GOAL TEAM ONE – 2009-10 Report to the College – DRAFT
Reflects Goal Team Edits as of October 17, 2010
Goal 1: Build Pathways
 Design effective and efficient pathways to learning and educational progress for students.
 Create opportunities for students to develop and achieve their personal aspirations.
 Develop program options for students that enable them to compete successfully in the
Central Florida economy.
Objective 1.1: Transition to College
Partner with others to increase the college-going rate of students from every high school and the
percentage of district high school graduates who apply and enroll at Valencia.
The group decided that there is no need to change the wording of the objective, but that we should
collect data on both the number and the percentage, since monitoring both is useful.
Objective 1.2: Persistence
Increase the percentage of students who persist at Valencia through key academic thresholds.
Objective 1.3: Goal Achievement
Increase the course and program completion rate of Valencia students by decreasing the withdrawal rate.
Objective 1.4: Economic Development
Align plans for the Associate in Arts and Associate in Science degree programs, and the resources to
support them, with the economic development needs of the region.
Objective 1.5: Access
Increase access to associate degree and higher programs through university partnerships, scholarships,
and financial support, and through the addition of Valencia campuses and locations in growing service
district areas that are relatively distant from existing campuses.
2009-10 Goal Team Members
Beverlee Andrews
Karen Borglum
Jacquelyn Cole
Jeff Cornett
Daryl Davis
Kimberly Finley
Jeffrey Goltz
Gerald Jones
Sonya Joseph
Maryke Lee
Joe Lynn Look
Adrian Manley
Marjorie McKillop
Jessica Morales
Melissa Pedone
Cathy Penfold Navarro
Jennifer Robertson
Adriana Rodriguez
Joyce Romano
Bobbie Sartor
Nicole Schneller
Heidi Shugg
Sally Witkamp
Also: CPC Co-chairs Amy
Bosley and Susan Kelley
atte
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Objective 1.1: Transition to College
Partner with others to increase the college-going rate of students from every high school and the
percentage of district high school graduates who apply and enroll at Valencia.
Long-Term Target: (Identify “where do we want to go, ultimately.”)
Increase the college-going rate of Orange and Osceola county high school graduates to the higher of
either the goal set by the county systems or a rate that is in the upper quartile of Florida K-12 systems,
and maintain Valencia’s market share of those graduates.
Short Term Targets 1 and 2: (Identify the “What can we bite off in the next three years?”)
1. Implement plans for College Transitions, Enrollment Management, and Marketing and Strategic
Communications, and thereby increase the depth of partnerships with the high schools and the number
of students reached with our message that “College is Possible.”
2. The college-going rates of Orange and Osceola county high schools will increase incrementally
toward the long-term target, between 2010-13.
How will we accomplish this? (Current college programs aligned with this target contained in the
goal team report on initiatives.)
Transitions programs, Marketing and Strategic Communications strategies and tactics, outreach by
Deans and Provosts, Perkins program alignment, summer camps, Bridges program, registration at
orientation.
Suggested Measures: (Identify “How will we know?”)
Compare annual Transitions program participation rates for students and schools.
Measure marketing campaign volume and penetration.
Track Market share, including the share by ethnicity.
Track the annual college-going rate.
Capture data on both the number and percentage of high school graduates enrolling at Valencia.
Will the current activities and plans at the college move the needle on this goal? Yes.
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Illustrative List of Activities and Indicators of Progress on Objective 1.1 During 2009-10
Strengthened high school partner and community relationships
 College Transitions Services offered a wide range of support and information services to high
school students, parents, teachers and counselors in 2009-10.
 The Valencia web site has been redesigned with a new tab for “Prospective Students.”
 A new partnership was formed with the City of Orlando to increase college degree attainment of
residents in targeted neighborhoods.
 A new partnership was formed with the Orlando Housing Authority who was recently successful
in obtaining a HUD Moving to Work grant.
 SB 1908 work is underway, with a focus on High School level courses that mirror the content of
college-preparatory college courses in math, English and reading in 2009-10 which requires
Valencia to provide related CPT testing and to add to our course prerequisite system so that
selected high school courses and exit scores count as Valencia course prerequisites.
