7th College Access Summit Notes

7th College Access Summit Notes

Integrating Pathways for Student Transition

Monday,april1,2013-UCFValenCiaWest–speCialeVentsCenter

inclosingthe6thCollegeaccesssummit,dr.sandyshugart,presidentofValenciaCollege,wrappeduptheeventbyorganizingthethemesofthedayintowhathecalledthefive-psofthestudentexperience:

1. place-asenseofcommunity,connectionandinvolvement2. pathway-structureforsuccess:intention,clarity,coherence,focusandpurpose3. plan-personalizationofeachstudent’spathway;definingtheindividualstepsrequired4. purpose-deeperrelationshipwiththeworld;internationalpursuits5. person-someonetochampionastudenttosuccess;authenticinteraction

thoseguidingprinciplesweretakenastepfurtherduringthe7thCollegeaccesssummitbyfocusingonhowtointegrateasystematicapproachtoadvisingthatwillhelpensurestudentsuccess.thesummitschedulewasdividedintoamorningsession,withspeakersaddressingfourspecifictopics,andanafternoongroupsessionthatansweredquestionsdesignedtoimpacttheintegrationandimplementationofadvisingalignmentthroughdirectConnecttoUCFinitiatives.

Joycedorner,UCFregionalCampusesinterimViceprovost,welcomedeveryoneandgaveanoverviewoftheday’sschedule.shethankedalloftheparticipantsfortheirhardworkovertheyearsandsupportofthesummits,directConnectandCurriculumalignment.JoycethankedValenciaCollegeforhostingtheevent.

dr.e.anneMcGee,presidentofseminolestateCollege,spokeonbehalfofherfellowpartner-collegepresidentsandexpressedcontinuingsupportfordirectConnecttoUCFpartnership.shegaveabriefoverviewofpastsummitsandsaidwe’vecomealongwaysincethesigningofthejointresolutionin2005.dr.McGeerelatedherownexperienceasacommunitycollegestudentandsaidshewishedthesameresourceshadbeenavailabletoher.presidentMcGeehasattendedallsevenCollegeaccesssummits..

The Future of Higher Education: The Good, The Bad and The UglyDr. Rosa Cintrón, Associate Professor, UCF COEd

dr.Cintróngaveanentertaininglookatthefutureofhighereducation.dressedlikegypsyandcarryingacrystalball,dr.Cintrónofferedanentertaninglookatthefutureofhighereducaiton.“thereisnopointmakingpredictions,"shestated.it’snotworthspeculatingbecausenothingissetinstoneandthingschangeallthetime.”dr.Cintrónwentontosaythatpredictionswerepartofhumannatureandpresentedeightpossiblerealities,askingtheaudiencetopredictwhethertheywere‘good,badorugly’forhighereducationinthefuture.theessenceofherpresentationwasthateducation,especiallyhighereducation,ischangingwhetherpeoplearereadyornot.sheencouragedtheaudiencetoembracethechangesasbothopportunitiesandchallenges.

2013 Curriculum Alignment Report

MikeHampton,directorofinterdisciplinarystudiesandleaderoftheCurriculumalignmentinitiative(Ca),gaveabriefreportontheMath,Chemistry,Biologyandphysicsmeetingsheldin2012.HeaddedthattheCurriculumalignmentConferenceheldonthursday,February21,wasasuccesswithapproximately70facultyandadministratorsattending.Mikeaddedthatengineeringhasrecentlyformeditsowncurriculumalignmentgroupandwillholdthefirstmeetingbeforetheendofthecurrentsemester.MikeintroducedMikenewton,thesecondspeakeroftheday.

