New Student Experience – Strategic Plan 2015
History
Valencia’s New Student Experience Vision Statement
Valencia College provides a coordinated experience for all new students. The New Student
Experience includes a required credit-earning course and provides an extended orientation to
college, integrated student success skills, and career and academic advising, which includes the
development of an individualized education plan. We envision that the new student experience
will result in curricular and CoCurricular student engagement, leading to the successful
completion of the first 15 college-level credits at Valencia.
The College’s Quality Enhancement Plan (QEP) created a New Student Experience (NSE),
focused on four major areas that provide a consistent, yet adaptive and personal experience for
our learners’ first college year, each of which will directly infuse or embed six student learning
outcomes (the 6Ps).
1. Introduction to Valencia – to include a redesigned entry assessment and New Student
Orientation with common advising and course selection process for incoming students;
2. Common Curricular Experience – designed to help students identify their purpose and
pathway, determine career and personal goals, and create a connected educational plan;
3. CoCurricular Engagement Activities – intended to connect students to the Valencia
learning community;
4. Progression to Degree Readiness – expected to establish intentional connections between
the NSE and each students’ field of study.
Student and Institutional Outcomes of the New Student Experience
As a result of students’ participation in the New Student Experience, students will achieve the
following outcomes:
 successfully complete a college-credit bearing course designed to facilitate
a comprehensive introduction to Valencia and the skills associated with
success in college
 develop an educational plan and course schedule to ensure timely success
 complete college-prep classes and be prepared for college-level work
 successfully complete the first 15 college-level credits at Valencia
 develop academic behaviors associated with success in college
 discover a plan for college as part of a purpose in life
 engage Valencia as a place for learning and community
Programmatic Student Measures for Valencia’s QEP will focus on new student learning and
engagement as a result of curricular and CoCurricular experiences built around the “6Ps” of the
New Student Experience.
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Purpose: Students will create a personal purpose statement that outlines and articulates
their values, goals, interests, and strengths in relation to their educational and career
aspirations,
Pathway: Students will choose an academic program aligned with their
educational/career goals, interests, strengths, and values,
Plan: Students will design an education plan that include goals for learning and a
financial plan,
Preparation: Students will apply college success skills,
Personal Connection: Students will demonstrate effective communication skills with
diverse groups, and,
Place: Students will demonstrate awareness of college support systems.
The Six Ps – Full list of Outcomes and Indicators.
Curricular Experience
The curricular aspect of Valencia’s QEP has two components – (1) a redesigned New Student
Experience course (SLS 1122) required of all degree-seeking new students within their first 15
college-level credits at Valencia, and (2) alignment with a limited range of front-door, general
education course options. The new course is a required, credit-earning course that is aligned to
general education outcomes and will eventually be delivered in three formats:
1. The NSE “basic course” (SLS1122) that has been redesigned and rebranded as a
result of the input received from the QEP design process,
2. A variation of the redesigned NSE Course designed to integrate the student learning
outcomes of the course with the students’ emerging career interests (meta-major) as
indicated by the selection of meta-major designated by the State of Florida,
3. NSE Course student learning outcomes embedded in meaningful and measurable
ways within pre-existing curricular and CoCurricular experiences associated with
programs of study that already require the maximum credit hours allowed (Associate
in Science programs).
CoCurricular Experience
Students will also experience the College through intentional CoCurricular activities focused on
three of the six learning outcomes of the NSE Course. The current focus of the CoCurricular
activities supports the Place, Personal Connection, and Purpose outcomes by having students
complete the following three activities as part of the NSE Course:
1. Students select a campus resource location to engage and learn about Place.
2. Students select and attend one of three workshops focused on Personal Connection.
3. Students select and attend one of three workshops focused on Purpose.
Students are also required to complete a Reflection Paper on each of the three activities as part of
their course grade.
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Front Door Course Alignment/Start Right Courses
Originally planned for Fall 2014 implementation, degree-seeking students enrolling at Valencia
for the first time will have a limited range of courses from which to choose for their first 18
college-level credits. The curricular design of these front door courses will also be encouraged to
include the integration of the College Success Skills identified through our Developmental
Education Initiative in order to connect and reinforce the student learning outcomes in the New
Student Experience course.
New Student Experience Faculty
The QEP also identified the hire of 12-month, 40 hour a week faculty to teach the new NSE
Course. We created a hybrid position for the new full-time faculty, who will serve as instructors
teaching sections of the NSE Course during the fall and spring while they serve their cohort of
students as a New Student Experience Advisor engaging in Tier 1 advising. These new faculty
will also be integrated into Student Services during the summer months and between the fall and
spring terms where they serve as advisors and as New Student Orientation facilitators.
New Student Orientation
Due to Florida Higher Education legislation changes (including the implementation of new
Developmental Education processes in Fall 2014 and new General Education requirements in
Fall 2015), we began the redesign of New Student Orientation in Fall 2014. A part-time NSO
Director is leading a group of faculty and staff in redesigning the curriculum for the first-time-incollege orientation and producing multimedia materials to support the redesigned curriculum.
We will pilot the new program in Summer 2015.
The New Student Orientation curriculum will include:
1. Student Learning Outcomes (SLOs) that align with other student learning outcomes
of the New Student Experience, including the NSE Course and the Transition
Orientation.
2. A redesigned New Student Orientation which includes learning experiences that teach
the SLOs and align with other learning experiences in the New Student Experience.
3. Creation of New Student Orientation Multi-Media Materials designed to facilitate
successful student transition to college.
4. Implementation of a Learning Assessment Plan that assesses student learning in New
Student Orientation.
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Data
The following information/data about the NSE program was shared with the NSE Strategic Planning
Team on 9/25/15,
NSE 2014/2015 Assessment Report
NSE 2014/2015 Assessment Report Appendix
NSE Fall 2014/Spring 2015 Findings – 1 page report
Working Theory
Creating a comprehensive and holistic first-year experience that engages students’ academic pasts,
strengthens the quality of student learning and engagement, and teaches students to establish and
follow academic and personal goals for the future will increase student persistence, reduce time to
graduation, and encourage students to embrace lifelong learning.
Strategic Vision
We envision that the New Student Experience will result in personal connections within and beyond
curricular and co-curricular student engagement that changes student habits, leading to the
successful completion of the first 18 college-level credits.
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Note - these goals go beyond the SLS1122 course and the GoBes already established.
The work of this team is to look beyond those two components to move toward the
extended experience for students.
Goal 1. Infusion of College Success Skills –
Goal: Infuse college success Skills in Start Right courses
Objectives:
1. Integrate experiential learning opportunities within Start Right classes that enhance
college success skills. (i.e. math tutoring, writing center).
 Hire tutors that would specialize in study skills within Start Right Courses.
 Enhance online resources available to students to increase access.
How will we accomplish the goal/objectives?
 “Town Hall” meeting of faculty who teach Start Right Courses and Learning
Support Staff
 Integrate college success into application piece for PD courses – Curriculum
Plans (LinC, SL, Sustainability)
Who should be involved?
 Learning Support Centers
 Faculty Teaching Start Right Courses
 Deans/Program Chairs
 Director of Curriculum Initiatives
 Director/Assistant Director Student Development
 Career Advisors
How will we assess the goal/objectives?
 Student Self-Assessment
 Formative - Qualtrics templates for their Start Right Course
2. Make deliberate alignment/connection between College Success Skills and Start Right
courses.
 Destination summer work/opportunity
 Provide overview of which College Success Skills are being incorporated into
which Start Right courses.
 Develop tutorial videos - “how to” activity to develop specific study skills within
a discipline.
 Develop a “Toolbox” from which faculty can pull assignments and activities to
incorporate and align with College Success Skills list.
How will we accomplish the goal/objectives?
 Develop a map of Start Right Courses connecting to experiential learning
opportunities.
Who should be involved?
 Faculty Development Program Directors (or) Course Developers
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How will we assess the goal/objectives?