 Through Direct Connect, we are planning with central Florida high school and college partners to
build pathways for area students to complete bachelor’s degrees. The 4th Annual Direct Connect
Summit on February 17 included sessions on tracking student progression.
 The Career Pathways program is a partnership between Orange County Public Schools, The
School District of Osceola County, and Valencia Community College. By participating in Career
Pathways, high school students have the opportunity to earn Valencia Community College or
tech center credits through technical assessments given during high school. Career Pathways
helps prepare students for college and employment in selected programs. These areas of study are
both challenging and rewarding, and offer students the chance to embrace a concentrated path
that leads to specific degree and career goals for today's increasingly competitive and technical
workforce.
International Education
SAGE Review Team reviewed history and progress of the three goals of the International Education
Plan: Faculty-led trips; Student exchanges; Globalization of the Curriculum. The Review Team, in
conjunction with the SAGE Advisory Committee, prepared a 71- page document highlighting
recommendations for the future of the International Education Plan.
High School Academies
In addition to the dual enrollment programs offered in both Orange and Osceola counties through which
students may complete an AA degree, there are two dual enrollment programs with high schools in the
Electronics Engineering Technology Program: Lyman High and Wekiva High.
In the arts, Dual Enrollment Dance Class was offered at Dr. Phillips High School, a longstanding
partnership as part of the Dr. Phillips Dance Magnet Program. Dual Enrollment Introduction to
Screenwriting was offered at Colonial High School. Bringing high school students to East campus in
2010 are the Valencia Summer Dance Institute, a High School Arts and Entertainment Day, and a Film
Camp.
Lake Nona Collegiate Academy
After opening in Fall 2009, there are currently 83 students in the Academy. The plan is to accept 50 new
students each fall until an enrollment cap of 250 is reached. An academic counselor has been added by
Valencia at the high school to support the educational planning for the students in the Academy. With
many tracks and state institutions to consider, there is a need to individualize programs for each student.
(CLAS Graduation Requirements – moved to 1.3)
(Alternative Delivery – moved to 1.5)
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List of Major Activities Planned for Objective 1.1 During 2010-11
Strengthened High School/Partner Relationships (Contact: Linda Downing)
College Transitions Services will continue to offer extensive programming and services in the schools.
Bridges to Success program is expanding by 50 new students per year through 2012 when we will have
400 new students.
Take Stock in Children is growing its enrollment as foundation funding allows. With 20 new students in
2009-10, and 15 new students planned for 2010-11. The program has 65 students.
Direct Connect work is deepening to include a new Data Working Group and Resources Working Group,
focused on building systems that enable the partners to answer critical questions about student
progression and success, and on collaborating on grants to attract needed resources.
International Education (Contact: Karen Borglum)
A timeline and guidelines for international trips led by faculty will be developed, and a federal grant from
the U. S. Department of Education was received in July 2010 to assist. Student study abroad will increase
by 10 per year in the next 5 years. International advisors currently on staff will work with in bound
students. Staff training in scholarship resources will be provided. A plan to market available opportunities
to our students will be developed, and assistance provided with the acceptance process. Articulation
agreements with appropriate institutions will be pursued. A Director of Study Abroad and Global
Experiences will be hired to lead the work. Also, a program goal has been set of recruiting 100 new
international students annually.
Lake Nona Collegiate Academy Expansion (Contact: Mike Bosley)
Recruiting for the Lake Nona Collegiate Academy continues, with the aim of enrolling 133 in Fall 2010.
Define Pathways, Invite Discussion, Expand Agreements (Contacts: Kaye Walter and Jean Marie
Fuhrman)
The CLC will commission a group to write a paper on pathways, noting that we have been following a
five-year Direct Connect plan, summarizing that in two pages and sharing widely for comment. Also, a
written document should address the distinction between “pathways” and “articulation,” with input from
deans. Note that while we have more articulation agreements, they are institution-centered. They are not
pathways, but depict one road that could be followed. The college needs to address how we can market
those roads, and support and help students in traveling them. A pathway implies a guaranteed seat, not
just mobility of credit. We need to renew agreements with the Historically Black Colleges and
Universities (HCBU’s) and create new ones with Christian colleges.