3D: The Transformation of Manufacturing & Creative Application of STEMC. Mike Newton, CEO & Founder - Newton Cyberfacturing

Mikenewtonspokeaboutthenexttechnologyrevolution,whichwillbecenteredon3dmanufacturing/printing.Heprovidedafascinatingoverviewonthefutureofmanufacturingandhowitwillbenefitavarietyofindustriesincludingdefense,aerospace,entertainment,electronicsandtelecommunications.Mikestatedthat3dmanufacturing/printingwouldeventuallybeusedbyconsumerstomakeandcustomizeeverythingfromsmartphonecasestoprosthetics.Heexplainedthatthesuccessofthistypeofmanufacturingwouldrequiregraduatesandemployeestohavebothcreativeandsciencebackgroundstomeetthedemandsofthenewindustrialera.

Baseline STEM DataSandra Archer, Director - UCF University Analysis and Planning Support

sandraarchergaveapresentationaboutadmission,academicperformance,andgraduationforbothsteMandnon-steMtransfermajorsovertime.shepresentedcompellingdatathatshowedtherelationshipbetweentwoofthereportsandthenumberofsteMandnon-steMdegreesthatwereawardedbyUCF.thedataindicatedfromwhichcollegesthestudentstransferredandtrackedthosestudentsfromadmissionasjuniorstograduation,citingthecoursesthatprovedtobethemostchallengingfortransfers.

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Implementing and Integrating Advising AlignmentJoyce Romano, Vice President of Student Affairs - Valencia College

JoyceromanosharedthefocusgroupresearchresultsthatwerefacilitatedbyFalkresearch.ValenciaandUCFregionalCampusesdesignedthefocusgroupquestions.itwasarecommendationbytheCollegeaccesssummitstudentpanelsin2012andcenteredonstudentassimilationwiththedirectConnecttoUCFprogram.thefindingswerehighlyinformativeandcoveredthefollowingissues:

• decisiontoattendValencia,• choiceofmajor,decisiontoattendUCF,• knowledge/perceptionofdirectConnect,• sourcesofinformationaboutdirectConnect,• ValenciaroleinnavigatingtoUCF,• directConnecttoUCFtransferexperienceand• fears/concerns/suggestions.

thefocusgroupswerecomprisedofthefollowing:• 4groupsofValenciadirectConnectstudents, o 2groupsatValencia(30and45credithours), o 2groupsatUCF(firsttermandsecondterm),• Gpa2.5-3.0,balanceofgenderandrace/ethnicity,• Majors:Business,accounting,psychology,education(50%)andsciences,nursing,engineering(50%).

theimportantfindingsfromthefocusgroupsessions,asidentifiedbythestudents,were:• morerigorousacademicpreparation,• morespecificadvisingonrequirementsandguidanceonmajors,• morecomputerandonlinelearningexperiencetoprepareforUCFsystems,• interactionwithUCFstudentsinthesamemajorand• asocialconnectiontoUCFwhileatValencia.

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WORkING ROUND TABlE GROUPS

• 11roundtablegroupsthroughouttheroom. o nursing,Business,education,engineering,BarrierstostudentretentionandGraduationK-20,Behaviorandsocial

science,Healthandpublicaffairs,scienceandpre-professional,resourcesWorkingGroup,Johnsonscholarshipand30-Houradvising.

o afteranhour-and-a-halfdiscussion,eachgroupstatedtheanswerstothequestionstheyweregivenatthebeginningofthesession.

thefollowingsummaryalignstheanswerstothefourquestionseachacademicgroupwasaskedtoaddress.answerstothequestionsposedtotheJohnsonscholarFoundation,resourceWorkingGroupandthe30-houradvisingcanbefoundinseparatetables.

What are the barriers to student success, retention and graduation in our organizations?

COMMON RESPONSES

students:studentscomingfrompartnercollegesknowwhatisrequiredforadmissiontothemajor(Gpa,coursegradesforspecificcoursesandprerequisites)buttheymaylackunderstandingoftheminimumrequirementstoqualifyfortheprogram–advisingneedstobemoreproactive.

Fromthecommunitycollege:Mathisthebiggestissue;knowingprerequisitesisandhavingtostartindevelopmentalcourses;4–5mathcoursestomeetdegreerequirements-Collegealgebraseemstobeabarrier;gatekeeper;stumblingblock

admissions:providingfalsehopeandsettingstudentsupforfailure.UCFprovidesadmissiontotheuniversitybutasecondaryadmissionisneededforlimitedandrestrictedaccessprograms

UCFandcommunity/statecollegesarenotpreparingstudentsaheadoftimebygivingthestudenttheneededinformationforacceptanceinspecificacademicprogramswithprerequisitesrequiredtomoveseamlesslyintotheprogram.eitherthestudentisnotaskingortheadvisorsarenotprovidingsuccinctcommunication.

developmentalreadinesstotakecollegecourses

parentalsupportforparticipation

interpersonalskills–communicationskills

notpreparedforrigor,norealizationthatextracreditdoesn’tequalrigor

aadegreenotfocused–nopathwaytoaspecificmajor–curriculumalignmentissues-hiddenprerequisitesorneedforaptestout

lackofcontinuitywithadvisors

academicpreparedness:Math,science,expectationsaligningwithacademicabilities(ifMathskillsarenotstronginhighschool,chancesareengineeringshouldnotbetheirmajor)

approachtoteaching:attendancepoliciesandexpectations,studentexpectedtotakeinitiativeseekassistance,developcriticalthinkingskills,abilitytousecalculators(ornot)

Classscheduling–notuserfriendly

Cannotofferthecoursesstudentsneed

increasenumberofstudents

lackofprogramunderstanding

Financialaidlawsandregulations

lackofpreparednessandresourcesawareness,movetodevelopmentalreadiness

Unexpectedrigorofnatural,physical,andformalsciencecoursesatuniversitylevel(3000)

Mathpathwaytakesalongtimeespeciallyforthosestartingatremedialorcollegealgebra

Majorisnotfittingwithabilities

Misunderstandingofnatureofmajorandskillsrequired(e.g.strongMathskills)

Motivationandinspirationexpectedexternally(e.g.,facultywilltellmeopposedtoiwilllearnmyself)

preparingstudentsfordifferingpolicies(e.g.,courserepeatsarevastlydifferentbetweeninstitutions,thusnosafetynet)

studentsarefocusedonearningaabutnotonmajorcurriculumthatneedstobetakeninfirsttwoyears,whichputsthembehindwhentransferring

Mixedmessagesinadvising:singleadvisoratFsCvs.multipleadvisingopportunitiesatUCF

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What are the barriers to student success, retention and graduation in our organizations? (continuing from page 3)

COMMON RESPONSES

excesshourcostsincludingfinancialaid

prerequisitecoursesnotmetontimesograduationisdelayed

emotional,social,lifechallenges

Balanceandintegrationbetweenlifeandacademicchallenges

Financialchallenges,changesinfinancialfundingmodel,excesscredithours

lackperseverance,criticalthinkingandmotivation

diminishingvalueofvariousacademicfields

pursuingunrealisticgoals

Howfaroutdowehavetoalignadvising?

studentswhoself-adviseandneverseeanadvisor–manyoftheat-riskstudentstakeclasseswithouthavingaplan(emulateUCFadvisingmodelwherepossible)

lookingat“generalaa”studentsasundecided

aligningexpectationsabouthowtosucceedinthecollege–suchaslevelofwritingneeded

studentsareapublicfigureoncetheymajorineducationandgointotheschools.Howtheypresentthemselvesmatters.

doesthisreallymatterwhenstudentsenterthecommunitycollege?yes–theMathpreparation

Highschoolstudentsaretakingelectivesbasedontheprogramofstudy;universityrepresentativesindicatedyoucantellthedifferencebetweenthestudentswhoattendedacademiesandthosehighschoolstudentwhowereonaclearplanthroughhighschool

Hoping(highschoolcounselors)thata4-yearplanwillhelpstudentsprepare

schedulingisanissue;workmustalsotakepriorityformanystudents

iscollegeapriorityforthestudent?Whatpriorityisitgiven?Family,workmaycomefirst

CommunityCollegestudentsdonothavetrivialissuestohandle–children,parents,supportingextendedfamily,homelessness;thiscomparedtothehighschoolstudentwhomaynothavetheseseriousissuesaswellastruefreshmanenteringtheuniversity;muchdifferentlevelofseriousnessintermsofbarriers

singleparentstryingtoschedulearoundkids’schoolschedules;referencetodr.Cintron’sblockschedulingdiscussion

somestudentschooseamajorbasedonthecourseofferingsandschedules;studentscan’ttraveltoaspecificcampusorcan’tattendcoursesofferedatcertaintimes

Universitybarrieristheacademicrigor;academicshock;studentsaresuccessfulforanumberofyearsandthenhitawallattheuniversitylevel;enteranewenvironmentandcan’tadapt

excesshourscomeintoplayaswell

studentsatcommunitycollegearefocusedonjustearningtheaaandnotfocusingontheprerequisitesrequired

dualenrollmentstudentsregistersolateinthecommunitycollegeprocessthatthesestudentsregisterfor“theleftoverclasses”insteadofwhattheyneedtowardanaa

Manycollegestudentsareoperatingontheirown;parentsarenotthereaskingthequestions

NURSING

retention:95%ofstudentsadmittedtonursinggraduate.nursing-pendingstudentshaslowretentionbecausetherearenotenoughseatsinthemajor.252totalseatsperyearislimitandstudentsneedtoknowthisinadvance.(Bsn)

BUSINESS

limitationsofBusinessclassesatthehighschool

Barrierisfocusofthestudentinhighschoolandthepreparationofthestudentwithprerequisites–notthatthestudentsaretakingBusinessprerequisites,buttheyaretakingcoursesthatpreparethemformathandeconomics

Financially,studentsenteruniversityandseesthenumberofprerequisitesrequiredfortheBusinessdegreeandmaychangebecausetheycan’taffordtogobackanddoprerequisites

HardtoconceptualizewhatapersonwoulddowithaBusinessmajor;easytoknowwhatateacherdoesorwhattodowithafiresciencedegree

EDUCATION

providingtoolstostudentsbeforegraduationthatwillhelpretainthemasaneducationprofessionalaftergraduation

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What early intervention strategies are possible for ensuring successful progress with prerequisites or for providing additional support/alternatives with students?

COMMON ANSWERS

advising/orientationneededforstudentstogetontrackandthereneedstobefollowup

UCFneedstomeetregularlywithcommunity/statecollegeadvisorstoshareupdates

UCFshouldprovidemoremajorspecificinformationsessionsatallpartnershipschools

Clearpathwaysforstudents

slscourseforupper-leveltransferstudentsifbelowacertainGpa-1creditcourse

needforspecificadvisortofollowstudentsthroughentiretimeatinstitution

First-yearexperiencefornewstudents

programforfirst-generationstudents–studentstakespecificcourseandacertainnumberofworkshops–iftheydothesethingstheycangetspecificscholarships

Bridgesprogram

summerprogramfordevelopmentalMathstudents

MentoringprogramfromstudentGovernmentstudents

Valenciacampus–Honorsprogram–theyarelookingathavingstudentsvisithighschoolstotalkwiththemaboutcollege

decisiondayatpartnercolleges

targetHispanicfemales–girlswouldcometocampusonceayearstartinginmiddleschoolandparticipateinorientationtypeactivities

identifyingstudentswhoarenotperformingwellinprerequisitecourses

peermentoringbridgeprogram:UCFstudentsconnectingwithpotentialtransfers

Bestpractices–teachingstyles:lecturebyUCFprofessoratthestatecollege

attachUCFdegreeprogramsheetstoValenciansopaperwork

sequencingcourses–whattotakeandwhen

embeddedacademicadvisorsthatwillfocusonintrusiveacademicadvisingandmeetwithstudentsatmandatorycheckpoints

Manageunrealisticexpectationsandcommunicatethataparallelplanwillbenecessary

earlyconnection–individualizedemailsintroducingUCFadvisors

Makesurecareer/academicadvisinggohand-in-hand

specialcounselingforredirectingstudentsnotsucceedinginmajor

Betterandearliercounselingandadvisingaboutmajorandrelatedcareers

Havestudentsdomoremajorexplorationandconsiderationof“planB”(or“C”)majorpaths

Jobshadowingearly(secondyear)togetrealisticideaofpotentialcareers

Moreexposuretosciencecareersinhighschool

intensivetutoringinMath

Curriculumforscienceandpre-professionalmajorsstartsonday1ofcourses

sharestudentsuccessstories

listentostudent’sinterestandpresentdegreeoptions/alternatives

Valuingstudents'strengthandhelpthemdevelopdirectionthatservesstrengths

Facultyobservationandadvisementreferral

earlyinterventionat30credithoursforprerequisiteadvising

pre-advisingcareerandself-assessment

BrevarddirectConnectadvisorcreateddirectConnectprepsteps

Makingstudentsawareof“hiddenprerequisites”thatarenotpartofthecommonprogramprerequisites

HavingstudentsbeawareoftheneedfortheGeneralKnowledgetestforadmission

Haveabroadobservationexperienceintheschoolsbeforetheyreallygetintotheeducationcourses

MaC1105aprerequisiteorMae2801

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What early intervention strategies are possible for ensuring successful progress with prerequisites or for providing additional support/alternatives with students? (continuing from page 5)

COMMON ANSWERS

dispositionschecklisttoseeiftheyhavetherightskillsandattitudestosucceedintheprofession

“Forcing”community/statecollegestudentstomakeadecisionearly;needtointegrateintoourcourses

accesstothecommonprogramprerequisitestoallstudentsbutevenmorefordualenrollment

earlyintervention

Havingcourseprerequisiteslistedincatalog;transferplansforallcommunitycolleges

Moreapproachestoreachingouttostudents;similartowhatwasdiscussedatthedirectConnectfocusgroups–email,classroompresentations,orientation,etc.

Hitacertaincredithourandstudentswouldberequiredtomakeadecisiononmajor;alsohaveanegativeimpactthatstudentswouldpayadditionalcostifstudentsaretakingexcesscoursesorcoursesoutsideoftheirmajor

showstudentsconsequencesofnottakingtheirprerequisites

showstudentsschedulewithprerequisitessimilartoairlineschedule–limitedoptionsonhowtocompletetheprerequisites;studentschoosehowtheywillcompletetheirdegree

requiremorethanoneadvisingmeeting

internships

CareerCenter–resume,interviewing

inthehighschool,counselorsareintheclassroomstalkingaboutscholarships,universityapplications,etc.;studentsareusedtotheclassroomapproach

Classroomvisitations–giveveryspecificdirectiononprerequisitesandthepathtothedegree

onlineadvising

interventionwhenstudentisrepeatingabusinessprerequisitemorethan2times(actuallymaybeafterfirstattempt);thisseemstobeawarningthatweshouldrecognize

studentsmorelikelytoaskthequestiononlineorone-on-onewithanadvisor

Holdonstudents’accountsuntiltheyseeanadvisor

seminolestateCollege–targetedanat-riskpopulation,promiseofstayinginschoolwithcertainGpa,etc.,getscholarshipwhenstartingseminolestateCollege

BrevarddirectConnectadvisorcreateddirectConnectprepsteps

Makingstudentsawareof“hiddenprerequisites”thatarenotpartofthecommonprogramprerequisites

HavingstudentsbeawareoftheneedfortheGeneralKnowledgetestforadmission

lettingstudentsknowwhatclasseswillhelppasssubjectareateststhatmaynotbearequiredpartofcurriculumsuchasCollegealgebrahelpingwithelementaryedtest

tryingtoshowstudentswhatitisreallyliketobeateacher.itismuchmorethancontentknowledge/subjectdelivery(paperwork,testing,parents,classroommanagement,etc.)