 Student feedback on Instruction:
 Summative – Add in single college success skills questions quantitative
with text response available
3. Align entry level courses (Start Right) with meta-majors or areas of interest (i.e. nursing
intro with math, Humanities with math).
 CARE/LinC opportunities
How will we accomplish the goal/objectives?
 Disciplines and Programs – Adopt specific links (i.e. pre-nursing, math)
How will we assess the goal/objectives?
 Compare CCSSE Data
 Historically and going forward – Questions specifically relating to College
Success Skills
4. Incorporate co-curricular partnerships to alleviate classroom burden and adding content
to an overly robust existing curriculum.
How will we accomplish the goal/objectives?
 Creatively connect “Skill Shops” and other student activities (Student
Development, financial aid, online student resources, and career internship
activities)
How will we assess the goal/objectives?
 Pull data for students taking courses where faculty have completed PD courses
that have CSS integrated.
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Goal 2. Meta-Majors and Guided Pathways –
Goal: Create NSE meta-major options
Objectives:
1. Develop skill shops/workshops for students that will allow them to explore meta-majors
in greater depth.
 Consider – How can we get this into high schools and middle schools?
 Partner with the community (business, employees, non-profits) to offer skill shop
or create a co-curricular focused on job prospects based on predicted careers
(ICAMR). This could be through career center, service learning or internship.
How will we accomplish the goal/objectives?
 Invite community partners from a variety of sectors around Central Florida to lead
discussions/workshops to inform their work to our students. Then discuss with
students how they can get involved working towards careers in these areas by
leveraging initiatives SL intern.
 Need to get crystal clear on what are the needs of high school and middle
school/what do you want to know at college?
 LinC offerings – Execute plan (AIR) by building on strategies that were opposed
by LLC.
Who should be involved?
 Partner with Community (workshops):
 Who: Variety of community partners, which can provide meaningful
connections for students (academically, professionally). i.e. ICAMR
(OSC), non-profit management.
 LinC Offerings: Director CI/Deans of Learning Support – organize and
communicate.
 Planning LinC Pathways: Academic Deans/Director of Advising
How will we assess the goal/objectives?
 Evaluate student retention, persistence, and success.
 Student evaluations from workshops.
 Students enrolling in internships and S-L courses as a result of workshop.
2. Create the “handoff” mechanism between the NSE course and the assigned advisor (i.e.
CPA or TPA).
How will we accomplish the goal/objectives?
 Use Title V work to develop models for “hand off” from NSE first year
designated meta-major advisors.
 Cohort models of course scheduling are being explored in Title V grant.
 Allow existing A.S. degree course certifications and requirements the flexibility
to align and meet NSE outcomes and objectives.
Who should be involved?
 Title V – Specified teams are already named in the grant.
How will we assess the goal/objectives?
 Title V – A data analysis person is being hired to track all data for the grant.
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3. LinC offerings throughout the first year that align with specific meta-majors.
How will we accomplish the goal/objectives?
 UCF already has strong working relationships with certain disciplines (i.e. Arts
and Entertainment).
 UCF Faculty come and train Valencia students on how to create industry
portfolios that serve to get them into UCF divisions and can help in getting jobs.
Who should be involved?
 Working with UCF
 Deans and Faculty from specified division
 Initiatives could help with identifying these partners. (i.e. Internships,
Service Learning, P&J, exc.)
How will we assess the goal/objectives?
 Working with UCF through division plans.
 Track collaborative work with UCF. - Could this be tied to successful transfer and
graduation data?
4. Leverage Title V to develop meta-major pathways for students in their first year.
 Be flexible to allow discipline specific content that complements NSE content
 Develop “toolboxes” for these faculty members to help them deliver material
customized to the meta-major.
How will we accomplish the goal/objectives?
 Use existing platforms of high market density high schools. (i.e. East Campus
plan has a member of designated high schools and middle schools already
working with), we need to deepen our relationships.
Who should be involved?
 For high schools and middle schools:
 Deans, Faculty, and Student Services (Dual Enrollment)
 A.S. Deans, A.S. Faculty, Industry Liaisons, Certification agencies,
Government regulating agencies.
How will we assess the goal/objectives?
 For high schools/middle schools
 Number of programs offered and satisfaction surveys.
 Ultimately use analytics to track students
5. Partner with UCF to learn about meta-major options (careers).
6. Consider developing cohort models for the NSE students.
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Goal 3. Personal Connection Opportunities –
Personal Connection: The deliberate investment of time and engagement with students and
colleagues to ensure a sense of Valencia Community.
Goal: Establish personal connections for all new students across the College
Objectives:
1. Build opportunities for enhanced collaboration with Student Development.
How will we accomplish the goal/objectives?
 Student Development:
 Groups from Student Development help with more first year studentcentered events, job fairs – more collaboration with other Student Affairs
offices in support of their initiatives and staffing needs.
 Arrange regular meetings each term for planning purposes – College wide
and campus based for leaders in Student Development and other Student
Affairs areas to collaborate and plan for each term.
 Enhance website to provide more details on contact information campus
based. Also, calendar of events and how to get more involved in events
and activities.
Who should be involved?
 Directors – Schedule and implement
 Director of Student Development, OIT – Marketing plans, measure, set goals and
implement – assess web traffic.
How will we assess the goal/objectives?
 NSE instructors provide students with consistent list of targeted student services
areas (Career Center, Student Development, Internship, Advising Office) with
contact information and websites. Require students to prepare list of relevant
questions and contact office for appointment if appropriate.
 NSE Faculty, Deans
 Also provide link to college calendar for list of student activities.
2. Provide students with personalized connections to the College
 Assign an Admissions Advisor to students to help them navigate the enrollment
process.
 Develop personalized messages that address students by name and are specific to
them.
 Incorporate a lesson into the NSE Course that encourages students to find a
mentor and reflect on the value of personal connection.
 Find ways to make faculty and staff more identifiable to students (names,
lanyards)
 And accessible – Walking around, engaging with students, and talk to
them.
How will we accomplish the goal/objectives?
 Personal Connections to College:
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Educate staff and faculty about NSE course details, learning outcomes,
and division structure; continuously keeping everyone in the loop with
updates so we know how to fit in and support initiatives.
 Staff meeting visits from NSE leaders and faculty to present information
and ways to make connection opportunities for all.
 Emails and webinars from above – Personal messages of how Valencia
staff and faculty can participate in making connections with specific ideas
to make connections.
 Present at Career Services meeting, Student Affairs, Professional
Development, supervisor summits, and faculty division meetings.
Who should be involved?
 Campus Presidents, Deans, HR, Deans, NSE Faculty, and Staff
How will we assess the goal/objectives?
 Personalized messages – Continue to implement CRM Pilot for greater student
populations for target communication plans.
 Admissions Advisors – Currently using Answer Center model with support from
enrollment services.
 Specialize A.C. staff for designated Admissions.
 Continue moving toward CPA model for A.A, students.
3. Provide opportunities for career exploration outside of the NSE Course. Create
opportunities that allow…
 Students to meet with program advisor at least twice within first year at Valencia.
 Students to meet with faculty or professional in field to explore career and reflect
on it.
 Students to visit career and workforce office to get career counseling.
 Students to visit internship and workforce office to discuss internship
opportunities.
 Students the ability to engage in job shadowing or mentoring
 Organize program similar– Take stock in Valencia
(i.e. Legal department  Paralegal students, Security  CJI)
How will we accomplish the goal/objectives?
 Regular scheduled NSE class visits from Student Development representatives
(staff, students).
 We could have a passport system set up where students would complete each of
the desired on-campus visits to include a program advisor, faculty or professional
in field to explore career, career and workforce office, internship and workforce
office, Atlas lab, library, the Depot/Learning Center, as Student Development
activity, Ufit etc. Students could have a task to accomplish at each location. Upon
completion of the task, the passport would be stamped at that location. Students
would also post a reflection of what they learned at each location in the Atlas
Portfolio. When students have accumulated all of the stamps and reflections, they
would turn in the passport for a reward, scholarship, etc. Students could be
assigned to a passport mentor to help them and encourage them through the visits.
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Who should be involved?
 Student Development Staff, Faculty, Learning Support divisions – Record visit
frequency and tabulate data for deans to ensure goals met.
 Student Development, deans of each area, and faculty who currently do
something similar. Who should implement the system? It could be introduced in
NSE course with students selecting their own mentor. Student development could
collect the passports.
How will we assess the goal/objectives?
 Career Exploration Outside NSE Course:
 Build capacity in offices such as internship, Career Center to support more
student traffic.
 Deans, funding decision makers, Director
 Assess by setting goals for hiring more staff.
 The passports could be collected and the completion of it recorded in
Banner. IR could run a report to see if the increased connection increases
completion rates.
 Job Shadowing:
 Identify dedicated person within each Valencia department area that
would be on point to coordinate job shadowing opportunities.
 NSE Deans – gather contact list to distribute to faculty and students.
(update annually)
 Create job description to add for a position that exists or hire position
(grant initiative) that would coordinate job shadowing and mentoring
within Valencia outreach (Elisha Gonzalez).
4. Schedule courses by cohort to foster sense of community within a program. Force
interaction/engagement between and among new students.
How will we accomplish the goal/objectives?
 Faculty and staff identifiable:
 Enforce name tag use – faculty and staff need to be accessible to students
 Provide release time for key faculty and program chairs for campus
outreach and events.
 Create training and onboarding information about our culture for new
faculty and staff specific examples of how we expect them to engage and
participate on campus more.
 Hold meetings and book clubs, fairs outside on campus to include faculty
and staff to participate with students.
5. Market fitness center and fitness courses to faculty and staff – Workout together
 UFit activities to include faculty and staff to participate with students.
How will we accomplish the goal/objectives?
 Fitness Center:
 Hold more events with Student Development such as walk, run, row or
fundraising events that include faculty, staff, and students.
 Inform more staff and faculty about Fitness Center benefit.(Student
Development, Fitness Center Staff, HR, and NSE Faculty)
 Make Fitness Center for GoBe visit assignment (Place)
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Goal 4. Enhanced, year-long Experience –
Goal: Develop a year-long experience for new students – outside of the SLS1122 Course
Objectives:
1. Create a New Student Experience!
 Provide an online space for new students at Valencia.
 Facebook for first year students by meta-major.
 Develop shared experiences where only “new” students (1st or 2nd term)
are invited where they would feel like they are not on an island and that
they know how to be a college student. (virtual as in discussion online or
in-person, i.e. student development)
 Do a Student development registration block party/fair for new students
 Implement convocation during the first semester of enrollment and sign it in such
a way that is highly engaging.
 NSE hotline – Designated trained individuals to maintain contact and answer
questions from new students/direct them to the appropriate location.
 Create an NSE Welcome Team – All year round, not just at beginning.
 Establish opportunities for interactions with engaged students at
Starbucks or Dunkin Donuts
 Students share experiences; Welcome Team answers
questions
 Create “Pit Stops” on campus at which trained staff can help answer questions;
look up where students are at to help keep them on track.
 Create incentives for students to encourage them to move along path. (15-30-45
credits)
 Graphically represented and earn something along the way – similar to
“UCF Pathways” with avatar
 Introduced at the end of NSE course
 Offer more evening programs/events for new students.
 Personalized emails to NSE students about campus college-wide NSE activities.
 The passport suggestion posted in Personal Connection would meet this. The first
year, students would work toward completing the campus visits. Perhaps this
passport could a co-curricular certificate. See post in Personal Connection for
details of who should be involved and assessment.
How will we accomplish the goal/objectives?
Either  1st Term:
 NSE course enrollment
 Meet with NSE Advisor
 Develop MEP
 Begin career exploration and transfer
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 Attend (3) Co-curriculars
 Enroll in Blackboard to the Pathway to Success Certificate
nd
 2 Term:
 Co-Curricular certificate by Meta-Major – Design NSE by meta-major to
create specific CC tracks.
