DRAFT AGENDA
Goal Team 1: “Build Pathways”
First Solo Team Meeting
1:30 p.m., Wednesday, December 1, 2010
Criminal Justice Institute, Room 143
(If time targets are met, this agenda can be achieved in 2 hours, with a 10-minute break.)
Note - The 2009-10 goal team agendas and meeting notes are accessible by clicking on the links at
the bottom of this page:
http://www.valenciacc.edu/strategicplan/StrategicGoalTeams.cfm
2010-11 goal team agendas and meeting notes are accessible at:
http://www.valenciacc.edu/strategicplan/strategicplanning2010-11.cfm
I.
Welcome and Introductions (10 minutes)
The convener, Jeff Goltz, will ask all present to introduce themselves. See
Attachment A (page 4 of this document) for list of this team’s members. Some
team members may have missed the October 22 meeting.
II.
Review of the Charge to the Goal Teams, Team Principles and Roles
(15 minutes) – CPC Co-chairs Susan Kelley, Ed Frame and Jeff Goltz
Jeff will briefly review the charge to the goal teams, and the “four questions” that
each team will address.
See Attachment B (p. 5 of this document) for the charge and the questions.
See Attachment L (pp. 70, 75, 79, 82, and 85) for the targets.
See Attachment C (p. 7) for Team Roles.
See Attachment D (p. 8) for Principles.
Susan and Ed will answer any questions about the charge from the CPC, and note
that the purpose of this meeting is to complete work remaining to be done before
December 17, 2010, as stated in the charge, some of which was completed at the
October 22 organizational meeting:
By December 17, 2010:
 Develop principles to guide the work of the goal teams.
 Review and discuss the goal assigned to the team and its place within the
strategic plan.
 Review the baseline and target measures established for the goal by the 200910 goal teams, and determine a means of obtaining the baseline data by
February 4, 2011.
 Review the list of departmental objectives entered into the college’s Weave
Online system that relate to the team’s goal, providing an overview of some of
the work underway to advance the goal.
 Review and discuss the eight questions used by the college to develop the
situational/needs analysis for the 2008-13 plan. Consider whether these are
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
still the right questions to ask as we review data about our internal and
external environment. Make any recommendations the team may have
regarding changes to these questions.
Suggest any strategic issues that should be considered by the college related to
this goal.
Jeff will lead the team in reviewing and finalizing the principles that will guide
their work and the roles they wish to have filled by team members.
III.
Review of Notes from October 22 Joint Meeting (10 minutes)
Jeff will ask the team if any entries need clarified or if anything was missed that
should be added to the record.
See the October 22 meeting notes (Attachment E on p. 9) and also available at
this web site, under the second section of the page:
http://valenciacc.edu/strategicplan/strategicplanning2010-11.cfm
IV.
Review of Strategic Issues (20 minutes)
Jeff will ask the team to review the Strategic Issues included in the 2008-13
Strategic Plan, note those that have relevance to the goal, and suggest any
strategic issues that have emerged that the team suggests be added, if any.
See Attachment F – Strategic Issues List from 2008-13 Plan, p. 11 of this
document.
The team will discuss whether it wishes to update information on the
selected/added issues for the purpose of reporting on the issues at the Big Meeting
on March 18, using an issue brief format that will be provided to the team.
V.
Finalizing the Baseline Data for the Goal (20 minutes)
The team will review the baseline data gathered for goal 1, and discuss whether
any additional baseline data may be desirable. If so, someone on the team will
agree to obtain the additional data. See Attachment G, p 15.
(The team may wish to take a 10 minute break at this point.)
VI.
Developing the List of Major Goal-Related Initiatives and Projects:
(25 minutes)
See Attachments:
H – Template (p. 16),
J- 2009-10 Initiatives List for Goal 1(p. 22),
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K- Summary of the 09-10 Goal Team Report (p. 65),
L – Full Team report (p. 68), and
M – Weave Online Report (p. 89).
Also attached is Dr. Shugart’s Goal 1 essay, Attachment I, p. 17, for reference.
There are three tasks:
1. The list of initiatives and projects developed by the 2009-10 Goal Team in
February 2010, and the attached report from Weave Online will be reviewed. See
Attachment M, p. 89.
2. The team will be asked to identify any missing initiatives that are underway but
not on the Fall 2010 Weave report. (Remember that we are aiming for major
initiatives and projects – short list rather than an exhaustive list.)
3. The team will decide on a means of gathering current information about
initiatives for Goal 1 for the team’s review at its second meeting.
At a later meeting, the team will review the measures that are in place for the goal
and the objectives, and whether the list of current project and initiatives is likely
to enable the college to make progress toward the goal. The team may propose at
that time to adjust the measures or to add initiatives/projects, if the group deems
that to be appropriate. Those proposals would be considered at the Big Meeting
on March 18.
VII.
Review of Assignments and Next Meeting (10 minutes)
Jeff will review the list of assignments.
A meeting date and convener will be agreed upon for the second solo team
meeting.
All members will be reminded to hold Friday, March 18, 2011 on their calendars
for the Big Meeting.
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Attachment A – Goal Team Members – 1
Convener for first solo meeting – Jeff Goltz
Team Roster
1. Beverlee Andrews
2. Yvette Aviles
3. Valerie Burks
4. Elissa Buxbaum
5. Tanisha D. Carter
6. Jeff Cornett
7. Diane Dalrymple
8. Daryl Davis
9. Linda Downing
10. Kimberly Finley
11. Bob Gessner
12. Jeffrey Goltz
13. Bradley Honious
14. Sonya Joseph
15. Maryke Lee
16. Joe Lynn Look
17. Adrian Manley
18. Michele McArdle
19. Marjorie McKillop
20. Jessica Morales
21. Melissa Pedone
22. Cathy Penfold Navarro
23. Elizabeth Renn
24. Lila Rogers
25. Joyce Romano
26. Sally Witkamp
27. Joe Sarrubbo
28. Bobbie Sartor
29. Darla Sharpe
30. Heidi Shugg
31. David Sutton
32. Steven Thiesse
33. Chia Whitehouse
34. Falecia Williams
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Attachment B – Goal Teams Charge
Charge to 2010-11 Goal Teams
In 2010-11, the College Planning Council will convene a Goal Team for each of the four
goals in the College Strategic Plan: 1) Build Pathways, 2) Learning Assured, 3) Invest in
Each Other, and 4) Partner with the Community.
Each goal team will monitor progress toward a goal, collect and interpret data, monitor
related strategic issues, make recommendations to the annual Big Meeting, and prepare
an annual report on progress toward the goal.
Each goal team will maintain the College’s “to do” list of the initiatives and projects that
are intentionally aligned with each goal. This list of a handful of major projects for each
goal will help us to maintain our focus on the actual work being carried out to advance
each goal.
The teams will answer four questions:
Looking at our team’s goal and objectives…
1. Are we on track toward the targets set for this goal by the 2009-10
teams?
2. What is currently happening at the college to get us there?
3. What data do we have that help us to measure progress?
4. Will the list of major activities underway continue to “move the
needle?” If not, what is missing from the list?
Composition of the Goal Teams
The goals teams, which will be recruited college-wide, will include volunteers from
faculty, career service, professional and administrative staff.
The Council will seek to have representation from each campus on each goal team. Also,
care will be taken to ensure that those who have responsibility for the work of the goal
are represented on each goal team.
Guiding Principles
The teams will utilize principles to guide their work, and will ask one member of the
team to call the attention of the team to the extent to which the work is being conducted
in keeping with those principles. The teams will develop the principles at a first, joint
meeting, set for the afternoon of Friday, October 22. That meeting will include Dr.
Shugart who will assist in launching the work of the teams for 2010-11.
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Responsibilities of the Goal Teams
The teams will have the following responsibilities, designed to be carried out in four or
five meetings between October 2010 and June 2011, with support and assistance
provided by the co-chairs of the College Planning Council, Ed Frame and Susan Kelley.
The first meeting will be a joint meeting of all four goal teams, set for the afternoon of
October 22, 2010.
By December 17, 2010:
 Develop principles to guide the work of the goal teams.
 Review and discuss the goal assigned to the team and its place within the strategic
plan.
 Review the baseline and target measures established for the goal by the 2009-10
goal teams, and determine a means of obtaining the baseline data by February 4,
2011.
 Review the list of departmental objectives entered into the college’s Weave
Online system that relate to the team’s goal, providing an overview of some of the
work underway to advance the goal.
 Review and discuss the eight questions used by the college to develop the
situational/needs analysis for the 2008-13 plan. Consider whether these are still
the right questions to ask as we review data about our internal and external
environment. Make any recommendations the team may have regarding changes
to these questions.
 Suggest any strategic issues that should be considered by the college related to
this goal.
By February 4, 2011 (this work is anticipated to require one or two meetings in the
December – January time frame):
 Gather and study the baseline data and any available updates to that data that
indicate progress toward the targets set by the 2009-10 goal teams. (Data may be
obtained from the office of Institutional Research, the Data Task Force of the
College Planning Council, the College Data Team, and/or other sources.)
By March 4, 2011 (this work is anticipated to require one meeting):
 Review the original objectives developed for each goal, interpret progress data
from 2010-11, review any updates on strategic issues, draft a list of major projects
and initiatives that are intentionally aligned with the goal, and make any
recommendations regarding the goal that the committee believes may be
advisable for consideration at the “Big Meeting” on March 18, 2011. (Team
members will participate in the Big Meeting.)
By June 30, 2011 (this work is anticipated to require one meeting):
 Prepare an annual report on progress toward the goal, with a focus on the list of
major projects and initiatives that are intentionally aligned with the goal,
including recommendations on how the College might use what is learned to
improve its effectiveness.
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Attachment C
Role and Responsibilities of Team Members
Goal Teams
Roles and Responsibilities
Role
Responsibility
Convener
Schedules Goal Team Meetings with members (help with room reservations is available
through CPC staff); prepares agenda
Recorder
Records minutes of meetings and distributes to group and CPC staff
Reporter
Reports group progress, findings, etc. to CPC as needed
Seekers
Actively seeks information to answer group questions or needs (could be two or three
people in this role)
Questioners
Principles Monitor
Encourages group to explore multiple scenarios and ideas when addressing data sets and
assumptions(could be two or three people in this role)
Monitors the group’s adherence to design principles and helps the group through tough
conversations by focusing on principles
At the October 22 meeting, Team 1 had the following comments:
Some members served multiple roles and shared roles. Three specific: convener,
recorder and reporter. Others shared the roles. Last year the convener was also
the reporter. Next round will rely on “data seekers” much more and more than
one person will need to serve.
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Attachment D – Draft Principles
Base principles from 2009-10 Team Joint Meeting:
- The teams will first address the work to be done to meet the goal, without
concern for measurement.
- After identifying the work to be done towards each goal, the teams will
recommend what should be measured to determine if we are making progress.
- Everyone’s voice on the team is valued and important. All perspectives are
welcomed, both from those who are closest to the work as well as those who
observe it from a distance.
Additions by 2009-10 Teams, reviewed at the Joint Meeting on Oct. 22, 2010
o Try to format and locate meetings to make them as inclusive as possible
and move location so not always meeting in same place.
o Build on prior work.
o Implement a process to synthesize work, not create laundry lists.
o Stay solution oriented and positive.
o Continue clarifying purpose.
o Keep in mind that planning is a cycle – use feedback to inform current
practice.
o Okay to dissent, but be respectful.
o Open communication – no hidden agenda.
o Reach out to other parts of the college.
o Think beyond our own roles.
o On time, committed, invested in work, active participant.
Team 1 agreed with the principles when it met on October 22, 2010.
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Attachment E – Notes from Organizational Meeting – October 22, 2010
Typing Note – Group had three scribes and crossed out objective statements on the
sheets.
Goal One: Build Pathways
Coordinator: Joyce Romano
Objective 1.1 – Transition to College
Objective 1.2 – Persistence
Objective 1.3 – Goal Achievement
Objective 1.4 – Economic Development
Objective 1.5 – Access
Roles
Some members served multiple roles and shared roles. Three specific: convener,
recorder and reporter. Others shared the roles. Last year the convener was also
the reporter. Next round will rely on “data seekers” much more and more than
one person will need to serve.
Charge
What is the difference in the “to do” list being created and the strategic plans and
objectives entered in Weave? Some people thought the Goal Teams were going
to put together the “to do” list. Is it? How can a Goal Team do this without the
input of the various departments that must carry (answered by Susan)? You will
review Goals in Weave and comment. We will judge, are we doing enough.
Principles
OK – maybe add build on prior work, but focus on future. Do not forget to keep a
culture of evidence. Also, remember to focus on the experience of the student.
“Reach out to their parts of the college and to the other goal teams.”
Added Note
Regarding charge – collecting baseline data deadline?
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Roles
AOK
Looks like the charge that worked before so we stick with it.
Principles
Are OK
Summary
Objective 1.1 - Transition to College
o Knowing who we partner with?
o Most of the data is run just need to know who to contact. Start with IR
evidence library of FOE is resource for data collection.
o We capture information on public high schools; but it is difficult to get
data from private and charter high schools.
o DEI will have data to LinC courses.
Objective 1.4 – Economic Development
o Will be changed because of the economy. Develop needs of the region
and because of new and future Bachelors programs.
o Impact to Resource Development because we can’t compete when we
don’t offer the programs. i.e., environmental, green, biotech.
o Change to all programs – be inclusive.
o When we talk about comps – delete summer.
o Look at what’s been implemented. Review the summary. See what work
still needs to be done.
o Rank in terms of meeting the goal.
o Need an action plan – effectiveness analysis.
o When a new idea is generated; who will develop it and lead it.
o Idea needs to be generated and brought to where it needs to go to be
developed.
o Link to the first year experience and things that are already happening.
o Need to include other programs not just Associate of Arts and Associate of
Science.
First meeting CJI, December 1, 2010 at 1:30 p.m. – coordinated by Jeff Tursellino.
Yes!
Approved
Objective 1.1 - Transition to College
Work with partners to increase the college – going rate of potential students.
Objective 1.2 – Persistence
Increase the percentage of students who complete key academic courses.
Objective 1.3 - Goal Achievement
Objective 1.3.1 Increase the course and program completion rate.
Objective 1.3.2 Decrease student withdraw rate.
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Attachment F - Strategic Issues List from 2008-13 Plan
Strategic Issues Related to Goal 1 – from the 09-10 team
All page references are to the combined Strategic Issues report that may be found at this
web address, under the section labeled Goal Team Reports on Strategic Issues and
Initiatives, the first document:
http://www.valenciacc.edu/strategicplan/big_2009.cfm
On January 21, the Goal Team selected the following Strategic Issues as listed in the
2008-13 plan as being related to Goal 1, and added one new issue:
1. Many students from diverse backgrounds do not have equal access to college.
Objectives 1.1, 1.4, 1.5 (pathway) Follow up: Adrian Manley
2. Many students whose stated goal is to obtain a certificate or a degree are not successful
in reaching critical milestones in their educational plans. Objective 1.2 (goal
achievement) Follow up: Joyce Romano
4. The composition of the group that graduates each year does not match the diversity of
entering cohorts. Follow up: Daryl Davis
6. While the College does not control all factors that lead to student success, many
students fail to complete their courses with a grade of C or better for reasons potentially
under the control of the College. Objective 1.3. Follow up: Marjorie McKillop
7. Not all students receive academic support tailored to their needs as they move through
the curriculum. Objectives 1.3, 1.5 (support) Follow up: Kimberly Finley
8. The college lacks the human, fiscal, technological, and physical resources to meet all
of the current needs of students and all who want to be students. Objective 1.5 (dual
enrollment growth & why?) Follow up: Jeff Cornett
10. Many of the issues that stand in the way of our students’ success require resources
and expertise from other organizations with complementary missions, if the issues are to
be resolved. Objective 1.5. Follow up: Jessica Morales
13. College staffing levels, systems and processes can sometimes lead students to feel as
if they are “numbers” rather than persons to be served. Objectives 1.1, 1.2, 1.3, 1.4, 1.5
(based on the consequence of the issue.) Follow up: Sally Witcamp
14. The College’s operating, technology and capital budgets do not always align clearly
with the strategic plan. Objectives 1.1, 1.2, 1.3, 1.4, 1.5. Follow up: Melissa Pedone
Issues were suggested to be added to Goal 1:
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Goal Team 1 suggested adding:
Impediments in systems, processes and curricula
(examples cited: process complexity, controllable and uncontrollable; curricular
pathways (dual enrollment); website; complex on-line records evaluation; perception)
Follow up: none identified
(From Amy and Susan – this addition might be considered as part of issue 13.)
The complete list of issues from which these were selected follows:
Strategic Issues (from the 2008-13 Strategic Plan)
Strategic issues are those issues that must be resolved if the College is to achieve its
mission. The strategic goals are aimed at helping to resolve the strategic issues and to
move the College toward its vision and the achievement of the Big Hairy Audacious
Goals. (See Section IX, which follows, for a list of the Strategic Goals and the Big Hairy
Audacious Goals.)
Strategic issues that Valencia faces in 2008 are:
1. Many students from diverse backgrounds do not have equal access to college. (See p.
8.)
2. Many students whose stated goal is to obtain a certificate or a degree are not successful
in reaching critical milestones in their educational plans. (See p. 11.)
3. Gaps in student achievement exist among student cohorts related to ethnicity and
income. (See p. 14.)
4. The composition of the group that graduates each year does not match the diversity of
entering cohorts. (See p. 16.)
5. Diversity is not fully utilized as a strength throughout the curriculum and the College.
(See p. 18.)
6. While the College does not control all factors that lead to student success, many
students fail to complete their courses with a grade of C or better for reasons potentially
under the control of the College. (See p. 19.)
7. Not all students receive academic support tailored to their needs as they move through
the curriculum. (See p. 20)
Suggested addition from Team 1 that may fit within Issues 7 and 13:
Impediments in systems, processes and curricula
(examples cited: process complexity, controllable and uncontrollable; curricular
pathways (dual enrollment); website; complex on-line records evaluation;
perception)
8. The college lacks the human, fiscal, technological, and physical resources to meet all
of the current needs of students and all who want to be students. (See p. 24.)
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9. Students, faculty and staff do not always have access to up-to-date, effective
technologies that support learning and professional success. (See p. 26.)
10. Many of the issues that stand in the way of our students’ success require resources
and expertise from other organizations with complementary missions, if the issues are to
be resolved. (See p. 30.)
11. Valencia can expect delays and challenges in hiring due to the highly competitive
market for key positions. (See p. 32.)
12. Current faculty and staff have unrealized potential that should be developed to further
the College’s goals. (See p. 35.)
13. College staffing levels, systems and processes can sometimes lead students to feel as
if they are “numbers” rather than persons to be served. (See p. 36.)
Suggested addition from Team 1 that may fit within Issues 7 and 13:
Impediments in systems, processes and curricula
(examples cited: process complexity, controllable and uncontrollable; curricular
pathways (dual enrollment); website; complex on-line records evaluation;
perception)
14. The College’s operating, technology and capital budgets do not always align clearly
with the strategic plan. (See p. 38.)
Additional Issues to Consider
In addition to the issues listed above, the team in 2010-11 will consider whether any of
the additional plan-related issues contained in the 2008-13 strategic plan relate to goal 1,
and if so, will seek to update information where that is needed, for consideration at Big
Meeting in March 2011.
An Agenda of Plan-related Issues to Be Considered Systematically by College Councils,
Committees, and Leadership Teams during 2008-2013
As the Strategic Plan is carried out, the following issues should be systematically
studied by appropriate councils, committees, and leadership teams, and the results
should inform the annual review of the strategic plan:
- How do we define and measure learning? What is our theory regarding the
assessment of learning?
- What constitutes Student Success? How does learning differ from student
success?
- How will we define “meaningful improvement?”
- What are the contributions that a student can make to achieve his or her goals?
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- What does it mean for a student to achieve his or her potential?
- How do we define “Optimal Learning Conditions?”
- How do we measure the extent to which we are accessible? How can we describe
what it means to “Build Pathways?”
- How do we define and practice collaboration? How should we communicate in a
collaborative college?
- How is our commitment to valuing diversity honored through the work
envisioned by this plan?
- How will employees define their learning pathways, and how will we measure an
employee’s engagement in the learning process?
- What data model will be used to carry out this work, and how will we organize
for data sharing and accountability?
- As part of our “culture of evidence”, what do we accept as evidence of progress
against our goals and objectives? How do we validate that changes in our
proposed key indicators are meaningful and are having the intended effects on
achieving our objectives?
- What constitutes meaningful data? Should we compare statistics by socioeconomic
indicators, rather than by race? What is the usefulness of such a
comparison?
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Attachment G – Baseline Data Needed
Goal 1 – Build Pathways (10 items needed by November 19 if possible)
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.
1. The annual college going rate of students from Orange and Osceola high schools.
2. The number and percentage of high school graduates enrolling at Valencia.
(Both available through IR.)
Objective 1.2: Persistence
Increase the percentage of students who persist at Valencia through key academic
thresholds.
1. The percentage of students in each cohort who complete programs and who graduate
each year.
2. The percentage of students in each cohort who complete the developmental education
sequence.
(Both available through IR.)
Objective 1.3: Goal Achievement
Increase the course and program completion rate of Valencia students by decreasing the
withdrawal rate.
The percentage of students in the Fall 2008 entering cohort who complete programs and
who graduate each year. (Both available through IR.)
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.
An annual qualitative review demonstrating the correlation of our programs with
community workforce and economic development needs. (Available from the office of
Workforce Development.)
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.
1. Direct Connect enrollment in 2008-09 (Available from IR.)
2. Total college and campus square footage 2008-09 (Available from Facilities.)
3. The number of on-line offerings in 2008-09 (Available from IR.)
4. Scholarship funds available, awarded, and not awarded in 2008-09 (Available from
Office of Financial
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Attachment H – Initiative Report Template
Initiative Report
Goal Team:
Initiative Name:
Prepared by:
Person(s) consulted in obtaining information about the status of this initiative:
Summary of progress made on the initiative to date:
Information about upcoming work on the initiative:
Any data or results that can be shared that reveals how those involved with this
initiative are gauging the success of the initiative:
(Add pages as needed.)
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Attachment I – Dr. Shugart’s Goal Essay
Goal One Essay – October 2009
By Sandy Shugart
Build Pathways: Deepening Our Commitment to Access
What has made Valencia a “better place to start” for more than forty years? There are
many ways to answer this question, but as we have discussed this with hundreds of
faculty, staff, and students over the past two years of planning, four cornerstones have
emerged: access, excellence in teaching and learning, amazing colleagues in
collaboration, and powerful partnerships. These will continue to serve as cornerstones of
our shared work, but we have discovered that each will require renewal, a fresh
commitment to stretch ourselves and our vision to serve students in the coming several
years.
In this and three essays to follow, I will explore the substance of our 2008-13 strategic
plan by revisiting each of these four cornerstones and relating them to the directions
emerging from our strategic planning. You will find the documents relating to the
college’s strategic plan on the web at http://valenciacc/strategicplan. The full plan can be
found at
http://valenciacc.edu/strategicplan/documents/StratPlanBOOKMARKED_000.pdf
My purpose in each essay is to give a summary of one of the four goals - its rationale and
the larger initiatives to watch for in connection with it - in plain language so that staff and
faculty throughout the college can speak about our shared direction, relate their
contributions to the college’s larger strategy, and contribute to the refinement of the
strategy as it continues to evolve.
But first, a word on planning. Colleges produce strategic plans for a variety of reasons,
some worthwhile, some not: to appease their board or president, to meet an accreditation
or state regulatory requirement, or just because everybody does it. There is only one
good reason to have a strategic plan – to genuinely shape the future of the college and the
experience we give to our students. All jargon, process, and paperwork aside, Valencia’s
last strategic plan was real. It genuinely shaped our work together, our allocation of
resources, and the focus of our collaboration. This plan is real, too. I encourage you to
review these essays carefully and hold the college accountable to the areas of focus we
have declared and the outcomes we hope to produce, beginning, now, with the first goal
in our plan, Build Pathways.
Why Build Pathways
Our mission, from the very beginning, has been built on a three-part vision of access
shared by the wider community college movement: open door admissions, convenience,
and affordability. We choose to serve all who come to us ready to learn, defining our
quality not by the characteristics of those we admit, however they might be measured, but
by the excellence of our teaching and services and the learning results they achieve in
partnership with our students. (Somehow, it always seemed to me that colleges bragging
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on the SAT scores of their incoming freshman were like prisons bragging on the quality
of inmates they were incarcerating.) Further, we understand that the college is what the
students experience – how they experience us, not how we experience them – and so we
design our programs to fit with both their aspirations and their busy, complex lives. And
we have kept tuition and other costs as low as possible to prevent cost from becoming an
insurmountable barrier to our students.
In recent years, the college has broken new ground by developing a thoughtful model of
student development, LifeMap, designed to help our students make a connection and find
direction at Valencia. We have given great effort to understanding how students
experience us in their first semesters and to redesigning the “front door” of the college so
students can “start right” and therefore succeed more fully as learners. Continuing
attention to the 2+2 model by updating and expanding articulation agreements with a
variety of universities has built one of the largest and smoothest transfer partnerships in
the country, minimizing any loss of credit.
However, recent trends in higher education in Florida and in our own community are
creating new challenges to our vision of access. As the state continues to navigate the
treacherous waters of a major financial crisis, the cost of higher education at every level
is increasing at unprecedented rates, even as capacity to serve new students is restricted.
In our own community, the maturing of UCF could have created an environment that
denied access to bachelor degree programs to many excellent local students, both native
and transfer, if it weren’t for the development of Direct Connect and its guarantee of
admission to all of Valencia’s university bound graduates. Further, as we engage our
students in early planning for their programs of study leading to graduation from
Valencia, we are discovering that the power of this planning is multiplied by extending
the horizon forward to the earning of baccalaureate degrees and back to their early
experiences of high school.
For these reasons, the college has adopted a goal built on a renewed vision of access
entitled Build Pathways. This goal speaks of a more proactive approach to the access
agenda, designing a variety of pathways for students to follow, pathways to college,
pathways through college, and pathways beyond college. The underlying purpose is to
enable more students, in an environment of increasing cost and strained capacity, to
discern a clear direction for their educations, prepare for and enroll at Valencia, persist
and succeed in achieving their goals, and complete their goals for further education and
life, including careers.
To College
Pathways to college will reach more students at early stages of their secondary educations
with the opportunity of postsecondary success. Aligning high school and college
curricula and programs will enable students to make a stronger connection between the
two, giving more specific purpose to their high school studies and enabling them to
prepare more fully for college-level experiences. It will give more purpose to accelerated
studies, such as dual enrollment and Advanced Placement. And it will help them to see
beyond the next semester, or even the next credential, to their ultimate aspirations. Well
designed outreach and support programs will put college within reach of more students,
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raising their aspirations and removing barriers to their success, with particular impact on
first-generation and lower income students.
Important initiatives in Pathways to College include:
Expanding the Bridges to Success program, one of the college’s most
successful postsecondary transition initiatives for many years, to reach more than
double the numbers currently served.
Fully implementing Take Stock in Children in Orange County. This couples a
powerful mentoring program beginning in the seventh grade with a covenant
signed by the student, family, and college leading to a guarantee of a four year
college scholarship in the Florida Prepaid College Tuition Plan.
Intensified efforts in curriculum and program alignment with the high schools
in Orange and Osceola Counties to reduce the need for college preparatory studies
in college, accelerate progress toward a degree, and provide a basis for students’
educational planning from high school through college.
Assuring long-term access through increased capacity, new campuses, growing
access to on-line models of learning, and increasing financial aid from both public
and private sources.
Through College
Pathways through college will support students in clearly defined majors with a plan to
graduate from Valencia and succeed in a career and further education. Clear and
meaningful plans, in turn, should increase student persistence and success up to and
beyond graduation. Valencia’s ground-breaking and nationally recognized effort as part
of the Achieving the Dream Initiative over the past five years clearly addressed greater
success for all students as they progress through Valencia, and underlined the importance
of our commitment to the idea that everyone is capable of learning under the right
conditions, and therefore no one needs to be or should be left behind. Each year, an
enormously diverse group of new students begins a new journey at Valencia; we won’t be
satisfied until the graduating class is just as diverse.
Important initiatives in Pathways through College include:
Renewing and redeploying LifeMap as a basis for student support services and
connecting more thoroughly the curricular and co-curricular elements of our
students’ experiences
Continuing and expanding the college’s focus on the earliest academic
experiences of our students with a focus on their success in “gateway” courses
that we believe will cascade into their persistence and success as learners through
to graduation.
Beyond College
Pathways beyond College will connect students to their ultimate goals by giving them a
clear program of study and a plan that reaches beyond Valencia from early in their
academic careers. Access to bachelor degrees will be assured for all of our graduates and
delineated in detail for purposes of their planning and success, including programs in
areas that are generally less available to transfers, such as engineering, architecture,
accounting, pre-medicine, and others. This will open the door to creating real diversity in
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the professions. New programs that are responsive to the emerging labor market and the
economic development priorities of the region will bring together new opportunities for
our students and renewed economic competitiveness for our community.
Important initiatives in Pathways beyond College include:
The full evolution of Direct Connect at Valencia, comprising dozens of majors
enrolling tens of thousands of students annually.
Build-out and programming of joint use facilities on West and Osceola
campuses.
Development of new technical and science programs in response to the
biomedical, solar energy, aviation, and other emerging industries in our region.
Expanded transfer partnerships with a variety of other universities to assure
our students have opportunity for study beyond our region.
There are many other efforts relating to Building Pathways at every level of the college,
as the operational plans developed by departments and planning units have made clear.
But the theme of all of these is a new kind of access, a more proactive effort to create
opportunity for our students and graduates well beyond simply providing an “open door.”
Our accountability for this goal is still in development, as are measures for each of the
four goals, but will certainly include college participation rates in our region; our share of
recent high school graduates; admissions, enrollments, and yields; measures of students’
active participation in planning their educations; and completion of their goals at
Valencia and beyond.
Imagine
As important as these several measures of accountability are, it is at least as important
that we take the larger goal of Building Pathways to heart and imagine all the ways we
might enhance our students’ experiences by creating and strengthening pathways not yet
contemplated in the plan. The Build Pathways goal reflects an overarching “Big Hairy
Audacious Goal,” (or BHAG) that we set as part of the strategic planning process:
Valencia students can begin to pursue any higher educational goal by starting at Valencia.
Perhaps there are other kinds of pathways you can help us to discover and build.
Should some of our students have a much more direct pathway to many of the elite liberal
arts universities in the US and abroad? Or perhaps to the best historically black colleges
and universities or to the best faith-based universities? Let’s build them. (Are there
questions for our Honors College here?) Should we be building pathways to law school,
dental school, or other professional opportunities barely contemplated by most
community colleges? Let’s build them. Should international students experience a much
smoother and direct pathway to Valencia and beyond? Should we be helping more
students find a way into the highly skilled crafts? Or perhaps a pathway to creative
writing or a career in the arts? These and more can be built with purposeful collaboration
and the application of your creative energy to this worthy goal. A plan creates direction,
only your energy can create momentum.
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EXCELLENCE
In recent years, we have added to this model a deep commitment to a paradigm of
college that is “learning centered,” that takes very seriously the learning results of our
students, the best in pedagogy and professional practice, and a collaborative approach to
designing all of the college’s systems and processes to enhance the learning
environment. The quality of our shared work is attested in the results we are achieving
and the extraordinary partnerships in which we are engaged, though we are the first to
acknowledge how far we have yet to go to achieve the results we are seeking.
All of this work is part of a continuing narrative of commitment to excellence, one story
of shared effort supported by various partners and resources over the years. It has always
been built on hundreds of related stories, deeper in the college, of excellence in teaching,
creative curriculum design, thoughtful incorporation of new technologies into our work.
More to Come
This is the first of four essays. Please watch for the next addressing Valencia’s
commitment to excellence and its renewal in the goal Learning Assured. And as always,
I welcome your comment and interaction. Goal teams to be formed this fall, for which
you may wish to volunteer, will also help to carry this conversation forward. Watch your
email for an invitation from the College Planning Council.
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Attachment J – List of Initiatives from 09-10 Goal Team
Goal Team ONE Initiative Reports
(Reports Updated as of March 14, 2010)
List of Follow Up Assignments
Initiative 1 – Baccalaureate Degrees – Adriana Rodriguez
Initiative 2 - Develop and execute plans for high school and community partner
relationships – Joyce Romano
Initiative 3 - Increase support for Take Stock in Children – Jessica Morales
Initiative 4 - Provide financial literacy education – Sally Witcamp
Initiative 5 - Develop and execute an International education plan – Karen Borglum
Initiative 6 - Develop plans to acquire and build new campuses – Jeff Goltz
Initiative 7 - Develop program plan for Lake Nona campus – Jeff Goltz
Initiative 8 - Refresh and promote LifeMap – Joyce Romano
Initiative 9 - Develop a new withdrawal policy – Melissa Pedone
Initiative 10 - Redesign the Honors program to create the Honors College – Karen
Borglum
Initiative 11 - Develop articulation agreements – Karen Borglum
Initiative 12 - Build on degree options available on campus via Direct Connect – Jennifer
Robertson
Initiative 13 - Create high school Academies – Joe Lynn Look
Initiative 14 - Refine plans for and launch the Collegiate Academy – Jackie Cole
Initiative 15 - Statewide Articulation & Industry Certification (21st Century Skills
Initiative) – Kimberly Finley
Initiative 16 - Two for All (CJI/CJ A.S.) – Jeff Goltz – see number 27 – this is repeated
there.