Convene a Conversation on Who Is Not Being Served (Contact: Sandy Shugart)
A conversation will be convened either through DEI or through the College Planning Council to address
who we are not serving, and why, and to explore how serving differs from enrolling. (See more below,
under Challenges section.)
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Links to data that support the report on Objective 1.1
High School Market Share and High School Graduate Reports
There are two standard, annual institutional reports which provide longitudinal feedback on progress in
these plans in terms of student transition from high school and success at Valencia. They are: High School
Market Share and High School Graduate Report.
High school market share of 2009 high school graduates that enrolled in Valencia in Fall 2009 increased
slightly to 30.8 %. This report can be broken out by ethnicity.
The High School Graduate Report provides data by county and by high school on numbers of students
enrolled, dual enrollment students, honors program enrollment, scholarships awarded, remediation rates in
English, math and reading, college-ready students, tech prep students, first term grade point average and
Spring term retention, Presidents/Deans list and overall attendance and graduates.
The Office of Marketing and Strategic Communications can provide a report on market campaign volume
and the penetration of the college’s advertising campaigns, including information about our use of social
networking, which has increased considerably in 2009-10.
Transitions Program Participation
The Office of Transitions Programs can provide annual Transitions program participation rates for
students and schools.
International Student Data
International Student Data meetings have been held since December 2008 to identify and develop reports
needed to track and report progress for international students. Reports under development include:
Inquiry to Enrollment, Application to I-20, International Student Characteristics, International Student
Enrollment Summary, International Student Contact Information by Campus and Term, and International
Student Persistence, Progression and Graduation.
The Fall 2009 International Student Characteristics Report and International Student Enrollment
Summary Report indicate that there are 160 new students (60 “SEVIS” and 100 “Non-SEVIS”) and 634
returning students for a total of 794 international students. Of those, 350 are “SEVIS” students (F, J and
M visas) and 444 are “Non SEVIS” students (all other visa types.) Further details of their characteristics
are available in the full report. 180 international students on F-1 visas enrolled in courses offered by
Valencia Enterprises in 2009.
College-going rate
State reports are available on attendance at Florida public and private (ICUF )colleges. In 2008, the State
rate was 56.1%, Orange was 54% and Osceola was 46%).
Veterans
Data are available on the enrollment of veterans (Check with Debra Delaney about any data on their
persistence.)
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List of Significant Challenges or Opportunities Anticipated Related to Objective 1.1
Partnership Plans
We need to develop a comprehensive high school and community partnership plan so that we can seek
grant and other partnership opportunities consistent with the plan. Mentors are always needed to support
this initiative and recruiting mentors is an ongoing task.
Articulation and Pathways
How can we expand and/or deepen articulation, making this about pathways and not only transfer of
credit, given the success of Direct Connect?
Distance Learning
How do we expand Distance Learning offerings, and preserve quality? We need to know who is successful
in each mode of delivery.
Who is not being served?
We need to understand who is not being served, noting that serving and enrolling are not the same thing.
Once enrolled, how well do we serve? We will consider holding a summit or other collegewide
conversation on this critical question. The enrollment plan should address this as well, but it is a broader
question. For example, how do residency requirements lock people out? How do K-12 partnerships and
dual enrollment foster this? How effectively are we serving veterans and other groups with special needs?
We also need feedback from advisory committees.
Textbooks and Costs
To assist students with the cost of college, we need a formal initiative around textbooks, a first area of
focus. We also need to better understand and distinguish between the price of college and the cost of
college.
Parents
Some work is underway. For example, Bridges will include a parental program. We will summarize the
current work. A key question to be addressed is how much time we want to invest in this?
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Objective 1.2: Persistence
Increase the percentage of students who persist at Valencia through key academic thresholds.
Long-Term Target: (Identify “where do we want to go, ultimately.”)