 Meet with Advisor
 Participate in events that are specific to meta-major area.
 Participate in 1 community service event (1 skill shop or career).
 Attend College Night (Transfer planning)
 Meet with Career Advisor (resume/cover letter)
Who should be involved?
 Vice President Affairs
 Director of NSE
 Assistant Vice Student Affairs
 Deans of Students
 Deans of Learning Support
 SLS/NSE Faculty
 ISS
 Stake Holders
How will we assess the goal/objectives?
 Assessment:
 Create a co-curricular certificate attribute in Banner.
 Assign attribute to students who complete.
 Track: GPA, retention, persistence, graduation, transfer rates, WD
 Create a co-curricular survey for Pathway to Success Certificate.
 Focus Groups
 Have MEP part of the passport program so that it can be reinforced at each
of the on-campus visits.
2. Enhance and expand the co-curricular certificates.
How will we accomplish the goal/objectives?
 Pathway to Success Certificate – Year Long Co-curricular Experience
Who should be involved?
 Director of NSE
 Campus Based – Coordinator (Boots on the ground)
 NSE Faculty on release
 Program Planning/Implementation
 Liaison to meta-major are and special populations
 Communication
 Student tracking
3. NSE Alumni Association with reunions to stay connected.
 Invite NSE Alumni to serve as mentors for incoming NSE students.
How will we accomplish the goal/objectives?
 Benefits
 Covered at graduation
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Certificate of completion
Prep for Career Action Certificate
Connection to Personal Advisor and community of like-minded students
(Meta-Majors)
4. NSE peer mentoring – Success coaches to advance to new level (above)
 Peer to peer and at graduation use student leader model.
 Discuss at day one to incentivize – 30 minutes/6 pt – This would keep coaches
connected to NSE Faculty.
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Goal 5. LifeMap 2.0/MEP –
Goal: Increase student use of MEP tool and development/support of the students’ education plan
– outside of the SLS1122 course
Objectives:
1. Encourage students to use MEP and register only for classes on their plan
 Provide incentive (T-shirt, free sandwich, etc.,) to students (1 time/semester) for
running an MEP and registering for only the courses on it.
 Build a tool within MEP 2.0 that will alert student when he registers for a course
outside his plan.
 Make sure MEP is tied to Registration Scheduler. Then make Registration
Scheduler the default mechanism for registration.
 Build an online module in NSO to introduce students to MEP; especially
important to those students who won’t be in the NSE Course in their first term.
 Provide workshops for existing students that have not had NSE course.
How will we accomplish the goal/objectives?
 To provide incentives:
 Allow early registration for those who registered in the previous semester
only for classes in their plan.
 Develop partnerships with Student Development, Auxiliary Services, and
vendor partners for funding and/or incentives
Who should be involved?
 To provide incentives:
 Registration Staff
 SAS folks for data
 Advisors
 DegreeWorks staff
 Funders and providers of the incentives
How will we assess the goal/objectives?
 To provide incentives:
 The number/percent of earlier registrations
 The number/percent of MEP’s run
 The number of incentives awarded.
 A decrease in non-compliant courses and a decrease in Plan C & D.
2. Connect MEP to intro courses in meta-major area by faculty who espouse the need to
stay on track in their program area.
How will we accomplish the goal/objectives?
 Connect MEP to Meta-Major intro courses:
 Engage faculty workgroups by meta-major.
 Include meta-major advisors.
Who should be involved?
 Connect MEP to Meta-Major intro courses:
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 Faculty
 Meta-Major Advisors
 Director of Advising
 NSE Faculty
How will we assess the goal/objectives?
 Connect MEP to meta-major intro courses:
 Apply NSE learning outcome assessments to intro courses.
3. Option to allow a secondary advisor assigned to student – 1) CPA or transfer advisor 2)
NSE Faculty
How will we accomplish the goal/objectives?
