CPC Goal Team One Initiative Reports

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

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

1

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

2

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.

3

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 11 th

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.



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 4 th

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

4

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.

5


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.

6


Provide financial literacy education - Prepared by: Sally Witcamp, from Brad Honious


Brad Honious


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


See above.


See the presentation on the following page for numbers, but too early to share any results.

7

8


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 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.

9

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 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, Multi-cultural 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

10

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, 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)



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.


11

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. W e 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.


The complete report is available for review.

12


Develop plans to acquire and build new campuses - Jeff Goltz


Keith Houck


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.


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.


N/A

Team 1 Comments – Feb 11

Can we confirm the timeline for Building 4? Will there be portables at Osceola?

13


Develop program plan for Lake Nona campus - Jeff Goltz


Mike Bosley


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.


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.


Other than our data related to the Collegiate Academy, which was reported through that initiative, no additional information to report.

14


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.


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.

15


New Student Withdrawal Policy - Melissa Pedone

Person(s) consulted in obtaining information about the status of this initiative: Jean Marie Furman (Faculty

Association President)


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.


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.


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.

16

Initiative #10

Redesign the Honors Program to create the Honors College – Karen Borglum


Valerie Burks


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.


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.


Not at this time.

Team 1 comments – Feb 11

Karen will check with the Foundation regarding information on new scholarships

17

Initiative #11 – Develop Articulation Agreements – Karen Borglum


Falecia Williams and Lesena Jones


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


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).

18

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


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.



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



Interdisciplinary Studies



History (seed 2009)



Political Science (seed 2009-2010)

19



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

20


Create High School Academies - Joe Lynn Look


Nasser Hedayat; Wendy Givoglu


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.

- 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.

21



22


Refine plans for and launch the Collegiate Academy - Jackie Cole

Person(s) consulted in obtaining information about the status of this initiative: Mike Bosley


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:

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.

23

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

24

Initiative #15 – Statewide Articulation & Industry Certification (21 st Century Skills Initiative) – Kimberly

Finley

Prepared by: LeSena Jones


Falecia Williams and LeSena Jones


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.


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.


The two agreements that we currently have in place are too new to gauge their success at this point in time.

25

Initiative #17 – Alternative Delivery - Adriana Rodriguez

Initiative Name: #17

Person(s) consulted in obtaining information about the status of this initiative

Prepared by:

Alternative Delivery

Kurt Ewen

Adriana B. Rodriguez

Initiative Report

Mission of the Alternative:

Objectives

Strategic Goal impacted:

Timeline:

Start:

Current Status

Units involve

Team members:

Operationalize the college-wide vision and mission statement for

Alternative Delivery based on the approved “Alternative Delivery

Standards Plan”



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

On time

OIT and ALS

Faculty Association

Learning Technology &

Alternative Delivery

Spring 2010

Academic Affairs

Office of Faculty Develop and

Administration


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

What is the ultimate goal? 100% availability? Something else? Can we add a list of the courses currently being offered?

26

Initiative #18 – CLAS Graduation Requirements – Karen Borglum

Person(s) consulted in obtaining information about the status of this initiative :

Sonya Joseph and Cynthia Cerrato


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

English

Essay

Language and

Required Score on Examination

○

500 or above on the SAT Critical Reading portion taken after 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

○

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

○

500 or above on the SAT Writing portion taken after February 2005

○

500 or above on the Verbal section of the recentered SAT I taken prior to

27

Computation

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

○

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. 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

28

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 timedate 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.


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.


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.

29

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.

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.

30

4.

During November 2009 through January 2010, the Workforce Development Office convened feedback meetings with the dean(s), program chair(s), and full-time 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.


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.

31

Initiative #20 – First Year Experience Initiative (FYE) – Adrian Manley

Goal Team: Building Pathways

Initiative Name: Foundations of Excellence

Prepared by: Adrian Manley


Kurt Ewen




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




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.


None to report

Goal Team 1 comments – Feb 11

This could link to revamping on-line and in-person orientations.

32


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.

33

Initiative #22 – Alignment of AA/AS Curriculum – Karen Borglum


Dan Dutkofski and Falecia Williams


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.


Dr. Morrison-Shetlar sent back the analysis on February 2, 2010, and we will call the team back together for a review.


34


Developmental Education Initiative - Nick Bekas


Nick Bekas


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.


See attached document for College Readiness Infusion Project (follows…)


Separate reports on LinC for each campus have been provided by Nick Bekas.

35

Initiative 24 - LifeMap Faculty Project – Joyce Romano


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.

36

Initiative 25 - College Transition Program Initiatives – Jessica Morales


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.

37

Initiative 26 – Expansion of the Bridges Program – Joyce Romano


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.

38

ADDED: Initiative #27 Report

Initiative Name: “Two for All” educational initiative for law enforcement and corrections officers

Prepared by: Jeff Goltz


Joe Lynn Look, James McDonald


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.


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.


None at this time.

39

ADDED: Initiative #28 Report

Initiative Name: Probation

Prepared by: Cheryl Robinson


Joyce Romano and Cheryl Robinson


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.

40

CPC Goal Team One Initiative Reports

Goal Team ONE Initiative Reports

(Reports Updated as of March 14, 2010)

Related documents

Products

Support

CPC Goal Team One Initiative Reports

Goal Team ONE Initiative Reports

(Reports Updated as of March 14, 2010)

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib