provided.
What efforts the college makes to translate non-credit courses and programs into
credit for participating students, and the number of students who are granted such
credit each year.
The College offers 25 non-college credit post-secondary vocational certificate programs aligned with occupations
9
through College Career and Technical Programs, the Public Safety Institute, and the Institute of Nursing. Some can
be completed in one semester and lead to quick entry into employment. Completion data is reviewed on alternate
years, and the scheduling sequence is adjusted to maximize completions.
Departments track national and state certifications, registrations, and licensures. National certification is available in
emergency medical technician, paramedic, paralegal, phlebotomy, and dental hygiene. Eleven industry certifications
are available in computer science. State licensure, certification, or registration is available for various firefighter,
emergency medical technician, correctional officer, law enforcement officer, public safety telecommunication dental
assisting, medical laboratory technician, cosmetology, facial, and nails specialties.
Specific employers’ needs are targeted through the Technical and Professional Training department, which offers both
open enrollment classes and customized training. The number of courses offered varies each year. Typically,
approximately 900 students enroll in over 100 courses. These short courses provide quick training in work-ready skills
and professional development. Areas of emphasis include business and professional, insurance pre-licensing, small
business development, foreign languages, technical training, industry certification, health sciences, and public safety.
Data gathered directly through industry focus groups and advisory committees allow the College to stay abreast of
workplace changes and needs.
Non-credit and continuing education courses allow the College to make rapid changes to course offerings based on
industry or workforce needs and ultimately modify or develop credit options. In addition to monitoring local, state,
and national reports and trends, the College also relies on input from both individual and industry surveys to develop
class options. As an example, input from industry and employment agencies specified a need to offer a highly
specialized certification in high reliability soldering to support area government and private sector businesses. The
College established specialized laboratory to deliver the training and leveraged resources by using the lab to support
credit courses in engineering technology and electronics. The College maintains records of all non-credit and
continuing education courses taught including certifications issued.
Curriculum changes to programs such as those to prepare firefighters and law enforcement officers are driven by
industry groups such as the Florida Fire Chiefs Association or state agencies such as the Florida Department of Law
Enforcement Professionalism Division.
The College awards academic credit for non-credit course work and prior learning or work experience through two
methods: credit by institutional examination or portfolio process (also known as Credit for Adult Experiential
Learning). During academic year 2011-2012, four students received Credit for Adult Experiential Learning; thirteen
for credit by institutional examination; and 26 through experiential learning. During 2012-2013, two students received
credit for adult experiential learning; five for credit by institutional examination; and nine through experiential
learning. Some industry certifications articulate directly into credit. Nine students received credit based on an
industry certification in 2012-2013. At least seven non-credit post-secondary courses articulate into credit.
4. In 500 words or fewer words, please describe:




How the labor market data discussed in response to questions 1, 2, and 3 above
are used on your campus (to inform programming, instruction, budgeting,
planning, etc.), and specifically by whom.
What program or other changes you have made in response to these outcome data
or other evidence of students’ labor market success.
How you assess the effectiveness of those changes and how you plan to scale and
sustain any changes.
Whether there is anything particular about the labor market in your region that
might inform or contextualize reviewers’ understanding of the employment and
earnings outcomes you provide.
10
Input from the Economic Development Council of the Space Coast and area employers guides the Chief Learning
Officer and President in programs to create and programs to close. Data from Economic Modeling Specialists
International and the regional Targeted Occupations List assist in determining the viability of programs. Advisory
committee discussions with faculty impact instruction.
Discussions with employers and labor market data led to opening new programs in August 2013: Bachelor of Applied
Science in Organizational Management, Associate in Science degree in Health Information Technology, Cyber
Security option to the Associate in Science in Networking Technology, and Post-Secondary Vocational Certificates in
Florida CMS Law Enforcement Officer, Fire Fighter, and Public Safety Telecommunicator. Similar analysis of
employer surveys and Economic Modeling Specialists International data led to the decision to offer three new
baccalaureate degrees and one post-secondary certificate programs in fall 2014.
Data analysis led to the College becoming a Pearson VUE, Prometric and NOCTI exam center offering CompTIA
examinations (computer degrees), a site for ASE exams (Automotive) and the Manufacturing Standard Skills CouncilCertified Production Technician (Engineering Technology degree); and an approved North American Board of
Certified Energy Practitioners (NABCEP) training provider offering the Certificate of Knowledge exam.
Career and technical programs rely on industry advisory committees to ensure curriculum is relevant to workplace
needs. These committees provide a direct connection to the workforce; identify emerging and innovative technologies
and processes; and provide resources including subject matter experts, equipment, supplies, student internships, and
job placement opportunities. Most importantly, industry advisory committees provide feedback on the quality of
graduates they employ.
Departments determine the effectiveness of curricular changes made as a result industry input. The Chief Learning
Officer and the Office of Institutional Effectiveness determine the effectiveness of new programs established.
Enrollment increases are tracked to determine the need for additional sections and expansion to other campuses.
During the periods (2008-2009 and 2011-2012) for which student employment and wages data were requested for this
application, Brevard County faced higher unemployment than the nation. In addition to suffering from the effects of
the Great Recession of 2008, Brevard suffered the loss of major employment when NASA ended the Space Shuttle
program and the Constellation program. It is noteworthy that 60% (4,335 of 7,166) of the students who left or
completed in 2007-2008 and the same percentage (5,545 of 9,156) who left or completed in 2011-2012 were
employed when tracked by the Florida Education & Training Placement Information Program. United States Bureau
of Labor Statistics shows that College students who left or graduated faced a challenging job market in Brevard. In
2009, the year this application used to measure employment outcomes for 2007-2008 completers, the annual Brevard
unemployment averaged 10.2% compared to the national rate of 9.3%. Brevard County prospects have been steadily
improving. By 2013, the annual Brevard unemployment averaged 7.5% compared to the national rate of 7.4%.
Nonetheless, recent graduates or students who had left the college continue to compete for positions against dislocated
workers with decades of experience.
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SECTION 4. LEARNING OUTCOMES
(NO MORE THAN 3 PAGES OF WRITTEN RESPONSES TOTAL FOR THIS
SECTION)
1. Please list any evidence you collect regarding student learning in academic programs,
vocational certificate programs, and/or in general education courses, including the source
of evidence (i.e., standardized or locally-developed examinations, licensure exams,
portfolios, surveys), including:
a. Absolute student learning outcomes (e.g., number and percent of students passing
licensure examinations or attaining a given score or level on other assessments),
and
b. Improvements in learning while students are enrolled (e.g., pre/post tests or
repeated assessments).
General education program (AA degree). Guided by the faculty Assessment Committee (AC), seven course teams
took part in Phase One assessment of the Critical Thinking Core Ability (one of five Core Abilities, or General
Education Program Learning Outcomes) in General Education courses. The five General Education disciplines
(Communications, Mathematics, Natural Science, Humanities, and Social/Behavioral Sciences) developed, tested, and
refined analytic rubrics defining the outcome Think Critically, as well as instruments for measuring it. The teams all
reported the results met their expectations and the initial performance benchmarks established by the AC seemed
reasonable; and five of the seven courses in this phase met the benchmarks. Phase Two of the General Education
Program assessment process began in Spring 2013 and involved the implementation of the analytic rubrics developed
by all-full time faculty members in 130 sections of 32 Associate’s Degree programs.
Vocational certificate programs. (Aerospace technology, Business Administration, Computer Programming,
Drafting, Graphics Technology, and Office Administration) Workforce Development staff annually review
performance measures of 100% of enrolled students in these programs at the end of the state reporting year.
Performance measures include grade point averages, suspensions, graduations, average course loads, credits earned
for a degree. (Patient Care Assistant, Cosmetology, Crime Scene Technology, Criminal Justice, Dental Assisting,
Dental Hygiene, Emergency Medical Services, Fire Science, Medical Assisting, Medical Information, Medical
Laboratory Technician, Phlebotomy, Radiography, Surgical Technology, Veterinary Technology) Managers assess
these programs using learning outcomes based on state/national/local exams, capstone assessments and state or
national benchmarks based on the program accreditation/approval processes.
Equivalency credit/licensures. The College outlines the procedures for determining and awarding equivalency credit
to EFSC students. These guidelines ensure that all student records are evaluated equally and that students, faculty, and
staff are aware of the procedures to request equivalency credit. Most credits earned through accelerated credit apply
toward the career-related Associate in Science degree or College Credit Certificate. A list of approved articulation
processes is available on the website at http://www.easternflorida.edu/academics/career-technicalprograms/assessment-prior-learning/. Course equivalencies and assessment requirements are determined by the faculty
in the related degree program, and include a course crosswalk equivalency matrix comparing the EFSC course
competencies and outcomes to the course(s) being reviewed. Recommendations to be implemented are to be the same
for every qualified student, such as for current approved industry certification, and will be documented by a
Memorandum of Understanding (MOU). The MOU will include the course(s) to be awarded, the degree(s) to which
the course may be applied, and requirements for requesting the credit. Recommendations for assessing performance
standards for courses to be awarded to individual students may include hands-on performance assessments or
institutional exam, evaluations during internships, or submission of a portfolio through the Credit for Experiential
Learning (CAEL) process.
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In the academic years 2011-2012 and 2012-2013, Eastern Florida has awarded credit to 80 students for the various
articulation mechanisms outlined in this table. This includes 9 students who received credit for licensure. It does not
included “traditional” credit-by-exam mechanisms such as CLEP, Advanced Placement, etc.
The College is also an approved testing site to test EFSC students for industry certifications, as illustrated in this table.
2. In 500 or fewer words, describe:


How frequently the assessments are conducted, what percentage of students are
included in the assessment(s), and if the data apply only to a specific population
(transfer track, developmental students, degree-seeking only, etc.).
Your estimate of the validity and reliability of the assessments used to measure
learning outcomes (include description of the assessment(s) and the actual instrument
if possible).
The validity and reliability of the assessments are tested repeatedly, ensuring the highest quality outcomes possible.
The College uses two primary approaches to collect and analyze direct assessment data for the AA Program: the
Faculty Core Abilities Survey and the faculty-led Assessment Committee's (AC) AA Assessment Program. Through
the Faculty Core Abilities Survey, the College has documented two full cycles of assessment by the end of fall 2013.
The faculty-led AC established a framework for a systematic program of assessment, which began with a pilot
comprised of two courses targeting one Core Ability. During Spring 2013, Phase Two of the AA Assessment
Initiative was implemented. A second round of validity testing for the Core Ability rubrics and associated instruments
was implemented across 130 sections of 32 AA courses targeting all College Core Abilities. Double-blind scoring of
the student artifacts occurred at the end of the semester; and upon completion of scoring, teams completed a short
questionnaire. Using the results from spring scoring, faculty made final changes to the rubrics and instruments and
presented the final versions to their clusters for approval during fall 2013. Currently, data for all Core Abilities is
being collected across 185 sections of 29 courses in the AA Program, with all full-time faculty and 33 part-time
faculty members implementing the rubrics and instruments that were validated during the last year.
Currently, all AS/AAS and PSAV programs are engaged in assessment. Faculty serving as Program Managers or
Coordinators and Curriculum Cluster Chairs worked together with the support of the Office of Planning and
Assessment to create unique program outcomes which describe the major skills and abilities of program completers in
all the workforce programs and establish linkages between program outcomes and the Core Abilities. To standardize
this process and align the analysis more closely with direct measures of assessment, a Program Assessment Plan
template, a sample form including prompts and samples, and a Student Learning Outcomes and Assessment
workbook were developed, as demonstrated by the completed 2011-12 Dental Hygiene Program Assessment Plan.
To facilitate results reporting, the online Performance Assessment Submittal System (PASS) was created for
individual faculty result reporting with real-time aggregation of data. All full- and part-time faculty members are
engaged in the process which results in a stratified data sample with all campuses, programs, and delivery modalities
represented. Due to smaller enrollments in Career and Technical Education courses, all instructors are asked each
semester to report the results of assessment for learning outcomes to produce an adequate sample for analysis. Based
on an analysis of the results, recommended improvement strategies are identified and developed the following
semester. Implementation and reassessment of the improvement strategy is recommended for the following year
during the same semester of the original assessment, if appropriate. Course rewrites and other longer term
improvement strategies may be on a longer cycle.
3. In 500 or fewer words, describe:
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


How the evidence of attainment of learning outcomes you collect is used on your
campus (to inform curricular design, instruction, budgeting, planning, etc.), and by
whom.
What programmatic or other changes you have made in response to this evidence.
How you determine the effectiveness of those changes, and how you plan to scale and
sustain them.
EFSC utilizes institutional effectiveness in its planning and evaluation of the College goals that directly and indirectly
support the mission of the College. This includes the identification of learning outcomes for its educational programs
as well as the administrative, academic, student support, and community/public support service units of the College.
The learning outcomes support the mission of the College and further reflect the College's commitment to serve its
students and the community.
The College use a four-step framework for assessment of the educational programs and support service units to
identify the learning outcomes and assessment methods that are most effective for the respective areas. The steps are:
(1) establish outcomes, (2) collect and review data assessing those outcomes, (3) implement improvement strategies
and (4) evaluate the results of improvement activities from data collected in the subsequent cycle.
This process has proven to be most efficient in obtaining valuable data and performing true assessment analysis.
Within the institution, performance is assessed at three levels: the College (overview); the College and department
(program review) and the individual (student review). After a program or support service unit has identified the
learning outcomes and the appropriate assessment methods the information is placed in the College's internal Strategic
Planning Program. In the Strategic Planning Program the learning outcomes are linked to one of the College's four
goals that directly support the College mission. It is also in that Strategic Planning Program that the budget and
additional resources required to accomplish the outcome can be identified, if applicable. The outcome is then
submitted for approval within the planning program to the appropriate level of management for the particular program
or support service unit.
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SECTION 5. EQUITY
(NO MORE THAN 2 PAGES OF WRITTEN RESPONSES TOTAL FOR THIS SECTION)
1. In 500 or fewer words, please describe the most significant gaps in achievement between
different groups of students (e.g., by race, ethnicity, native language, remedial needs,
age) at your institution and what data you have used to identify and address those gaps
including:

How information/data on achievement gaps is used on your campus and by whom.

What programs or other changes you have employed to narrow or eliminate those
gaps.

How many students you have directly helped through each strategy.
The College Annual Equity Report submitted to the Florida Department of Education showed significant gaps in
retention of full and part time African American males enrolled for the first time in college from Fall 2011 to Fall
2012. Full time retention of full time African American males was 41% compared to 65% for all students; part time,
46% compared to 53% for all students. Both African American and Caucasian students in gateway mathematics
courses had significant success gaps when compared with Hispanic students. The College Planning and Assessment
Department is charged with identifying the gaps and developing strategies. Academic strategies are developed to
benefit all students, not just one group. Those currently employed to strengthen academic success include the
following:
Learning labs on each campus provide several forms of math support. Tutoring in mathematics is available
Monday through Thursday from 8:15 a.m. to 7:30 p.m. at no charge. Math workshops supplement the classroom
instruction. Learning lab Success Clinics target common areas of difficulty. More than 4000 students used the
learning labs during the Fall 2013 semester; more than 2600 logged in as seeking assistance with math courses. TRiO
Student Support Services provides first generation, low income, or students with disabilities with intrusive advising,
tutorial support in math and English, and supplemental financial aid. The program is currently serving 223 students.
Additionally, class scheduling seeks to accommodate part time students by offering a wide variety of subjects with
5:30 and 6:00 p.m. start times, and SMARTHINKING provides math tutoring 24-7 at no charge to students.
As observed by Vincent Tinto in “Rethinking the First Year of College” and other educators, social support is an
important retention factor. The College provides social support, both general to the student body at large and targeted
to African American students. EFScares is a counseling service available 24-7 via telephone for students. A limited
number of in person counseling sessions per student are funded by the program. Referrals to community agencies
provide students with additional means for financial assistance. African American Student Union brings together
African American students, staff, and faculty to build a support community. Black Brown College Bound Summit
brings together educators and male students of color to explore issues and find innovative solutions. The College sent
six students, an instructor, and a staff member to the last summit.
The College also addresses the gap by supporting two programs in the public school system designed to help at-risk
youth envision their futures as including college. The grant-funded College Reach Out Program managed by the
College provides supplemental enrichment activities such as participation in the statewide Math and Science Day. In
addition, the College supports the school district’s Take Stock in Children program by conducting the Take Stock in
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Children Scholarship Induction and Graduation of Seniors on campus.
2. In 500 or fewer words, please describe the most significant efforts your institution makes
to promote affordability, including those (1) to improve/increase financial aid for students
in need and (2) to reduce costs for lower income students to attend college and/or attain a
credential. Please describe:
Why your institution chose the particular affordability strategies employed.
How many students you have directly helped through each strategy.
How you determine the effectiveness of those strategies, and how you plan to scale and
sustain those deemed most effective.
Beginning fall 2014, the College is proud to offer a Bachelor’s degree for $10,000 for first-time-in-college students
who maintain continuous enrollment and a 3.0 grade point average. After successful completion of 90 credits, the
College Foundation will assume remaining tuition costs. The College has developed the $10,000 Bachelor’s in
response to Florida Governor Rick Scott’s challenges to provide affordable degrees in high demand fields.
Applications will be accepted through July 30, 2014, so the total number of students benefiting from this new
initiative is still unknown. Effectiveness will be determined by the number of students who successfully complete the
program. The program can be scaled and sustained through continued Foundation fund raising.
Foundation staff have doubled the endowment from $9,000,000 to $18,000,000 in three years. Successful fund-raising
has resulted in the Foundation giving 762 awards during 2012-2013, more than a 25% increase over the previous year
level of 603. (Number of total awards include multi-term duplicates.) Commitment to the Foundation success is
demonstrated by the College acquisition of a state-of-the-art online scholarship system that makes it possible for
students to complete one application and be considered for the maximum assistance possible. Previously, students had
to complete a separate paper application for each donor’s scholarship, a cumbersome process which resulted in
students missing some funding sources.
In addition to donor-funded scholarships, students benefit from the state Bright Futures plan and institutional
scholarships given in areas such as chorus and band. In 2012-2013, 716 students received these scholarships.
The College tuition established by the State of Florida is quite affordable. In 2013-2014, in-state students pursuing
associate degrees at the College could take 30 credits for only $3,120; those seeking the baccalaureate, $3,855; and
those desiring vocational skills, $2,307. The low tuition extends student Pell and scholarship dollars and reduces the
need for loans.
The TRiO Student Support Services Program chose to set aside $20,000 each grant year to supplement funding
received by Pell-eligible participants and deter the use of student loans. TRiO advocates on behalf of students who lost
financial aid due to extenuating circumstances and provides guidance in their request for financial aid to be reinstated.
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