Combined Goal Team Meeting
October 22, 2010
Goal Organizational Morning Sessions
Goal Team 4 Table Notes
Table 16
Goal Team 4
Moderator: Rachel Allen
Recorder: Craig Blazejewski
Combined with Table 18
Table 17
Goal Team 4
Moderator: Mike Bosley
Recorder: Leslie Golden
External Question 1
 Because of new normal,” years need to change
 Further defining change and what it means
 Specific needs / areas like Workforce Development, technology, etc.
 “Significant” should focus on students & community & what they deem
significant
External Question 2
 Using partnerships we currently have to create new partnerships – serve as a
link between partners
 Make determination of what detracts all or proposition, rather than and
 Is detract the right word?
External Question 3
 Issue of competitions is even more important now because of trends towards
for profit institutions and criticism of them
 Competitions with in terms of resource development, particularly in
philanthropy
 How can Valencia get more than its fair share of higher level donors?
 How do competitors negatively impact Valencia & our abilities to serve our
students?
 For Goal 4, we have to broaden scope of who competitors are because every
educational & non-educational organization in town is counting the same
donors
 Competitors for environment are different than competitors for community
partners and philanthropic dollars
 Example of Allied Health and Nursing programs competing with hospitals for
opportunities
 Convenience for students may override being in our service area in terms of
their choosing a competition over us
 Is there an issue of our competitors preparing our students better than we
are?
 Who do our students think our competitors are?
 We need to look at particular areas of service provided by our competitors so
we can compare ourselves at different points on the spectrum and in multiple
respects
External Question 4
 No one would have predicted that we would end up where we are
 Clients – Valencia Enterprises, where we train more than educate
 Do we strategize difficulty with respect to clients than with students?
 All students are the same for purposes of this
Tables 18 & 16
Goal Team 4
Moderator: Rachel Allen
Recorder: Donna Marino & Craig Blazejewski
Continuing collab, _______, restricting access to higher ed – preparation - _______
change perception
Q1
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Internally we are ______ - does that mean transfer to UCF or something
else?
How do we make sure there is an _________ on Workforce Development?
The perception is higher ed does not include workforce development [cc is
not synonymous with higher ed.]
Is the new normal – definition – expand definition to include…”and workforce
development”
Community college is not synonymous with higher ed. expand the definition
to include workforce development
Q2
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Q3
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Correct students relates to an internal question; prospective students implies
an external question [could be broken into two parts / questions]
Concern: changing the perceptions of “community college”
Current student (internal) student experience → internal
Prospective student (external) access → external
Revise to address
o What are the actions that need to be taken to change perception…
o What actions affect the perception of…
Clarify the question…”what measures of learning are available to us?”
o Clarify
What do we offer that is value added and how do we measure it?
Know the difference of why students drop out and why do they succeed
Question is
o Setup ____ that help students succeed
 First part
 Second part is only to be asked after we answer the first
question
Questions to guide data analysis
Q1
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Community college is not synonymous with higher education
Expand the definitions to include Workforce Development – where does
Work. Dev. fit in?
Q2
Q3
Q4
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Current students (internal) students experience → internal
Prospective students (external) → access → external
Break question into two parts
o Question needs to be changed to explore: what actions we take to
change perceptions
o What are we going to do to change perceptions?
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First part is valid: second art is to be asked after we answer the first
question; not together
Know the difference of why students drop out and why / how they succeed
Who are our students? How do they experience learning?
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Valid. All encompassing. Just massive question. Separate to 7 questions
Table 19
Goal Team 4
Moderator: Barbara Frazier
Recorder” Christie Pickeral
Edits
External #1
 Add Question – how will we know?
 What are the “listening posts?” What instruments to measure those changes?
o Possibilities – student satisfaction surveys
o Advisory board
External #2
 Add Question
 How do we build new relationships with industries?
 How can we broaden/grow current relationships?
 Need to be intentional about staying connected
External #3
External #4
New Questions
 What message do we send to community?