NURSING

ifstudentisnoteligibleforadmissionorisnotcompetitiveenoughtobeadmittedtonursingmajor,theyneedtoberedirectedtoaprogram/majorthatisabetterfit–asearlyaspossible

requirenursingasaprofessionalcourseeachtermandmakeitarequirementforallnursingpendingstudentswithGpalessthan3.0.allowinstructorstobemorevaried–haveonlynursesteachthecourse.

alternatives–referstudentstoCareerservicesorperhapsFirst-yearadvisingandhavethemprovidemorecareerinformationonnursing-relatedcareers.

ENGINEERING

articulatedagreementsforspecificprograms:addingChemistryasarequiredcourseforpre-engineering

BUSINESS

interventionwhenstudentisrepeatingaBusinessprerequisitemorethan2times(actuallymaybeafterfirstattempt);thisseemstobeawarningthatweshouldrecognize

identifystudentswhoareBusinessmajorsrightaway;don’twaittoself-identify;abilitytotrackstudents(moreofanissueatcommunity/statecolleges,butUCFishavingsimilarissues)

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What early intervention strategies are possible for ensuring successful progress with prerequisites or for providing additional support/alternatives with students? (continuing from page 6)

EDUCATION

tryingtoshowstudentswhatitisreallyliketobeateacher-itismuchmorethancontentknowledge/subjectdelivery(paperwork,testing,parents,classroommanagement,etc.)

CodeofprofessionalConductforeducationmajorsarepostedontheCollegeofeducationwebsite

lettingstudentsknowwhatclasseswillhelppasssubjectareateststhatmaynotbearequiredaspartofcurriculumsuchasCollegealgebrahelpingwithelementaryeducationtest

How can we be better aligned as partners to provide the seamless pathway for student success?

COMMON ANSWERS

statecollegefacultyworkwithK-12regardingCollegereadiness/successcourses

CommonCorewillalignK-20

inviteK-12teacherstomeetwithstatecollegefacultytoreviewstandardsandexpectations

shareCareerpathwaysfromstatecollegewithK-12

alignassessmentsforCtecourseswithstatecollegeexpectations

programalignmentforfinancialaid

studentorganization:combinedactivities

studentneedstounderstandconsequences:eliminate“enabling”policies

directConnect:conversationstartsatstateCollegeorientation,slscourses,Marketing

Connectearly–gettheinformationfromthepeoplewhohaveittothestudentswhoneedit

Curriculumalignment–faculty/academicdeans/programdirectorsworkwithUCFcounterpartstoaddressacademicrigorandcurriculumalignmentissues

advisingalliances–makesureCpparetakenatFCsinstitutionbeforeUCF

pre-orientationadvisingbyUCFcollegeshelpingstudentsbegintransitiontoUCFearlier,forexample:UCFdaywitheachpartner,UCFadvisors/facultyvisitstoUCFcampuspriortotransfer

peermentorsfromsciencemajorsspeaktopotentialsteMtransfers

openHouse/UCFday/steMday

Facultycollaborationandalignmentwithpartnerinstitutions

degreeexposandworkshops

openstudentforum

Jointadvisingmeetingswithpartnerinstitutions

Collegeupdatemeetings

Moreregularcommunicationbetweenadvisors–suchasquarterlymeetingstostayuptodateonchanges

MakingsurestudentsconnectwithdirectConnectadvisorbythetimetheyreach30-credithours

MakesuredirectConnectadvisorsharesUCFchangeswithstatecollegeadvisors

Gapinhighschoolstudentssupposedlygivena4-yearplan;thisplandoesnotnecessarilytransfer/translatetothestatecollege

disconnectthatstudentsdon’tknowtheyneedtheprerequisitesastheytransfertoUCF;usuallylearninthetransferorientation

advising“groups”(andadvisors)thatfocusondesignatedmajors;specificinformationcurrentlydelivered;needtohavespecific,targetedinformationsenttostudents