Increase the percentage of degree-seeking students who are retained through key thresholds, and who
graduate, to levels that exceed current Valencia performance and that place/maintain Valencia’s ranking
in the upper quartile of Florida community colleges for these measures.
(Key thresholds are retention from Fall to Spring, and Fall to Fall, and achievement of 15, 30, and 45
credit hours within one, three, and four years, and degree completion within four years.)
Short Term Target: (Identify the “What can we bite off in the next three years?”)
Valencia’s measures on each of the key thresholds noted above will increase incrementally between
2010 and 2013.
How will we accomplish this? (Current college programs aligned with this target contained in the goal
team report on initiatives.)
Increase usage of LifeMap tools and resources, the Developmental Education Initiative (DEI), the
Foundations of Excellence in the First Year plan, plans to increase early registration, orientation, and
CJI mandatory orientation.
Suggested Measures: (Identify “How will we know?”)
- Track the percentage of students in each cohort who complete programs and who graduate each year
- Track the percentage of students in each cohort who complete the developmental education sequence
Will the current activities and plans at the college move the needle on this goal?
Yes.
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Illustrative List of Activities and Indicators of Progress on Objective 1.2 During 2009-10
LifeMap: Continued Development
- Offices of Marketing, Information Technology, Academic Affairs, and Student Affairs collaborated on
the development of the new Lifemap Marketing campaign implemented in December 2009/January
2010.
- In Spring 2010, a LifeMap Faculty Project was launched through which faculty are learning the
conceptual framework of LifeMap and the systems that support it. They have designed a learning
opportunity for students about LifeMap which is embedded into their class.
Program Outcomes and Assessments for All Majors
The director, program chair(s), and full-time faculty of each program area have worked diligently and
collaboratively to create cogent program learning outcomes. The outcomes have been vetted and refined
based upon Valencia’s criteria for writing measurable learning outcomes, and submitted to the
Curriculum Committee. Student learning outcomes have been articulated for General Education and for
the AA pre-majors. The College has not yet started work on developing student learning outcomes for
the 24 hours of the AA program beyond the 36 hours of General Education.
New Student Experience
Foundational aspects of the multi-year plan outlined in the May 2009 First Year Experience report were
implemented in 2009-10, including the development and distribution of New Student Philosophy and
Definition, the creation of a Standing Committee of the New Student Experience, work on Learning
Assessment, and the reformulation of the Data Team. The College is working from the definition
developed during the Foundations of Excellence process: the new student is any student with less than
15 college-level credits at Valencia.
Alignment of AA/AS Curriculum
In 2009 the College Curriculum Committee reviewed the General Education programs of each state
college to determine how to align our AA/AAS/AS General Education programs since there has been a
discrepancy in courses considered General Education. In November, a group of Valencia and UCF staff
reviewed the General Education programs in our AA/AAS/AS degrees. The UCF Registrar reviewed
the courses on the list and made recommendations so that any student who did not earn a degree from
Valencia would still be able to earn General Education credit without duplicating or retaking course
work. One of the goals for the 2010-11 College Curriculum Committee is to align the AA/AAS/AS
General Education curricula, so that there is one curriculum for the General Education Program.
Developmental Education Initiative (DEI)
Supplemental Learning: Valencia is continuing and growing our Supplemental Learning (SL)
program, developed as one of our strategies for Achieving the Dream.
LinC (Learning in Community):
Valencia is also continuing and growing our Learning in Community (LinC) program.
Bridges to Success (BTS) Program:
As part of DEI, Valencia is expanding the Bridges to Success program, adding 50 students per year
for the next few years, expanding the types of classes offered, and adding a new personal
development course partnered with college preparatory course work.
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(2009-10 Activities - Continued)
Curriculum Mapping, Alignment and College Readiness Infusion:
Valencia has committed to aligning and mapping our developmental education courses. As part of
the process, faculty began to examine how college readiness skills that change the learning
behaviors of students can best be infused into developmental education course curricula. Our focus
is on five College Readiness Skills: critical thinking, reading, motivation, study skills, and goal
setting.