Initiative 17 – Alternative Delivery Planning – Adriana Rodriguez
Initiative 18 - CLAS Graduation Requirement – Karen Borglum
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Initiative 19 - Program Outcomes & Assessment for all majors (check if Goal 2) – Karen
Borglum
Initiative 20 - First Year Experience Initiative (FYE) – Adrian Manley
Initiative 21 - Enterprise Resource Planning System – Jeff Cornett
Initiative 22 - Alignment of AA/AS Curriculum (check if Goal 2) – Karen Borglum
Initiative 23 - Developmental Educational Initiative (DEI) – Sally Witcamp
Initiative 24 - LifeMap Faculty Project – Joyce Romano
Initiative 25 - College Transition Program Initiatives – Jessica Morales
Initiative 26 - Bridges Program Expansion – Joyce Romano
The team added two Initiatives:
Initiative 27 – “Two for All” program at CJI – Jeff Goltz
Initiative 28 – Probation – Cheryl Robinson
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Initiative #1 – Develop Baccalaureate degrees to be implemented in 2011 – Adriana
Rodriguez
Progress:
According to the Bulletin, the Board of Trustees voted to authorize the submission of a
formal Letter of Intent to the Division of Florida Colleges to offer selected bachelor’s
degrees. If approved at the state level and by SACS (Southern Association of Colleges
and Schools) Valencia could begin offering the programs in Electrical Engineering
Technology and Radiologic Sciences in the fall of 2011.
See also pages 41-42, Initiative #12 report submitted by Jennifer Robertson. Add
timelines from Falecia Williams.
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Initiative #2 Report
Goal Team: Build Pathways (Goal 1)
Initiative Name: Develop and execute plans for high school partner (and community)
relationships.
Prepared by: Dr. Joyce Romano
Person(s) consulted in obtaining information about the status of this initiative: Dr. Joyce
Romano
Summary of progress made on the initiative to date: There are many ongoing plans that
support this initiative but to list the ones that are new in 2009-10:









The Valencia web site is being redesigned with a new tab for “Prospective
Students”
Dual enrollment program was asked not to grow courses taught in the high
schools due to budget constraints, despite an increase in requests from the high
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
(20 new students in 2009-10 and 15 new students planned for 2010-11).
Lake Nona Collegiate Academy model is being implemented in 2009-10
including dual enrollment courses, advising, and plans for Valencia’s new Lake
Nona Campus.
SB 1908 implementation related to High School level courses that mirror the
content of college-preparatory college courses in math, English and reading is
occurring in 2009-10 and growing which requires Valencia to: give CPT test and
results for all 11th grade students, provide Exit Exams for selected high school
courses, re-test CPT as Exit competency for selected high school courses, add to
our course pre-requisite system so that selected high school courses and exit
scores count as Valencia course pre-requisites.
A proposal was submitted to Orange County for the Race to the Top grant
including several ideas of how Valencia could contribute including: Honors
program, faculty development in math, communications, engineering and science,
Collegiate Academy model expansion, and college transition advisors for high
schools.
A new partnership was formed with the City of Orlando to increase college
degree attainment of residents in targeted neighborhoods. Although the specific
grant proposal was not successful, coordinated planning and development of
transition programs continues.
A new partnership was formed with the Orlando Housing Authority who was
recently successful in obtaining a HUD Moving to Work grant.
25

As part of 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 will include
sessions on tracking student progression, co-presented by Valencia and UCF,
update on new grant initiatives presented by Valencia, and discussion of high
school accountability measures related to building pathways.
Information about upcoming work on the initiative: 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.
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative: 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 %. 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.
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Initiative #3 Report
Increase Support to Take Stock in Children – Jessica Morales
Person(s) consulted in obtaining information about the status of this initiative:
Linda Downing & Elisha Gonzalez-Bonnewitz
Summary of progress made on the initiative to date:
The original goal for the program was to raise enough money to be able to accept and
award a scholarship to 50 new students each year. Given the current state of the economy
this has impacted fund raising. The new goal is now set to bring in 20 new students each
year. Currently the program has 65 students and we will be bringing in an additional 20
new students for a total of 85 students. Mentors are always needed to support this
initiative and recruiting mentors is an ongoing task.
Information about upcoming work on the initiative:
On-going Fundraising
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
There are reports issued by the state (I am hoping to get a copy to share) however,
because our program is so new there is no real data that will support this initiative yet. As
students graduate from High School and enter College data will be collected that should
show the success of this program.
27
Initiative #4 Report
Provide financial literacy education - Prepared by: Sally Witcamp, from Brad Honious
Person(s) consulted in obtaining information about the status of this initiative:
Brad Honious
Summary of progress made on the initiative to date:
LifeMap - My Financial Planner: Offer Financial Literacy 101
 Over 900 students have registered and completed at least partially the assignments
 Introduced to Student Success Faculty for use in SLS classes
Creation of Financial Learning Initiative & Research Team (FLIRT)
 Working on developing a program plan to be sustainable and flexible to the needs
of students with regards to financial learning
o Reviewing evaluation strategy for the programs (culture of evidence)
o Developing Student Learning Outcomes and evaluations
 Conducted a student survey on financial learning in the Fall 2009 semester
(2200+ Responses)
 Presented programs to the LinC students and Skillshops
 Presenting to inform others on campus of our efforts at Learning Day 2010
 Planning a Financial Learning week in collaboration with Student Development
 Piloting a Financial Learning Ambassador program at Osceola Campus
 Future plans to 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)
Financial Aid
 Created a Financial Learning Resource page to be transferred and upgraded to the
FLIRT
Information about upcoming work on the initiative:
See above.
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
See the presentation on the following page for numbers, but too early to share any results.
28
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Initiative #5 Report
Develop and execute an international education plan – Karen Borglum
Person(s) consulted in obtaining information about the status of this initiative:
Maryke Lee, Falecia Williams, Silvia Zapico, Joyce Romano, Kathy Adams, and the
SAGE Advisory Committee
Summary of progress made on the initiative to date:
In the summer of 2009 Dr. Walter asked Drs. Borglum, Lee, Williams, and Zapico to
establish a SAGE Review Team to determine the history and progress of the three goals
of the International Education Plan:
1. Faculty-led trips
2. Student exchanges
3. Globalization of the Curriculum
The Review Team, in conjunction with the SAGE Advisory Committee, prepared a 71
page document highlighting recommendations of the future of the International Education
Plan:
1. Recommendations for Faculty-Led Trips
a. Establish an application timeline.
b. Receive appropriate approval from dean and provost prior to contacting
the SAGE office.
c. Focus on the learning outcomes and assessments for the faculty-led trips.
d. Students must pay for the entire cost of the airline ticket, passport, visa,
and immunizations.
e. Faculty should work with a tour group.
f. Students should receive a subsidy of half of the cost of travel up to $2,000.
g. First time travelers should be given preference in travel opportunities.
h. The SAGE Advisory Committee will approve the travel subsidy.
i. Generate inter-institutional articulation agreements (see Appendix F)
and/or contracts.
j. Develop homestay agreements, through an agency, if necessary.
k. Check Center for Disease Control Webpage to determine travel issues.
l. Faculty must complete the Incident Accident Plan prior to traveling.
m. Complete budget template and attach to proposal.
2. Student Exchanges
30
a. Increase the number of students doing a semester abroad to 10 per year in
the next 5 years.
b. Have international advisors currently on staff work with in bound
students.
c. Provide training for staff so they can help students find funding sources
and apply for available scholarships.
d. Develop a plan to market available opportunities to our students and then
help them navigate their way through the acceptance process.
e. Evaluate memberships and affiliations prior to renewal.
f. Provide funding for participation in the annual conferences for the
organizations of which we are members.
g. Continue work on articulation agreements.
h. Revisit the FLORICA partnership
3. Globalization of Curriculum
a. Utilize “globalization” rather than “internationalization” as the primary
term to represent the inclusion and interdependence of world perspectives
in curriculum.
b. E-mail the faculty to obtain a census of current instructional practices
related to globalization of the curriculum.
Additionally, the report also reviewed the administration of the program, and made
recommendations. The first was a name change from Study Abroad Global Exchange
(SAGE) to the Office of International Programs to reflect the broader scope of services.
The report also created a job description so that we could hire a Director for the program,
and it was recommended that the budget of $22,011 be kept for additional travel
subsidies. Included in this dollar amount was the $5,000 supplement provided by Dr.
Shugart for the three-year Troika travel, which still has two additional years of travel.
The final aspect of the report was an update of the J-1 Visa designation. In the last year,
the Division of Student Affairs has focused on work in the areas of recruitment,
application and enrollment, support services, and reporting.
Focused recruitment efforts were started a few years ago by Ann Puyana. Targeted
brochures and posters were developed by Valencia’s Marketing Department for Primary
(locally in high school or language school), Secondary (currently overseas) and Tertiary
(foreign counselors and educational centers) markets. Mailing lists were purchased from
USA Education abroad and a mailing was sent to about 475 contacts. Advertising in
31
recruitment publications and web sites was recommended but has not been implemented
yet. Valencia’s International Student web site was revised.
A strong partnership was also developed with UCF’s Center for Multi-lingual, Multicultural Study (CMMS) and Valencia’s Center for Global Languages. CMMS staff
agreed to take Valencia materials when they recruited overseas. UCF’s International
Student admissions letter refers students to Valencia if they are not accepted at UCF.
Valencia’s Transition Program staff has provided support for International student
enrollment through presentations in the community and representation at area recruitment
events.
The East Campus International Student Services Office accepted responsibility for this
work during the transition when Ann Puyana retired in March 2009. The East Campus
ISS office staff had been responding to web and written inquiries for application
information. We have now transitioned all of International Student recruitment to the
Transitions Program. Staff has been trained and a comprehensive chart of initiatives has
been developed and is being implemented, including the development of a tracking
system so that we can measure progression from inquiry to application to enrollment.
Resources to support some of the advertising and other recruitment strategies still need to
be identified.
The revision of application and enrollment processes has been coordinated by Renee
Simpson and Ty Johnson in collaboration with International Student admissions and
Student Services staff. Implementation of the Banner International Student Module
(GOAINTL) has been a ten- month project that is nearing completion. This required the
detailed review of admissions and enrollment processes through a business process
analysis, delineation of responsibilities between admissions and student services, data
definition and clean-up based on new procedures, edit reports to track processes and
identify processing issues, staff training and documentation, and technical support of all
of these processes. New SEVIS reporting requirements is another part of this
implementation that is still being developed as we are awaiting final SEVIS change
notification from the Department of Homeland Security.
Additional technical support is needed but not yet funded.
International Student Services staff collaboration has been led by Ty Johnson. The
Osceola and Winter Park Campuses applied and went through on-site reviews with the
Department of Homeland Security to be certified for issuance of form I-20. In late 2008,
approval was granted to both campuses. This required that we provide International
Student Services staff on those campuses, which was accomplished by current staff
expanding their scope of duties. ISS staff provides all student services, including issuing
the I-20s, providing orientation for new international students, providing advising and
other support services for all international students, developing programming and other
cultural integration experiences for international and native students, and completing
SEVIS reporting requirements. International Education Week is programmed each
November with many global (cultural) learning opportunities for all. The West Campus
opened an International Student Services Office in September 2009.