 Build a tool within MEP to alert students of registration:
 Fully implement DegreeWorks – Tracker
 Tie MEP to registration schedule:
 Get the two vendors to talk.
 Teach all faculty to use MEP:
 Collaborate with Academic Deans
 Develop online tutorial (Infuse MEP)
 Collaborate with TLA Team
 Engage in Learning Day and Faculty Assembly (Infuse MEP)
 Build an online module into NSO to introduce MEP:
 Engage Director of NSO in this project as part of her contract.
Who should be involved?
 Build a tool within MEP to alert students:
 DegreeWorks programmers
 Advisors and NSE Faculty (to encourage students to run MEP)
 Tie MEP to registration schedule:
 IT
 Vendors
 Teach faculty to use MEP:
 Wendy Dew
 Celine (from TLA)
 IAC
 Work with Faculty Assembly Committee
 Build an online module into NSO to introduce MEP:
 Director of NSO
 Atlas Goddess (Lisa S.)
 NSO Managers
 Director of Advising
 IT VP of Student Affairs (Sonya)
How will we assess the goal/objectives?
 Build a tool within MEP to alert students of registration:
 Assess by beta test and/or pilot
 We should see student’s self-correcting registration without seeking an
Advisor’s intervention.
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
Tie MEP to registration schedule:
 Vendors will confirm that there is a product available for pilot.
 Teach faculty to use MEP:
 Survey non-NSE faculty about their use and comfort level.
 Training tool use.
 Presentations to faculty at the tool.
 Build an online module into NSO to introduce MEP:
 Number of students in 1st term, not in NSE, who run MEP’s.
4. Teach faculty how to use MEP:
 Marketing of MEP 2.0 involving tutorials for all faculty (especially Start Right)
with Blackboard course to be embedded.
 Demos for Deans
 Build a training module - embed as an assignment in Blackboard courses.
How will we accomplish the goal/objectives?
 Secondary Advisor assigned:
 Already in progress (automated process) - Director of Atlas
 Assign a work team to develop protocols for updating and maintenance
(manual process).
Who should be involved?
 Secondary Advisor assigned:
 Atlas Goddess
 IT
 Director of Advising
 VP of Student Affairs (Sonya)
 Director of Admissions
How will we assess the goal/objectives?
 Secondary Advisor assigned:
 Students will be assigned a secondary advisor as appropriate.
 Assigned advisor info will be updated as appropriate.
5. Infuse MEP 2.0 as part of instruction in variety of disciplines.
 PD Hours/Faculty Development for faculty to re-enforce tool in different ways.
 Professional development credit CEU’s for Blackboard.
 Mandate MEP in Start Right Courses
How will we accomplish the goal/objectives?
 Provide workshops to non-NSE students:
 Coordinate/dove-tail with current skill shop program.
Who should be involved?
 Provide workshops to non-NSE students:
 Student Development – Skill shops group
 Director of Atlas
 Atlas Lab Managers and Counselors for Content Development
 Other stakeholders TBD, depending on modality, facility requirement, etc.
How will we assess the goal/objectives?
 Provide workshops to non-NSE students:
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 Attendance at workshops or views of online content.
 Number of non-NSE students running MEP’s.
6. Roadmap degree completion guide to ensure use of MEP 2.0 with tasks at various
milestones (15, 25, 25).
How will we accomplish the goal/objectives?
 Roadmap degree completion for 15, 30, 45
 Connect with the CRM committee.
Who should be involved?
 Roadmap degree completion for 15, 30, 45
 CRM Committee
 Graduation/Records representative
 Directors of Advising
 IT
How will we assess the goal/objectives?
 Roadmap degree completion for 15, 30, 45
 When CRM is implemented, we will see included communications and
tasks related to 15, 30, 45 milestones.
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Goal 6. Other NSE-related Goal:
Objectives:
1. Find ways to engage/support students who are not enrolled in the NSE course their first
term.
 Assign them to an advisor
 Build opportunities for them outside of NSE Students who are in the NSE Course
How will we accomplish the goal/objectives?