Communicationamongthepartnersisvaluable(highschool,community/statecollege,university)

studentslearnabouttheprerequisitesinthecatalog

NURSING

Create“introtonursing”courseasarequiredprerequisitetoaccuratelydescribethecompetitivenatureoftheprogramandofferitatbothcommunity/statecollegesandUCF

Bse2093or2085a&p1coursesatcommunity/statecollege–providestudentsinthisclassinformationabouttheUCFnursinginformationsessions

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How can we be better aligned as partners to provide the seamless pathway for student success? (continuing from page 7)

BUSINESS

needtocommunicateprerequisitestoparentsandstudentsearly;UCFBusinessfacultymemberindicatedshedidn’tknowthereweresevenprerequisites

advertisedtostudentstocompleteaa;focusneedstobeoncompletingBusinessprerequisites

MakesureadvisorsandstudentsknowofgraduationrequirementsforBusinessstudentsaswellastheprerequisitesintotheprogram

How can our advisement and support programs be designed for current and future success?

COMMON ANSWERS

designatedadvisors

Collaboratewithcommunity/statecollegestooffermoreinformationsessionssostudentslearnofalltheoptions

HostmoreopenHouseeventsoncommunity/statecollegecampusesforpre-majoradvising

onlineadvising:can’tregisterafter30-hoursunlessdeclaredmajor–studentscangoonlinetoseecoursestheyshouldtakeatwhatpoint:iftheydon’ttakethatclasstheywillseeprobabilityofsuccess/graduationdiminish

studentstakeapre-testformajorbeforestudentsdeclare

specificpathwaysforadvising

needtofocusonmajordecisionasearlyaspossibletominimizeextracourseslateron

limitchoices–focuschoices

Careercounseling/intervention:prerequisiterepeaters

sharinginformation:statecolleges&universities,alllocations,betweenadvisors

relationshipbuilding:university&collegeadvisors

orientationatuniversity–“transfershock”:teachingstyles,resourcesavailable(tutoring)

Benchmarking–somethingmustoccurinordertoprogress

structuredpathwaysstudentwouldhaveownership

Guaranteedadmission–whatstudentneedstodoandwhensoheorsheisnotdeferredforadmission

overlapofcollegeadvising,anddirectConnectadvising:especiallyformajorsonorlandocampus,assoonasinterventionispossible(gatewaycourseorwithdeclarationofmajor)

Coordinateeventsamongoffices(e.g.,admissions,advising)toavoidconfusiontostudents

strongercollaborationwithdirectConnectadvisorsandUCFcollege/FsCadvisors-examples:outreachandearlyadvisingevents

distinguishvalueandbalancebetweencoursedelivery,i.e.,liveoronline

Mixed-modeadvisingviatraditionalandnon-traditionalmethods:skype,adobeConnect,etc.

provideresourcestostudentsandhelpthemaccessservices,e.g.,sarCCareerresources,etc.

Balancebetweensocialnetworkingandtraditionaladvising

Creating5-yearplansbecauseofgoverningcatalogyears.UCFcatalogisgoodforeveraslongastheyarecontinuouslyenrolled

Haveadesignated“goto”personfromeachstatecollegetoeachcollegeatUCFtomakesureallchangesarecapturedandcommunicated

Criticalneed-haveregionalcampusadvisorsbeexpertsincertainmajors

Createanelectroniconlinerepositoryforchangesthatwillsendanalertorcommunicationoutwhenachangeisposted(suchasanemailtomembersoftheblogwhenanupdateismade)

programplansneedtobegininhighschoolandconnectwithcommunitycollegeanduniversity;e-papwasgreat

inlakeCounty,every9thgradecounselorhastomeetwithstudentstocreatea4-yearplan;however,studentloadissolargethesearenotcompleteduntilmiddleoftheyear