Staff training to better serve international students has been provided on an ongoing basis
with Admissions, ISS, and Answer Center staff. In addition, a large interactive learning
experience called “Acriema” was held in September 2009 for over 100 college staff,
32
which sensitized everyone to the challenges and issues that international students face. It
was very well executed and received.
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 goal in the International Student Plan developed by Ann Puyana was to increase
enrollment by 100 international students per year. Since 2006, this has been achieved as
follows:
2006-07 – 232 new students (154 SEVIS, 78 Non-SEVIS)
2007-08 – 243 new students (183 SEVIS, 60 Non-SEVIS)
2008-09 – 281 new students (208 SEVIS, 73 Non-SEVIS)
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.
Information about upcoming work on the initiative:
We are beginning the new process for faculty-led trips complete with the appropriate
paperwork. The Advisory Committee will review the application at the end of February.
We are reviewing documents from the Institute for Study Abroad at Butler University for
student exchanges. We have been approved to hire a Director of the Office of
International Programs that will begin work July 1, and we are still awaiting word on our
designation as a J-1 Visa institution.
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
The complete report is available for review.
33
Initiative #6 Report
Develop plans to acquire and build new campuses - Jeff Goltz
Person(s) consulted in obtaining information about the status of this initiative:
Keith Houck
Summary of progress made on the initiative to date:
The college has concentrated on three geographic areas for the development and
expansion of campuses: southwest, Lake Nona, and Osceola. The purchase of property
has occurred, or will occur, in the southwest location and Lake Nona, and plans to expand
the Osceola campus have been initiated.
Information about upcoming work on the initiative:
Southwest campus land purchase:
The college has purchased land for a southwest campus (approximately 155
acres) in the Horizon West Town Center. There will be a number of years before
the college builds on this property.
Lake Nona campus:
The college is in the process of closing on approximately 25 acres for a Southeast
Campus located in Lake Nona (expect to close on the land in June). The college is
developing a campus facilities master plan and academic plan. The college hopes to
have the first building at the Lake Nona campus completed for Fall 2012.
Osceola campus:
Our next building for the Osceola Campus is targeted for 2014.
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
N/A
Team 1 Comments – Feb 11
Can we confirm the timeline for Building 4? Will there be portables at Osceola?
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Initiative #7 Report
Develop program plan for Lake Nona campus - Jeff Goltz
Person(s) consulted in obtaining information about the status of this initiative:
Mike Bosley
Summary of progress made on the initiative to date:
Valencia @ Lake Nona will open the community in August 2010; an enrollment plan has
been proposed and is being reviewed. There will be a variety of courses offered for AA
students; these courses included Student Success, English, College Algebra, Chemistry,
Biology, Psychology and Humanities. The proposed 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.
Plans are underway for the development f the Master Plan for the Lake Nona Campus. A
design team is working with the city and the developer to determine how the campus will
be placed on the property. The college is purchasing 25 acres on Narcossee Road in
South East Orlando. The Campus should consist of buildings and 250, 000 square feet of
academic space, eventually serving 8500 students. The first building will be an 80,000
square foot academic facility.
Information about upcoming work on the initiative:
The college is in the process of closing on approximately 25 acres for a Southeast
Campus located in Lake Nona (expect to close on the land in June). The college is
developing a campus facilities master plan and academic plan. The college hopes to
have the first building at the Lake Nona campus completed for Fall 2012.
Once the enrollment plan is approved and implemented work will begin on staffing the
plan and meeting the budget requirements of the plan. The plan will be reviewed and
adjusted each semester to meet the growing demands of the Southeast community.
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
Other than our data related to the Collegiate Academy, which was reported through that
initiative, no additional information to report.
35
Initiative #8 Report
Refresh and promote LifeMap - Dr. Joyce Romano
Person(s) consulted in obtaining information about the status of this initiative: Dr. Joyce
Romano, Lucy Boudet
Summary of progress made on the initiative to date: Marketing, Office of Information
Technology, Academic and Student Affairs collaborated on the development of the new
Lifemap Marketing campaign starting in August 2008 and implemented in December
2009/January 2010. The main message of the campaign is that LifeMap is a “process” of
planning, discovery, utilizing resources, and achieving goals that each Valencia student
should customize and make their own. Six student “arch-types” are displayed around the
campuses to serve as peer models of how they have customized LifeMap for themselves.
A new web site and Atlas channel (meinthemaking.com) links all of the LifeMap
resources into one site that is attractive and easy to use. The LifeMap process that each of
the six student “guides” followed is provided as a model for other students who may
relate to their life situation and choices. The environmental campaign will continue to be
rolled out in phases throughout the Spring 2010 term and increased functionality of the
web site is also planned.
All faculty and staff received emails to promote the new LifeMap marketing campaign
with students. Student Success classes are one course in which LifeMap is embedded. In
Spring 2010, the Chief Learning Officer is sponsoring a LifeMap Faculty Project to be
lead by the Vice President and Assistant Vice President of Student Affairs. Faculty are
learning the conceptual framework of LifeMap and the systems that support it. They are
then designing a learning opportunity for students about LifeMap which will be
embedded into their class and student learning will be assessed.
Information about upcoming work on the initiative: A contest is being planned to
promote the LifeMap campaign to students. There is discussion underway as to how to
include LifeMap in 2010 Destinations (faculty development) as part of the Student
Success track. An on line repository of faculty LifeMap curriculum is being discussed.
LifeMap office signage in the Student Services areas is being discussed to compliment
the new campaign. The LifeMap Student Handbook committee will include the
meinthemaking campaign in the 2010-11 publication.
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
A web report of the meinthemaking.com website has been developed and is being used to
track usage and adoption as we seek ways to improve the site and its usefulness to
students.
In previous years, we have surveyed students and faculty about their recognition of and
understanding of LifeMap. With the new campaign, it will be time to consider a new
survey or other form of assessment to get feedback on the impact of the campaign.
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Initiative #9 Report
New Student Withdrawal Policy - Melissa Pedone
Person(s) consulted in obtaining information about the status of this initiative: Jean Marie
Furman (Faculty Association President)
Summary of progress made on the initiative to date:
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 is now in review in Bill Mullowney’s
office.
Information about upcoming work on the initiative:
Once the policy passes the legal review it will go before the curriculum committee for
final approval. It is intended to be included in the 2010-2011 College Catalog and will be
implemented in Fall 2010.
The current version of the policy, pending legal review, is attached.
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
As the policy will be implemented in Fall 2010, the initial data on the impact on
withdrawal rates cannot be gathered until after that time.
Team 1 comments – Feb. 11
Check to see if we have the latest version of the policy to be implemented.
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Initiative #10
Redesign the Honors Program to create the Honors College – Karen Borglum
Person(s) consulted in obtaining information about the status of this initiative:
Valerie Burks
Summary of progress made on the initiative to date:
In the fall of 2008, we held four faculty forums to address the concept of an Honors
College. The attendees were asked for feedback to the following questions: Why does
and Honors Program exist? What do you like about the Honors Program? What changes
in the Honors Program would you like to see in the next five to ten years, and what do
Honors students get that the non-Honors students do not? The results were shared with
faculty at an Honors faculty retreat in the spring of 2009, and next steps for big
discussions items emerged.
We hired an Honors Director in the fall of 2009, Dr. Valerie Burks, and she held her own
Honors discussions on each campus. After compiling all of the research, reviewing data,
and meeting with Drs. Shugart and Walter, she has put together a group of Honors faculty
and staff to begin designing the Honors College. The faculty and staff were selected
based upon the discipline background and campus.
Information about upcoming work on the initiative:
Amy Bosley, Debra Hollister, Ed Frame, Gustavo Morales, Ilyse Kusnetz, Linda Villar,
Lorraine Amos, Karen Borglum, Melissa Pedone, Steve Crist, and Valerie Burks will
meet three times beginning February 26 and ending in May to begin the planning cycle.
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
Not at this time.
Team 1 comments – Feb 11
Karen will check with the Foundation regarding information on new scholarships
38
Initiative #11 – Develop Articulation Agreements – Karen Borglum
Person(s) consulted in obtaining information about the status of this initiative:
Falecia Williams and Lesena Jones
Summary of progress made on the initiative to date:
Since 2006, Valencia has worked with Orange County Public Schools and Osceola
District schools to develop over 20 articulation agreements representing 21 A.S. degree
programs, 46 Orange County Tech Center programs and 30 TECO programs. These
agreements provide career ladder opportunities for students who complete postsecondary
vocational programs to transition into AAS/AS degree programs. We have developed 5
articulation agreements with higher education institutions (DeVry and UCF) for students
to transition into a Bachelors Degree at those institutions. We also have developed 5
linkage agreements in the Health Sciences area for students to continue their education
and get additional training: Computed Tomography (CT) and Magnetic Resonance
Imaging (MRI) with Brevard Community College, Dental Hygiene with Lake Sumter
Community College and Polk State College, and Polysomnography with Seminole State
College.
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
Information about upcoming work on the initiative:
These agreements are reviewed on an ongoing basis and are updated when there are
major curriculum changes, programs are discontinued or when new program articulation
opportunities need to be explored
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
We have asked our partners to share matriculation data, and the only partner who has
complied thus far was Mountain State (see attached).
39
Initiative #12 Report - Jennifer Robertson
Initiative Name: Build on degree options available on campus via Direct Connect.
Plans are being developed for UCF baccalaureate programs to be offered on West.
Person(s) consulted in obtaining information about the status of this initiative: Dr. Kaye
Walter
Summary of progress made on the initiative to date:
1. A list of programs to be offered at the shared-use facility has been developed. See
below.
2. Guiding principles have been developed for enrollment planning for this partnership
which are aligned with Valencia’s vision and mission. See below.
3. A series of outcomes with measurements were drafted in 2006 for the partnership. I
don’t have any information on the follow up of these outcomes.
Information about upcoming work on the initiative:
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
The document with outcomes and measurements drafted in 2006 could be used for this,
but I was not given any updated information.
Additional information received:
UCF – Valencia
Shared Use Facility
UCF Programs to be offered in the Shared Use Facility:
 BA Business
 BS Business (36 hours in the Business Core; remainder of curriculum on Main
Campus-Orlando)
 BAS
 BA Engineering Technology (pending funding)
 Psychology
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









Interdisciplinary Studies
History (seed 2009)
Political Science (seed 2009-2010)
Sociology (seed 2009-2010)
Electrical Engineering (fall of 2010 for full 2 + 2 at Valencia)
Elementary Ed (fall 2010)
Architecture (fall 2010)
Nursing (RN to BSN)
Criminal Justice
Other Health Related Degree Programs (Respiratory, Dental Hygiene – pending
funding)
Valencia Programs to be offered in the Shared Use Facility:
 Business
 Engineering
 Computer Engineering Technology
 Electronic Engineering Technology
Shared Programming:
 Testing Center
 Faculty Offices (Valencia Discipline chairs in Business, Accounting, Psychology,
Political Science, and Education)
 Classrooms
41
42
Initiative #13 Report
Create High School Academies - Joe Lynn Look
Person(s) consulted in obtaining information about the status of this initiative:
Nasser Hedayat; Wendy Givoglu
Summary of progress made on the initiative to date:
From Dean Nasser Hedayat (Electronics Engineering Technology)
There are two dual enrollment programs with high schools in the Electronics Engineering
Technology Program:
Lyman High: currently offering 2 sections of EET 2930 with 31 students and 2 sections
of CET 2112C with 33 students. These students are pursuing Electronics Engineering
Technology degree with Electronics specialization.
Wekiva High: Currently offering 2 sections of EET 2930 with 38 students and 2 sections
of MTB 1329C with 38 students. These students are pursuing Electronics Engineering
Technology program with Laser and Photonics specialization.
From Dean Wendy Givolgu (Arts and Entertainment)
- In Spring 2009, Dual Enrollment Dance Class (DAA1680) was offered at Dr. Phillips
High School (25 students), and the class is being offered again this semester at Dr.
Phillips. This has been a longstanding partnership as part of the Dr. Phillips Dance
Magnet Program. Part of the semester is spent working with a local Dance company and
performing in the annual "3 in Motion" Dance performance (this year scheduled for Feb.
6 at Dr. Phillips as part of United Arts of Central Florida ArtsFest).
-Every summer, the Valencia Summer Dance Institute (VSDI) is offered, a four-week
Dance program designed for 20-25 ninth-twelfth grade students to come to Valencia (by
audition) and study dance.
- In February 2009, through Perkins Camps funding, there was a High School Arts &
Entertainment Day, where 150 high school students from Orange and Osecola counties
were bused to the East campus to take a tour of facilities, get a presentation from
Transitions, and enjoy a sample of our Arts & Entertainment programs.
- Scheduled for February 26, 2010, there will be 450 High School students in attendance
for our High School Arts & Entertainment Day.
-In May 2009, through Perkins Camps funding, a Film Camp was hosted for three
consecutive Saturdays from 8:30 a.m.-12:30 p.m. Averaging 35 students per Saturday
session, students got a taste of the Film program, equipment, Film history, career paths,
the Digital Media industry, and the chance to make a short film. Students were from
Orange and Osceola counties and were primarily comprised of the Dr. Phillips High
School Film Magnet Program (accompanied by their teacher, Dr. Eliott Schwartz).
-This year, the Film Camp will expand to four Saturdays in May based on student
feedback. We expect to have 40 students per session.
43
-
This Spring, Dual Enrollment FIL2100 (Introduction to Screenwriting) is being offered
at Colonial High School for the first time. This partnership will support their TV
Production program and their interest in paving the way for students to enter into our
Film Program.
Information about upcoming work on the initiative:
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
44
Initiative #14 Report
Refine plans for and launch the Collegiate Academy - Jackie Cole
Person(s) consulted in obtaining information about the status of this initiative: Mike
Bosley
Summary of progress made on the initiative to date:
Lake Nona High School and the Collegiate Academy opened in the fall of 2009. Lake
Nona currently has 800 high school students. Of that number, the Collegiate Academy
began with 33 sophomores and juniors who took SLS 1122 Student Success. An
additional 50 freshmen were selected for the Academy, and in the fall they took a course
on test taking skills (taught by a high school math instructor), and ended the course with
the administration of the CPT. These students are taking the SLS class in the spring of
this year (2010). Going forward, this will be the standard entry process - new students
from the freshman class will begin the college courses in the spring of the freshman year.
Two additional courses are also being offered this spring for those upper classmen who
took SLS in the fall. The program will continue to roll out according to a planned format
of course offerings.
An academic counselor has been added by VCC at the high school to support the
educational planning for the students in the Academy. With so many tracks and state
institutions to consider, there is a real need to individualize programs for each student.
Information about upcoming work on the initiative:
Recruiting continues for the next academic year, and applications are already being
accepted. They will be visiting the 8th grade schools that feed into the school, targeting
especially those students taking the math/geometry sequence, for these courses will be
important elements in preparation for one of the degree tracks.
Lake Nona and Orange County Public Schools (OCPS) have submitted a proposal which
is a part of the Race to the Top initiative. The proposal is to create and deliver a Summer
Institute which will focus on (1) working with faculty to help them better understand and
teach the developmental education initiatives included in SB1908, and (2) helping
students become better prepared to take standardized tests. The hope is that parts of the
program may later be repackaged and rolled out to other schools, particularly those with a
high number of border-line performing students who may who may be encouraged to
raise their GPA’s and participate in some acceleration mechanism for college .
Curricular alignment will be an on-going process of refinement and revision. With
changes in the educational landscape of the community, there will also be constant
adjusting to meet those needs.
Any data or results that can be shared that reveal how those involved with this initiative
are gauging the success of the initiative:
45
Enrollments: There are currently 83 students in the Academy. The plan is to accept 50
new students each fall until they reach an enrollment cap of 250.
Persistence and progression to degree: The plan is to keep this number at 80% or above.
Maintenance of grade point averages: Students must maintain a 3.0 CGPA for all of
their high school work to remain eligible for participation in the academy. For the fall,
all students in the Academy maintained the required minimum 3.0 CGPA and are
continuing into the spring dual enrollment courses scheduled at the high school campus.
Expanded offerings: On a larger scale, the high school is committed to having every
student in the school complete at least one college course before graduation through any
of the various accelerated learning mechanisms available.
More information is available at the following sites:
http://valenciacc.edu/lakenona/
https://www.ocps.net/lc/southeast/hln/AC/programs/Pages/coll_academy.aspx
46
Initiative #15 – Statewide Articulation & Industry Certification (21st Century Skills
Initiative) – Kimberly Finley
Prepared by: LeSena Jones
Person(s) consulted in obtaining information about the status of this initiative:
Falecia Williams and LeSena Jones
Summary of progress made on the initiative to date:
We currently have two statewide articulation agreements for our A.S. degree programs
that are based on industry certification: Cisco (CCNA) certification for our Computer
Engineering program and Certified Horticulture Professional (CHP) for our Landscape
and Horticulture program. These were developed last year.
Information about upcoming work on the initiative:
We are in the process of developing 22 additional statewide articulation agreements for
our A.S. degree programs that are based on industry certification: five for Computer
Information Technology, two for Computer Programming and Analysis, one for Graphics
Technology, one for Building Construction Technology, two for Electronics Engineering
Technology, five for Computer Engineering Technology, one for Drafting and Design
Technology, one for Office Administration, two for Culinary Management and two for
Restaurant and Food Service Management. These should be approved by the state
sometime this spring.
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
The two agreements that we currently have in place are too new to gauge their success at
this point in time.
47
Initiative #17 – Alternative Delivery - Adriana Rodriguez
Initiative Name: #17
Alternative Delivery
Person(s) consulted in obtaining
Kurt Ewen
information about the status of this
initiative
Prepared by:
Adriana B. Rodriguez
Initiative Report
Mission of the Alternative:
Operationalize the college-wide vision and mission
statement for Alternative Delivery based on the approved
“Alternative Delivery Standards Plan”

Objectives



Strategic Goal impacted:
Timeline:
Start:
Current Status
Units involve
Team members:
Increase the online enrollment rate which is currently
20%
Increase the enrollment capacity by offering hybrid
courses.
Eliminate bottlenecks in the curricular map by offering
critical classes in different delivery modes, including
hybrid and online courses.
Increase efficiencies in terms of space utilization
(building) and cost associates.
Build Pathways
Planning Phase
Spring 2010
On time
OIT and ALS
Faculty Association
Learning Technology &
Alternative Delivery
Academic Affairs
Office of Faculty Develop
and Administration
Summary of progress made on the initiative to date:
The “Alternative Delivery Standards Plans” was created by a diverse group of faculty,
deans and administrators to establish the standards, policies and procedures that will
govern Alternative Delivery at Valencia Community College. This document represents
the next phase of the alternative delivery initiative by creating a committee responsible
for the oversight of the college-wide vision and mission statement for alternative delivery
and for the development and review of polices & and procedures for Alternative
Delivery. This document is scheduled to be approved by the end of Spring 2010.
See also the separate Excel sheet from Nemir Matos-Cintron, and the report under
Initiative 9 on pages 15 and 16 of this document.
Goal Team 1 Comments – Feb 11
48
What is the ultimate goal? 100% availability? Something else? Can we add a list of the
courses currently being offered?
49
Initiative #18 – CLAS Graduation Requirements – Karen Borglum
Person(s) consulted in obtaining information about the status of this initiative:
Sonya Joseph and Cynthia Cerrato
Summary of progress made on the initiative to date:
Florida Statute 1008.29 “College-Level communications and mathematics skills
examination (CLAST)” was not funded for 2009-2010, and the requirement to pass the
CLAST is order to be awarded an AA degree has been repealed by the Legislature as of
July 1, 2009. However, demonstrating College Level Academic Skills (CLAS) is still a
graduation requirement. A team of people (Cynthia Cerrato, Sonya Joseph, Lee
Graubner, Elizabeth Morrison, and Karen Borglum) have worked to put a new process
into practice to help students understand how they can meet the CLAS requirements.
Students must meet the CLAS graduation requirements in one of the three ways listed
below.
(1) Achieve a grade point average of 2.5 or above on a 4.0 grade scale in selected
postsecondary level courses at Florida public institutions and non-public institutions on
the Statewide Course Numbering System, pursuant to Section 1007.24(7), F.S.
(a) To meet the College Level Academic Skills requirements in communication, a
student must earn a 2.5 grade point average in a combination of at least one (1) course
with the ENC prefix and any other course, exclusive of those with the SPC prefix, that is
designated as a Gordon Rule writing course pursuant to the requirements of paragraph
6A-10.030(2)(a), F.A.C. Course prefixes are assigned in accordance with Section
1007.24, F.S.
(b) To meet the College Level Academic Skills requirements in computation, a
student must earn a 2.5 grade point average in any combination of two (2) courses from
the list below:
1. Any MAC course with the last three (3) digits of 102 or higher;
2. MGFX106 – Liberal Arts Mathematics I;
3. MGFX107 – Liberal Arts Mathematics II;
4. MGFX113 – Topics in College Mathematics I;
5. MGFX114 – Topics in College Mathematics II;
6. MGFX118 – Mathematics for CLAST Review;
7. Any MGF course with last three (3) digits of 202 or higher;
8. Any Gordon Rule statistics course;
9. Any mathematics course that has College Algebra (MACX105 as a prerequisite).
(c) Credits granted in accordance with the Articulation Coordinating Committee
Credit-By-Examination Equivalencies shall be substituted for the courses specified
above. If a student earns credit by examination for two (2) courses the requirement will
be considered to be met. If a student earns credit by examination for one (1) course no
grade will be assigned for that course. The 2.5 grade point calculation will be based
solely on grades earned in courses completed at an institution.