 Be flexible with how the 6P’s are met for A.S. degree and non-traditional
students.
 Create an AS specific version of SLS1122 - Modify mandatory assignments to
align with A.S. degree/Non-traditional students.
 Allow the NSE course to align with intro A.S. degree courses.
 Build mini-intro (virtual) into a Blackboard aspect of orientation so students not
in NSE know what will be expected and what resources are available.
 Have “check in” points or “quick answer” spots around campus (Learning
Support places: Writing center, math lab, and faculty etc.)
 Create a module in Blackboard for all faculty that covers essentials – Information
on Career Center Services, Answer Center, important dates, deadlines,
drop/withdraw, and Baycare. (In collaboration with Instructional Designer)
 CARE plan implementations will help connect between students, faculty and
advisors/counselor (resources) early on and throughout the semester.
 Introduce 6P’s in CARE course so faculty will be familiar with them. Faculty can
indicate which 6Ps align with their CARE plan.
 By linking the NSE course to some key front door courses, we can embed more
soft skills, adjust the content to fit AS students, and meet the needs of other nontraditional students. For example, we could link the NSE course to
Interpersonal Communication for AA students to embed soft skills.
level 6 EAP classes to have an EAP cohort.
Who should be involved?
 A.S. degree program faculty, advisors, A.S. degree deans, industry liaisons,
veterans group, and support.
 How to accomplish? (Blackboard virtual course)
 Work with Instructional Design and NSE to build into BB
 Make it brief and include in online orientation.
 Accomplish “quick answer” by working with Learning Support to leave handouts
in their centers.
 NSE, CARE Team, Deans of Learning Support, and Dean of Students
 Educate Learning Support staff to guide students to contacts/resources.
 Allow A.S. faculty and A.S programs the ability and flexibility to align the 6P’s
with artifacts in a discipline specific A.S. introductory course.
 NSE professors, other front door faculty who want to link.
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How will we assess the goal/objectives?
 Look at goals and objectives of NSE more openly to address non-traditional
students, non-traditional programs, and A.S. degrees.
 Online, hybrid delivery, veterans, etc.
 Does the CSSEE assess how much assistance we are providing with career
readiness?
 Add question on SFI on how the NSE course prepared students for career
decision making. *Change the SFI for NSE
 Review artifacts that are leading to change of major of career clarification.
 How to assess BB aspect?
 Build question into 2nd semester NSE course: Did students find it helpful?
In SFI? Before course ends?
 How to assess “quick answer”?
 How many people used (have a sign in)?
 Quick question for students entering NSE in 2nd term (ask in class?)
 Compare CARE with Start Right Course and Start Right Courses without CARE
in the following:
 Persistence
 GPA
 Success rate
 Withdrawal rates
 Track the grades of course artifacts to see if the outcomes are met for A.S. degree
NSE courses, and for non-traditional students taking NSE courses.
 IR can run reports on the success of the students in the linked vs not linked NSE
courses
2. Develop specific strategies that we can share with students to help them identify a major,
especially those students who have not identified a major after their first term.
How will we accomplish the goal/objectives?
 Career Action Certificate (A.A. and A.S. population)
 Service Learning
 Internships
 Valencia Volunteers
 Part-time job fairs
 Networking fairs
 Employer panels
Who should be involved?
 Career Center, Internship Office, Service Learning, Student Development, and
Faculty
3. Develop an NSE marketing plan for prospective students
 Deliver in high schools
 Build on the NSE/Valencia website
4. Examine NSE Course content
 Shift paradigm to relate NSE course to A.S. degree seeking students that already
chose a path and need more employability skills instead of college success only.
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 Embed more soft skills into course and co-curricular sessions.
 How does the course address other non-traditional students?
5. Address non-traditional students in A.S. degree programs and their needs.
 Develop specific NSE courses. These are mature students that have different
needs than 18 year olds from high school. (i.e. OST 1122, CSK 1122, PLA 1122).
 Consider other non-traditional students like Veterans
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