Academic Probation
A comprehensive plan for students on probation was developed in 2009-10, providing information and
support as they seek to update their student status and create plans for improving their academic
achievement.
List of Major Activities Planned for Objective 1.2 for 2010-11
LifeMap: Continued Development (Contact: Joyce Romano)
A summary of progress to date and the use of technologies in support of LifeMap will be produced.
Additional promotions of LifeMap to students are planned, and student usage of web tools will be tracked.
Students and faculty recognition of and understanding of LifeMap will be assessed via surveys or other
means. LifeMap will be included in Destinations (faculty development) as part of the Student Success
track. Seventeen faculty developed course-specific LifeMap activities in Spring 2010, and these will be
embedded in the courses.
Program Outcomes and Assessments for All Majors (Contact: Karen Borglum and Kurt Ewen)
The program learning outcomes for all majors will be in the 2010-11 college catalog. The development of
assessments for these outcomes began during the 2010 summer Destinations faculty development
program, for implementation in 2010-11. (Note this links to Goal 2, objective 3.)
First Year Experience – Sonya Joseph and Kurt Ewen are developing a report which will be presented at
the the August College Learning Council meeting. Once approved, it will be available for review.
Developmental Education Initiative (DEI) (Contact: Karen Borglum and Nick Bekas)
A College Readiness Infusion Project will be launched in 2010-11.
Academic Probation (Contact: Jean Marie Fuhrman and Lisa Macon)
Research will be conducted in concert with the Office of Institutional Research on the success of students
after they have completed the steps provided to assist them in upgrading their status and achievement, and
after they have completed a subsequent term. The first data is expected to be available at the end of the
Summer 2010 term.
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List of Significant Challenges or Opportunities Anticipated Related to Objective 1.2
How can LifeMap tools be further developed? How can we continue to develop our use of technology in
supporting LifeMap goals, while maintaining personal service? Can LifeMap connect to achieving key
thresholds and celebrating those achievements?
Links to data that support the report on Objective 1.2
Achieving Key Thresholds
IR provides data for cohorts at the key thresholds named: retention from Fall to Spring, and Fall to Fall,
and achievement of 15, 30, and 45 credit hours within one, three, and four years, and degree completion
within four years.
Program and Developmental Education Completion
IR can provide reports on the percentage of students in each cohort who complete programs and who
graduate, and who complete the developmental education sequence.
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Objective 1.3: Goal Achievement
Increase the course and program completion rate of Valencia students by decreasing the
withdrawal rate.
Long-Term Target: (Identify “where do we want to go, ultimately.”)
Increase the program completion and graduation rates to a level that places Valencia among the top 5%
of community colleges nationally.
Short Term Targets 1 and 2: (Identify the “What can we bite off in the next three years?”)
1. The program completion and graduation rates will increase incrementally between 2010-13.
2. The percentage of students who complete the developmental education sequence in two years will
increase by 2013.
How will we accomplish this? (Current college programs aligned with this target contained in the goal
team report on initiatives.)
Implement the withdrawal policy, increase usage of LifeMap tools and resources, the Developmental
Education Initiative (DEI), the Foundations of Excellence in the First Year plan, plans to increase early
registration via orientation, and CJI mandatory orientation.
Suggested Measures: (Identify “How will we know?”)
- Track the percentage of students in each entering cohort who complete programs and who graduate
each year
- Track the percentage of students in each entering cohort who complete the developmental education
sequence
- Track course completion rates, successful course completion rates, and withdrawal rates, measured
each term for all targeted courses and for all courses in aggregate.
- Analyze qualitative data obtained from focus groups with students who withdraw.
- Create a means to track and report withdrawal and changes in the reasons that students withdraw.
Will the current activities and plans at the college move the needle on this goal?
Yes.