(2)
Skill Area
Reading
Required Score on Examination
○ 500 or above on the SAT Critical Reading portion taken
after February 2005
50
○ 500 or above on the Verbal section of the recentered SAT I
taken prior to March 2005
○ 421 or above (non-recentered score) on the Verbal section
of the SAT I taken prior to March 2005
○ 22 or above on the ACT program in Reading
○ 20 or above on the Composite of the ACT taken prior to
October 1989
○ 93 or above on the ACCUPLACER Reading
Comprehension Examination
English Language and ○ 500 or above on the SAT Writing portion taken after
Essay
February 2005
○ 500 or above on the Verbal section of the recentered SAT I
taken prior to March 2005
○ 421 or above (non-recentered score) on the Verbal section
of the SAT I taken prior to March 2005
○ 21 or above on the ACT program in English
○ 21 or above on the ACT program in English/Writing
(English with Essay component)
○ 20 or above on the Composite of the ACT taken prior to
October 1989
○ 105 or above on the ACCUPLACER Sentence Skills
Examination
Computation
○ 500 or above on the SAT Mathematics portion taken after
February 2005
○ 500 or above on the Mathematics section of the recentered
SAT I taken prior to March 2005
○ 473 or above (non-recentered score) on the Mathematics
section of the SAT I taken prior to March 2005
○ 21 or above on the ACT program in Mathematics
○ 21 or above on the ACT taken prior to October 1989
○ 91 or above on the ACCUPLACER Elementary Algebra
examination
Senate Bill 1676 section 20; subsection 12 (d) states that “Any student who has taken the
authorized examinations and has not achieved a passing score, but has otherwise
demonstrated proficiency in coursework in the same subject area, may request a waiver
from the examination requirement. Waivers shall be considered only after the students
have been provided test accommodations or other administrative adjustments to permit
the accurate measurement of the student’s proficiency in the subject areas measured by
the authorized examinations. The committee shall consider the student’s educational
records and other evidence as to whether the student should be able to pass the authorized
examinations.”
(3) Prior to appealing for a waiver, the next steps for students not meeting these
competencies (these steps are to be completed in specified order; if the student does not
meet the CLAS requirements then he/she moves on to the next option until requirements
are met):
1. Student takes the CLAS math tutorial and completes the final exam with an 80%.
a. Student goes to the Assessment Center (East, West, Osceola) and asks for
the Course ID for the CLAS tutorial.
51
b. Student logs onto www.coursecompass.com and follows instructions to
purchase the access code for My Math Lab ($60.30); if student cannot pay
for the course with a credit card online, he/she can go to any Bookstore
and purchase the My Math Lab for CLAS access code.
c. Student enters access code and Course ID code (received from Assessment
Office).
d. Student completes all tutorials and takes practice quizzes at end of each
area. Student prints out the practice quizzes for “proof of review” to give
to Assessment Center.
e. Student completes the practice CLAS review final exam.
f. When a student is ready, he/she goes to an Assessment Center (East, West,
Osceola), provides the documentation of review (practice quizzes), and
takes the CLAS review final exam. Student must score 80% or higher in
order to pass the final exam. A student can attempt the final exam 2 times;
he/she must wait one week and review the items missed before attempting
the test a second time. The deadline to take and pass the final exam is the
“Grades Due” deadline for each term.
g. If a student completes with an 80% then the Assessment Center will enter
the appropriate code in SOATEST.
h. If a student does not pass the final exam, he/she will need to review for
and take the CPT.
2. Attempt the CPT after proof of review (materials can be found online at:
http://www.valenciacc.edu/assessments/cpt/cptprep.cfm). Students will be
allowed to attempt the CPT only 1 time per subtest for CLAS purposes. Students
will be charged the retake fee per subtest. Student must score a 91 on Algebra
subtest to earn exemption. SOATEST code - 995
3. Apply for exemption from CLAS Waiver Committee. Waiver form online in
Atlas under Student Forms channel on Students Tab. Exemption request is to be
handed in to Assessment. Assessment staff will time-date stamp and send to Kim
Adams, Mail Code: DTC – 4. Deadlines and process is detailed in the exemption
document and directions. If waiver approved, SOATEST code – 999.
Information about upcoming work on the initiative:
The Council of Instructional Affairs (CIA) is requesting from the DOE that the state
colleges work on common outcomes for MAC 1105, MGF 1106, MGF 1107, and STA
2023, so that we can embed common assessments in those courses to ensure that the
course requirement of a 2.0 gpa will satisfy the graduation requirement of competency in
computation rather than the 2.5 presently required.
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
In November of 2006, we had 15 students apply for a (at the time) CLAST waiver. In
2007, we had 33 students apply, and in 2008 we had 53 students apply. The 2009
academic year had 101 applications for a waiver.
52
53
Initiative #19 – Program Outcomes and Assessment for all majors – Karen Borglum
Prepared by: Falecia Williams
Person(s) consulted in obtaining information about the status of this initiative:
Falecia Williams
Summary of progress made on the initiative to date:
Development and Vetting Process:
1. Deans, directors, and program chairs with programmatic responsibility for A.A.
pre-majors, A.A.S./A.S. degrees, technical certificates, and career certificates
were invited to participate in two orientation workshops held on January 30, 2009
and February 27, 2009. Informational strategies and best practices for developing
program learning outcomes, curriculum mapping, and assessing learning
outcomes were shared by Dr. Karen Borglum, Kurt Ewen, and Dr. Falecia
Williams.
2. From March through June 2009, directors and program chairs worked
collaboratively with the full-time faculty in each programmatic area to devise
program learning outcomes for their area(s) of responsibility. Adjuncts were
included in the development of the outcomes at the discretion of the dean,
director, and program chair. Directors and program chairs also obtained feedback
from their industry advisory committee members regarding the desired learning
outcomes for students.
3. The program chairs established their own schedule and processes for engaging the
full-time faculty to contribute collectively to this work. In some instances, faculty
meetings by programmatic cluster were held, and additional approaches for
developing the learning outcomes were shared by Dr. Falecia Williams. In other
instances, program chairs and the full-time faculty worked directly with Helen
Clarke, Director of the Teaching/Learning Academy, and/or Wendi Dew,
Academic Coordinator for Faculty Development to provide guidance in the
development of the outcomes. In all instances, this curricular work was led and
championed by the faculty.
4. Directors and program chairs vetted the first draft of the program learning
outcomes among full-time faculty and their dean(s) to obtain approval by
consensus and collaboration. The approved drafts were forwarded to the
Workforce Development Office at the end of June 2009 for review.
Review and Feedback Process:
1. Program learning outcomes for A.A.S./A.S. degrees, technical certificates, and
career certificates were reviewed between August and October 2009 by Dr.
Falecia Williams, Helen Clarke, and Wendi Dew. Program learning outcomes for
A.A. pre-majors were reviewed in December 2009 and January 2010 by the same
people.
54
2. Helen Clarke and Wendi Dew devised a feedback matrix for evaluating
measurable learning outcomes as well as a thesaurus of verbs helpful in writing
measurable learning outcomes arranged by cognitive levels from Bloom’s
Taxonomy. The matrix is available online at
http://www.valenciacc.edu/facultydevelopment/resources/. It is designed to
provide feedback on the quality of construction of the outcomes for the purposes
of assessment and depth of student learning.
3. The directors, program chairs, and deans were provided a feedback matrix based
upon the first draft of the learning outcomes for each program within their area(s)
of responsibility.
4. During November 2009 through January 2010, the Workforce Development
Office convened feedback meetings with the dean(s), program chair(s), and fulltime faculty of each programmatic cluster to discuss the feedback matrix, ask
clarifying questions, and provide another opportunity for collegial review and
refinement of the outcomes.
5. Directors and program chairs were asked to work collaboratively with all
appropriate faculty to prepare a final version of program learning outcomes for
each program to be submitted by the Workforce Development Office to the
Collegewide Curriculum Committee during its February 2010 meeting.
Resolve:
Faculty maintain the primary responsibility for curriculum development and assessment.
The director, program chair(s), and full-time faculty of each program area have worked
diligently and collaboratively and to create cogent program learning outcomes. The
outcomes have been vetted and refined based upon Valencia’s criteria for writing
measurable learning outcomes.
Information about upcoming work on the initiative:
The Collegewide Curriculum Committee should vote to approve all of the listed program
learning outcomes for inclusion in the 2010-11 college catalog, and work on the
assessments for these outcomes will begin during the 2010 summer Destinations
program.
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative.
Not at this time.
Goal Team 2 comments – Feb 11
This links to Goal 2, #3.
55
Initiative #20 – First Year Experience Initiative (FYE) – Adrian Manley
Goal Team: Building Pathways
Initiative Name: Foundations of Excellence
Prepared by: Adrian Manley
Person(s) consulted in obtaining information about the status of this initiative:
Kurt Ewen
Summary of progress made on the initiative to date:


The formal elements of the Foundations of Excellence process conclude in May 2009
when the final report (attached) was approved by the College Learning Council
We are currently working on the implement items linked to the 6 themes of our report
o New Students Transitioning Into Valencia
o Coordinated New Student Experience
o Learning
o Data Collection and Dissemination
o Faculty and Professional Development
o Communication

Our implementation plan can be found on page 18 of the report and we have made
progress on the following items
o The development and distribution of New Student Philosophy and
Definition
o Standing Committee of the New Student Experience
o Learning Assessment
o The reformulation of the Data Team
Information about upcoming work on the initiative:

The New Student Experience Committee (comprised of a diverse group of faculty staff
and administrators) is currently developing a set students that will guide our
implementation of the recommendations of the Foundations of Excellence Report.
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative: None to report
Goal Team 1 comments – Feb 11
This could link to revamping on-line and in-person orientations.
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Initiative #21 Report
Enterprise Resource Planning System – Jeff Cornett
Submitted by Goal Team One – Jeff Cornett
Enterprise Resource Needs
Goal Team: #1 – Build Pathways
Prepared by: Jeff Cornett
Strategic Issue from 2006 Situational/Needs Analysis:
Notable internal changes related to Strategic Issue:
Valencia FTE growth has been increasing at a rate of 10-12% per year, while Valencia’s
budget has remained relatively flat. The college has cut expenses very strategically, and
guided by the principles of collaboration and transparency. So far, we have been able to
avoid layoffs. Because of the economy, students are more motivated than ever to
complete a college degree. Consequently, our enrollment is increasing and many of our
college’s performance measures continue to rise. However, the budget cuts could
eventually start to affect our performance and reputation as a premier learning institution.
Notable external changes related to Strategic Issue:
The economic downturn has led to rapidly increasing student demand, while at the same
time, cuts in State funding of community colleges including Valencia. This resource
issue is more strategically important than ever. College resources (including facilities,
student services, and full-time faculty) are not increasing proportional to student growth
and demand.
Update(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis
narrative:
At the request of Dr. Shugart, senior staff departments have been asked to identify and
monitor key indicators of organizational health. An “Enterprise Resource Planning
System” is being piloted to record and track several hundred resource measures and
performance ratios related to enrollment, revenue, people, technology, facilities, risk
management, instructional capacity, and philanthropy. Keith Houck is leading this
initiative, and an initial draft of these proposed measures including 5 years of history may
be available by the end of February, 2010.
Resources consulted in preparation of update(s):
Keith Houck and his Enterprise Resource Plan committee.
57
Initiative #22 – Alignment of AA/AS Curriculum – Karen Borglum
Person(s) consulted in obtaining information about the status of this initiative:
Dan Dutkofski and Falecia Williams
Summary of progress made on the initiative to date:
On December 6, 2007, the College Curriculum Committee approved the process and
procedures for admitting courses into the General Education program (see appendix A).
Courses wishing to be placed into General Education now needed to be considered for the
AA/AAS/AS programs rather than specifying a specific degree program.
Following this work, an analysis was conducted to determine where there was overlap
and discrepancies between the AA/AAS/AS degree programs with regard to General
Education courses.
On September 9, 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.
On November 12, 2009 a group of Valencia staff (Dan Dutkofski, Catherine
Espenscheid, Falecia Williams, and Karen Borglum) met with staff at UCF (Alison
Morrison-Shetlar and Craig Tidwell) to review the General Education programs in our
AA/AAS/AS degrees. Dr. Morrison-Shetlar asked that our analysis work be sent to her
electronically, so that she could share it with her Registrar. It was agreed that after the
UCF Registrar reviewed the courses, UCF could help us make some 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.
Information about upcoming work on the initiative:
Dr. Morrison-Shetlar sent back the analysis on February 2, 2010, and we will call the
team back together for a review.
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
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Initiative #23 Report
Developmental Education Initiative - Nick Bekas
Person(s) consulted in obtaining information about the status of this initiative:
Nick Bekas
Summary of progress made on the initiative to date:
Supplemental Learning:
Valencia is continuing and growing our Supplemental Learning (SL) program,
developed as one of our strategies for Achieving the Dream. SL involves providing a
model student who has been previously successful in a specific course to be available
outside of class to assist other currently-enrolled students with the course content and
to teach a variety of learning strategies such as note taking, test preparation, and study
skills to help the students achieve success.
LinC (Learning in Community):
Valencia is also continuing and growing our Learning in Community (LinC) program.
In LinC, two courses are “linked” together, enrolling the same cohort of students who
are taught collaboratively by faculty from different disciplines. The faculty created
and implemented three integrated lesson plans.
Bridges to Success (BTS) Program:
As part of DEI, Valencia will be expanding the Bridges to Success program. The
Bridges Program is a Learning Community that targets at-risk students from a low
socio-economic background. An important element in a student’s success at Valencia
is the connection with people and services that can assist them when they need it.
BTS works within the college to provide services and programs of interest and benefit
to our diverse student population. Bridges also provides mentoring and co-curricular
experiences focused on improving the success rates of this cohort of students.
Curriculum Mapping, Alignment and College Readiness Infusion:
Valencia has committed to aligning and mapping our developmental education
courses. As part of the process, faculty will be looking at places where College
Readiness Skills, skills that change the learning behaviors of students, can be infused
into developmental education course curricula. Our focus will be on five College
Readiness Skills: critical thinking, reading, motivation, study skills, and goal setting.
Information about upcoming work on the initiative:
See attached document for College Readiness Infusion Project (follows…)
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
Separate reports on LinC for each campus have been provided by Nick Bekas.
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Initiative 24 - LifeMap Faculty Project – Joyce Romano
Summary of progress made on the initiative to date:
We have been working this Spring with 17 faculty members to develop course specific
LifeMap activities that will be incorporated into the discipline courses. This will expand
the reach of LifeMap competencies as well as faculty and student engagement. There is a
new conversation about expanding one of the Destinations 2010 tracks to incorporate
LifeMap strategies.
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Initiative 25 - College Transition Program Initiatives – Jessica Morales
Summary of progress made on the initiative to date:
Substantial work is underway. Reports on a variety of College Transition Program
Initiatives were provided by Jessica Morales, and are included with the Supplementary
Materials on the Big Meeting web site, under her name.
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Initiative 26 – Expansion of the Bridges Program – Joyce Romano
Summary of progress made on the initiative to date:
A new position of Director of the Bridges to Success program has been approved and we
are in the final stages of the hiring process. The program seeks to add 50 students per
year for the next few years so we can grow the program with targeted enrollment. We
have expanded the types of classes offered, and have created a new personal development
course that is partnered with college preparatory course work to lengthen the Bridges
course sequence and cohort time while helping equip students with the skills they need to
be college ready.
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ADDED: Initiative #27 Report
Initiative Name:
corrections officers
Prepared by:
“Two for All” educational initiative for law enforcement and
Jeff Goltz
Person(s) consulted in obtaining information about the status of this initiative:
Joe Lynn Look, James McDonald
Summary of progress made on the initiative to date:
An initial meeting was held on 9/23/09 to discuss the potential program components
listed below. The next program meeting is scheduled for 2/5/10 to begin the development
of the program. Implementation of the program will be in 2011.
Information about upcoming work on the initiative:
Several program options will be explored during the development and planning of this
program:
Development of new criminal justice electives in the current program to coincide with
some advanced courses at CJI. A mechanism may be set up to award credit by exam for
those passing the assessment in those courses, providing all learning outcomes were
addressed in assessment.
Experiential credit may be awarded to those with significant workplace experience in
specific areas not covered by existing award of credit.
College preparatory skill shops may be implemented to assist those currently in the
criminal justice workforce to prepare for college placement tests (CPT).
The idea of adding college credit certificates (CCC) to the program will be explored.
Incoming students working toward CCC could delay CPT testing while completing
college courses as part of the CCC requirements.
Offering college courses at CJI in hybrid classes in 5 or 8 week formats to assist those in
the workforce in attaining the first 6 college hours needed to complete the award of credit
requirements for the current CJI agreement.
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
None at this time.
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ADDED: Initiative #28 Report
Initiative Name:
Prepared by:
Probation
Cheryl Robinson
Person(s) consulted in obtaining information about the status of this initiative:
Joyce Romano and Cheryl Robinson
Summary of progress made on the initiative to date:
We have developed a comprehensive plan for probation students. Students are notified
via Atlas e-mail after grades are processed notifying them if they are on probation.
Included in the e-mail is information about the Probation Pass they can print that outlines
the steps they need to take in order to update their student status.
Students must complete and education plan using the My Education Plan LifeMap tool,
and answer a questionnaire about their current status and their plans for improving their
academic achievement. They then take the education plan and the questionnaire to meet
with an advisor and develop a plan for continuing their education and linking to
resources.
We often limit the number of credit hours a student can take in order to focus their
academic energy. Julie Corderman is working with Institutional Research to develop a
report on the success of students after they have met with the advisor and completed a
subsequent term. We should have our first data in the Summer 2010 term.
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Attachment K – Summary of Report from Goal Team 1 - 2009-10
(Developed by Susan Kelley)
Goal One: Summary of Progress and Work Underway (October 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.
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.
The 2009-10 goal team projects that the current and planned activities related to this goal
can be expected to “move the needle” toward goal achievement, but noted that restricted
funding for facilities and new faculty and staff acts as a constraint. The team established
short-term measures that will assist in monitoring progress toward these ultimate aims:




The college-going rate of Orange and Osceola county high school graduates will
increase 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
Valencia will maintain its market share of those graduates.
The percentage of degree-seeking students who are retained through key thresholds, and
who graduate, will increase 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.
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.
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


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.
Valencia places among the top 5% of community colleges nationally in program
completion and graduation rates.
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.
Overview of Selected Efforts to Achieve the Goal
Improving Success on the Pathway to Valencia - Plans are being implemented, many via
partnerships with high schools, local communities and other higher education institutions, to
increase the number of students reached with the message that “College is Possible.”
Among these are expanded transitions programs and support services to parents, teachers,
counselors and students; marketing strategies and tactics (including a new Prospective Student
tab on the web site); outreach by deans and provosts; summer camps; an expanded Bridges
program; the Career Pathways program; technical program alignment (Perkins); the Direct
Connect program that enables students to see a pathway through Valencia to the baccalaureate;
a partnership with the City of Orlando to encourage college degree completion in low income
neighborhoods; dual enrollment programs and high school academies; the growth of Take Stock
in Children; increases to faculty and staff to serve enrollment growth; expansion of on line
offerings; expanded access through the addition of buildings and campuses, including Lake
Nona and Building 4 at Osceola; and planning for future capital needs.
Improving Success on the Pathway through Valencia - Many efforts aim to improve success
as students enter and move through their programs of study at Valencia.
These include increasing usage of LifeMap tools and resources, assisted by the LifeMap
marketing campaign and the LifeMap faculty project; the Developmental Education Initiative
(DEI), including expanding Supplemental Learning, LinC and Bridges to Success programs;
implementing a comprehensive plan for new student success; increasing early registration and
conducting registration at orientation; CJI mandatory orientation and the “Two for All” CJI
degree initiative; assisting students on academic probation; implementing the withdrawal
policy; reducing textbook costs; assisting students in meeting CLAS graduation requirements;
and improving student financial literacy.
Also smoothing the pathway are the development of program outcomes and assessments for all
majors and for General Education; the alignment of the AA/AS/AAS general education
curriculum; infusion of college readiness skills into the developmental education curricula; an
expanded International Education program for study abroad and for international students; the
expansion of the Honors Program; further development of Distance Learning strategies;
implementation of the financial literacy plan (FLIRT); and increased communications with
students regarding availability of scholarships.
Improving Success on the Pathway Beyond Associate Degree Achievement - A number of
substantial efforts aim to improve student success in achieving the baccalaureate and
advancement in the workforce.
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Among these are support for four-year degree pathways for students via the Direct Connect
Consortium; plans to add selected four-year degrees at Valencia; implementation of a variety of
collegewide STEM (Science, Technology, Engineering and Mathematics) Initiatives; and the
alignment of the faculty staffing plan with program needs.
Workforce and economic development initiatives include annual reviews of workforce
projections and economic development priorities with a comparison to current and planned
program offerings; updates to the AS programs and courses every two years; working with the
State Board of Education’s effort to review industry certifications for statewide
articulation; development of new security education and training programs, including a new
training program with the Transportation Security Administration launched in 2010-11; and
industry-based roundtables and forums to identify training and educational needs that Valencia
can help to meet.
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Attachment L – Full Draft Report from Goal Team 1 - 2009-10
The report on the following pages was prepared by the team in summer 2010, and
reflects information submitted as of October 17, 2010.
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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
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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.)
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 can73
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.
Objective 1.2: Persistence
Increase the percentage of students who persist at Valencia through key academic thresholds.
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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.
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
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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
(2009-10 Activities - Continued)
Curriculum Mapping, Alignment and College Readiness Infusion:
Valencia has committed to aligning and mapping our developmental education courses. As part
76 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.
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.
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
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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).
List of Major Activities Planned for Objective 1.4 for 2010-11
“Two for All” Education Initiative for Law Enforcement and Corrections
Program development began in 2009-10 for this new effort that will be aimed at enabling those currently
Work is on-going in several areas of security education and training, with the potential for new credit and
working in the criminal justice field as well as new students to progress through certificate, associate and
non-credit courses and training opportunities under study. A new training program with the Transportation
baccalaureate degree programs that meet their career plans. Hybrid credit courses will be offered at CJI
Security Administration is being launched in 10-11.
in Fall 2010 and a Criminal Justice Technical Specialist Certificate is under development to meet the
needs of the local criminal justice industry.
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.
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,
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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.
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?
Links to data that support the report on Objective 1.5
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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.
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Attachment M – Weave Online Report on Goal 1 – November 17, 2010
A print out of a PDF file containing all entries into the WEAVE Online system that have
been linked to goal 1 is attached.
Weave report from Kurt will be inserted here.
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