 How do we define community?
A Ha
Response to External #1
 Economic changes
o Fewer jobs
o Fewer taxes
o More difficult to offer programs
 Who is the customer?
o Answer determines our next decisions
o Employer
o State next university UCF
o Students
External #2
 Some can detract by shifting focus away from goals
 Relationship with UCF is solid
 Need to look and ask what is needed from local industries, not guess
 Let them know what we do
 Are there other industries we are not aware of? How can we reach them?
 What message do we send to the community?
 Need to expand concept of community beyond business to include parents
External #3
 Do we need this question?
 Students come to us because they need us
 Online and proprietary schools growing – need to keep our eye to stay
competitive
 Competitors could work together to advocate for CC in state
External #4
 State share will continue to decrease
 Political environment tenuous
 Look to business and industry to sponsor program, school, scholarship,
student
 Have business + industry + parents speak on our behalf
o Be advocates for community colleges
Table 20
Goal Team 4
Moderator: Elisha Gonzalez Bonnewitz
Recorder: Erin Smith
Strategic conversations with community leaders
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The college is what the students experience (designing for them not for us)
Video
 Big picture, and result, reflect back
 Diversity, impact on one person
o What’s the difference that “we” make?
1. Understanding the “new normal” (public / leaders) in higher education
2. How do we build and operate “new normal”
3. Create a new normal (how can Valencia)
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Traditional college students today 17%
a. Traditional right out of HS, live on/near campus, work part-time)
b. Comm. college = 60% of all freshman
Orange county 33% comm.. college (other grad from HS)
Access to UCF 75% accepted (10yrs also) (almost “open access”) now 45%
VCC students – mirrors diversity of the community
a. Value prospection
b. VCC create _______ access
c. UCF not cut off from the community
Direct Connect VCC – UCF (biggest move in 25yrs)
Tell the community leaders why they should care = structure change
permanently
a. i.e. Upp/Med class students → free (university)
b. Single mothers → Pay their own way (nursing degree)
Funding
Financial Aid
How are we understood → what we provide and what it’s so important: why the
community should care
How / what we do is so important
Broader skills for employees
New normal for VCC
 Heavy dependency on tuition, less on state
 Tight budgets
 Keep it cheap but provide access to all (massive growth)
o EC – 30,281
o WC – 28,270
o OSC – 15,876
o WP – 6,805
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o Credit ______ ________ 2010
9.4% of total FTE college prep classes – students
Funding budget $4800 FTE (full time equivalent) per student
Peer
o ______, GA
o Piedmont, GA
o Broward, FL
#2 Revenue Streams
 Tips to manage tight margins (4% increase per year in tuition)
o Grow tuition & ______
o Increase ____ funds (capital improvements)
o Partner / co-developing
o Change cost structures
o Self service (on-line)
#3 Economic development (skip)
#4 Threshold (70,000 serving students per year)
SL – Student leader > student success course
Internal Questions:
Suggested edits to questions:
#1 Valencia restricts access to higher education by sheer capacity availability
 Responsibility to increase capacity
o Space
o Cost
o Professors
 4,000 → what course / majors (increase space/prof) in those areas
 Public institutions → what barriers (classes just not offered?)
 Need based vs. merit based scholarships
o Factors “turned away” why / how
 College prep, space
 Required: FCAT, transcripts, non-English
o Programs of interest
 Focus on increasing classes / prof
#2 Perceptions of students = Valencia
 Perceptions of access
 Broadening how we sell ourselves
 What we offer → make it known who we serve
#3 “Value Added”
 What is “success” to students
 “ “ “ “ VCC
o Same?
 Competing degree
 Passing a class “C” (?)
 Registering: incomplete / fail
 Drop /withdrawal
o Competitive percent
 Communality of drop out /fail
 Experience of student:
 Characteristics of students: (GPA, single mom, age, disciplined / driven,
living, transportation)
 Too many variables: qualitative vs. quantitative in question