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Illustrative List of Activities and Indicators of Progress on Objective 1.3 During 2009-10
Student Financial Literacy
LifeMap, My Financial Planner, was created, and Financial Literacy 101 is now offered to students, with
over 900 students having registered and completed assignments (at least partially). This was introduced to
Student Success Faculty for use in SLS classes. The Financial Learning Initiative & Research Team
(FLIRT) was created, and it conducted a student survey on financial learning in the Fall 2009 semester
(2200+ Responses), and presented programs to the LinC students and through Skillshops. The Office of
Financial Aid created a Financial Learning Resource page to be transferred and upgraded to the FLIRT.
Withdrawal Policy
The withdrawal policy has gone through many phases of input from faculty and staff over a few years. A
final version of the revised policy has been developed and included in the 2010-2011 College Catalog. It
will be implemented in Fall 2010.
CLAS Graduation Requirements
Because demonstrating College Level Academic Skills (CLAS) is a graduation requirement, a team
worked to put a new process into practice to help students understand how they can meet the CLAS
requirements.
List of Major Activities Planned for Objective 1.3 for 2010-11
Student Financial Literacy (Contact: Brad Honious)



Planning a Financial Learning week in collaboration with Student Development
Piloting a Financial Learning Ambassador program at Osceola Campus
Create an online clearinghouse for faculty including financial learning resources, presentations,
and a speakers bureau (in conjunction with the Valencia Alumni and Community Relations office)
Withdrawal Policy (Contact: Jean Marie Fuhrman and Lisa Macon)
 Implement the new withdrawal policy and gather data on student withdrawal in 2010-11.
 Conduct focus groups with students who withdraw.
Enterprise Resource Planning (Contact: Keith Houck)
 Data from the 2010 pilot within the Administrative Services Division have been shared with the
President, and a decision will be made regarding how the initiative will move forward.
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List of Significant Challenges or Opportunities Anticipated Related to Objective 1.3
We need to know more about why students withdraw in order to determine what aspects of their decision
are under our influence.
Links to data that support the report on Objective 1.3
Course and program completion; Graduation
IR will provide information on the percentage of students in each entering cohort who complete programs
and who graduate each year; the percentage of students in each entering cohort who complete the
developmental education sequence; and course completion rates, successful course completion rates, and
withdrawal rates, measured each term for all courses.
Financial Literacy
The Office of Financial Aid has reports on participation in the FLIRT program and on the increases in
financial aid awards and amounts awarded.
Note regarding withdrawal: It is likely that the faculty team working on implementing the policy will
request data in the year ahead.
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Objective 1.4: Economic Development
Align plans for the Associate in Arts and Associate in Science degree programs, and the resources
to support them, with the economic development needs of the region.
Long-Term Target: (Identify “where do we want to go, ultimately.”)
The college will document a clear correlation among the economic and workforce development needs
and priorities of our service district and the AA and AS programs offered at Valencia.
Short Term Targets 1 and 2: (Identify the “What can we bite off in the next three years?”)
1. Increase articulation of programs to the baccalaureate level (for example, architecture) via Direct
Connect and other partnerships.
2. Create or strengthen the program identities and clusters at our campuses and centers (for example,
arts and entertainment on East, architecture and engineering on West).
How will we accomplish this? (Current college programs aligned with this target contained in the
goal team report on initiatives.)
Update the AS programs and courses every two years.
Conduct an annual review of workforce projections and economic development priorities and compare
to program offerings current and planned.
Implement STEM initiatives.
Align faculty staffing plan with program needs.
Suggested Measures: (Identify “How will we know?”)
An annual qualitative review will demonstrate the correlation of our programs with community
workforce and economic development needs.
Will the current activities and plans at the college move the needle on this goal?
Yes.
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Illustrative List of Activities and Indicators of Progress on Objective 1.4 During 2009-10
Statewide articulation and industry certification
As of June 2010, the State Board of Education has approved 85 Statewide Career and Technical Education
Articulation Agreements which are based on industry certification. Of the 85 approved agreements, 40 are
applicable to A.A.S./A.S. degrees at Valencia.
The State Board of Education is engaged in an ongoing process of vetting industry certifications for
statewide articulation. This effort supports the Department’s Next Generation Focus Area 3 which is
charged “to expand opportunities for postsecondary degrees and certificates”
(http://www.fldoe.org/workforce/dwdframe/artic_frame.asp).
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Industry-based roundtables and forums will continue to be held in 2010-11 to identify training and
educational needs that Valencia can help to meet.
As noted in objective 1.1, the college will apply for approval to add baccalaureate degrees in targeted
health and technology important to business and industry, in which students can find employment, and in
cases in which the degrees are no longer to be offered by UCF.
List of Significant Challenges or Opportunities Anticipated Related to Objective 1.4
- The AS program viability studies currently provide labor data for existing programs. These should be
expanded to tell the story of the program, with a communication plan for each industry. Also, we need to
project programs that don’t exist and for which there are workforce needs. This connects to the community
and our profile, and what they need to know about us.
- We need to move beyond the AS model alone to incorporate AA programs that articulate to baccalaureate
opportunities that meet economic development needs.
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Links to data that support the report on Objective 1.4
Alignment with workforce and economic development needs
The program review process and the enrollment management plan may evolve in 2010-11 to provide
information for an annual qualitative review that will demonstrate the correlation of our programs with
community workforce and economic development needs.
Promoting Campus Programs
The Office of Marketing and Strategic Communications can provide data on advertising and other tactics
that promote the campus-specific programs, such as the arts on East.
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Objective 1.5: Access
Increase access to associate degree and higher programs through university partnerships,
scholarships, and financial support, and through the addition of Valencia campuses and locations
in growing service district areas that are relatively distant from existing campuses.
Long-Term Target: (Identify “where do we want to go, ultimately.”)
College will be accessible to all in our district via campus locations and/or alternative delivery systems,
and financial need will not be a barrier to attendance.
Short Term Targets 1, 2 and 3: (Identify the “What can we bite off in the next three years?”)
1. Maintain existing and add new articulation agreements and partnerships.
2. Increase scholarship funds raised and decrease the amount of scholarship dollars not awarded.
3. Expand capacity in line with the enrollment plan.
How will we accomplish this? (Current college programs aligned with this target contained in the
goal team report on initiatives.)
- Implement the Honors Program plan and the Direct Connect program.
- Implement the financial literacy plan (FLIRT).
- Increase/improve communications with students regarding availability of scholarships.
- Add buildings and campuses, including Lake Nona and Building 4 at Osceola.
- Increase staff to serve enrollment growth.
- Expand on line offerings.
- “Two for All” CJI degree initiative
Suggested Measures: (Identify “How will we know?”)
- Track Honors Program growth and the Direct Connect program measures
- Track total college square footage
- Track on line offerings
- Track scholarship funds available, awarded, and not awarded.
- Track faculty/staff and annual FTE growth.
Will the current activities and plans at the college move the needle on this goal?
Yes, although capacity will be constrained to the extent that facilities funds are not made available and
by the extent to which funding for new faculty and staff is available.
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Illustrative List of Activities and Indicators of Progress on Objective 1.5 During 2009-10
Adding Baccalaureate Degrees – A formal Letter of Intent was submitted for Valencia to offer selected
bachelor’s degrees. If approved by the state and by SACS, we could begin offering the programs in
Electrical Engineering Technology and Radiologic Sciences in the fall of 2011.
New Campuses and Facilities - The college in June 2010 is closing on approximately 25 acres for a
Southeast Campus adjacent to Lake Nona High School. A campus facilities master plan and academic
plan has been drafted. The Campus should consist of buildings and 250,000 square feet of academic
space, eventually serving 8,500 students. The first building will be an 80,000 square foot academic
facility.
In advance of constructing our own facility, Valencia will begin offering classes at Lake Nona High
School in August 2010, in fulfillment of an enrollment plan for the location. AA students will be offered
Student Success, English, College Algebra, Chemistry, Biology, Psychology and Humanities. The
capacity is approximately 679 seats and the courses will be offered in the afternoon and evening. These
courses will complement those being offered in the Collegiate Academy program at Lake Nona High
School.
Building 4 for Osceola Campus was funded by the 2010 Legislature.
Honors College - A new Honors Director was hired in the fall of 2009, and after broad consultation, a
group of Honors faculty and staff are designing a new Honors College.
Articulation Agreements - During 2009 eight new articulation agreements were signed or updated:
Barry University, Belhaven University, Columbia College, Embry Riddle (updated) Heidlberg College
and Heidelberg Honors College, Mountain State (updated) and Mountain State in Nursing. These
agreements create pathways for students transferring to a private institution with an Associate of Arts
degree and certain Associate of Science degrees. Students can access the link to all articulation
agreements at http://www.valenciacc.edu/aadegrees/CollegeList.cfm
On-Campus Baccalaureate Options – UCF Baccalaureate programs are now being offered at the
University Center on West Campus. Guiding principles were developed for enrollment planning for this
partnership which are aligned with Valencia’s vision and mission. (A series of outcomes with
measurements were drafted in 2006 for the partnership.)
Also, a student can complete a degree program at Osceola in the following UCF degree majors: Bachelor
of Applied Science; Bachelor of Business Administration; Elementary Education; Interdisciplinary
Studies; and Psychology.
Alternative Delivery - The “Alternative Delivery Standards Plans,” created by a diverse group of faculty,
deans and administrators, established the standards, policies and procedures that govern Alternative
Delivery at Valencia. The document has been approved by the College Learning Council, and it creates a
committee responsible for the oversight of the college-wide vision and mission statement for alternative
delivery and for the development and review of policies and procedures for alternative delivery.
Enterprise Resource Planning - An “Enterprise Resource Planning System” was piloted within
Administrative Services to record and track resource measures and performance ratios. An initial draft of
these proposed measures including five years of history was made available to the President.
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List of Major Activities Planned for Objective 1.5 for 2010-11
Lake Nona (Contact: Mike Bosley)
- The college will break ground on the first building at the Lake Nona campus in Fall 2010, and it will be
completed for start of classes in Fall 2012.
Osceola Building 4 (Contact: Helene Loiselle)
- Building 4 will be designed in 2010-11, with architect selection in summer 2010.
Honors College (Contact: Valerie Burks)
- Faculty and staff will complete plans for the new Honors College and begin implementation.
Alternative Delivery (Contact: Kaye Walter and Jean Marie Fuhrman)
A summary document will be written to summarize the work of the CLC on Distance Learning (DL),
noting that faculty have grown it from the ground up, and clarifying our current direction.
The new Distance Learning leader will convene conversations about our direction and what we are trying
to accomplish via DL, with the provosts and deans integrally involved, and link DL to the enrollment plan,
so that we can, for example, answer students who ask if we have an on line degree. Also, we will address
how other support services work for DL.
Textbook Initiative (Contact: Lisa Macon)
Faculty Council will be asked to consider convening a study group to explore how we might break free of
the publishers. The Faculty Council’s appointed group will be asked to provide a report on their work on
ebooks. We might add to their charge, broadening it to address the larger textbooks issues.
List of Significant Challenges or Opportunities Anticipated Related to Objective 1.5
Articulation agreements - We have asked our non-SUS partners to share matriculation data, and the only
partner who has responded to date is Mountain State University. Can we and should we add other
partnerships that are similar to DirectConnect with UCF?
On line offerings – As these grow, we must maintain and demonstrate quality. We should focus on an
enrollment plan, faculty development, technical support, and resources to support professional
development for faculty delivering on line. The college plan must also address the comfort level of
faculty, certification, and coordination and strategic planning of on line learning.
Facilities and Access – Should we offer off-campus courses in facilities not owned by Valencia to reach
all corners of our service district?
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Links to data that support the report on Objective 1.5
Enrollment, program, faculty/staff growth
IR can provide information on annual Honors Program growth, the Direct Connect program measures, on
line offerings, and faculty/staff and annual FTE growth.
Facilities Growth
The Facilities Office can provide total college and campus square footage each year.
Financial Aid
The Financial Aid Office will provide data on scholarship funds available, awarded, and not awarded.
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