Community/statecollegecounselorsmeetwithhighschoolcounselors

Makepeacewiththeideaof“forcing”astudentintoanearlydecision;wewantstudentstoexplore,butrestrictionsarerequiringdecisions;ourstudentsdon’thavetheluxurytoexplore

earliercareershadowingwithouthavingtotakecoursestoexploreamajor;findingnewwaysforstudentstoexploremajors

exposuretomajorinhighschool;thiscouldmaybebetheirexplorationphase;fundinglimitstheshadowing

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How can our advisement and support programs be designed for current and future success? (continuing from page 8)

NURSING

outreach!Getouttohighschoolsandcommunity/statecollegestoeachpotentialnursingstudentsearlier!

BUSINESS

pre-majors–don’tgivestudentoptionsofelectivesactuallybuildtheBusinesselectives

duringfirsttermofGenedtakeaprerequisiteforBusinessandmaybeaprerequisiteforanothermajorto“explore”

BIG IDEA: DIVIDE ANSWERS INTO THE FOllOWING

• institutionalinitiatives• studentinitiatives

RESOURCES WORkING GROUP

HISTORy AND INTRODUCTIONS

• GuidedbyMoUfordirectConnect• sharedphilanthropy• Collectivefundingopportunities• 3yearsofmeeting• strategicallyaligned• identifiedcommonbroadpriorities• Challengestooperationalgoals• Moreopportunities,didn’tpursuebecauseoflogisticalpartofthework• needsomeframeworktodeterminehowtoworktogether

CONVERSATION

• notsurethattheadded-valuehasbeenasgoodastheidealthatwasenvisioned• directConnectdatagivesusalargepopulationtodrawfromforimpact• Barrierstothisworkistime• Creatingtemplatesforgrantapplication• needacommonideawithenoughdetailstogotoboardsandgetapprovals• Whatisarealistictimeframe?• needkeyleaderstoagreetolookatthebarriers.everyonehastheirownapprovalprocess

WE WOUlD lIkE TO ADDRESS

• Whodrivesthework?needtoidentifythepriority.• askthepeoplewhoaredoingthefunctionaltaskstoidentifyareasofneedsi.e.,academicadvisorsatUCF• planvisionsessiontoidentifytheareasofneedsbeforeidentifyingfundingsources.• identifythelogisticsofprocessinggrantproposal• plugintotheexistinggroupstohelpidentifyneedsandmovetheworkforwardinanefficientway.• identifythecommonideaswhichwecouldseekfunding,i.e.steMfortheregion.• needofintentionaldriveforthepartnership

NExT STEPS

• identifykeypeoplefrompartners• setupcalendarformeetings• JoycedornerandKrisChristianwillco-leadthiswork

JOHNSON SCHOlAR FOUNDATION

What students will benefit from this scholarship?

directConnectstudents

Unmetfinancialneed

applicationGparequirementsdeterminedbycolleges

UCFwillnothaveselectionprocess,willhonorcollegenamedscholarsandcontinueaward

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What will the students experience at the college? At the university?

Collegeexperience:leadershipandservicesexpectation,mentoring,campusinvolvement

Universityexperience:leadershipandservicesexpectation,relaxedluncheswithadvisors,facultyandotherprofessionals(UCFMasmodel)

How can Johnson Foundation partners be included?

thankyouletterexpectation

JsFstaffpresentatawardingofscholarshipevent?

JsFstaffinvitedtocommencementofstudentscholars

JsFinvitedtolunchorothereventforscholars

JsFinvitedtomeetwithcollegefoundationboards

What program components will support student progression and completion at the college? At the university?

assiginedstaffmembertoguide:engagement-advising,facultyandstaff,classwork,service/mentoring,leadership

Brandedscholarsprograms:signatureexperience-determinedbycolleges,carriedoutbyUCF(service,leadership,mentor),welcomeeventforscholarsatUCFfornamedcollegescholars,collegescholarsbewelcomeandinvitedtouniversityscholarevents

College:advisingalignment

University:undergraduateresearchintro/transitionporgram-1creditcoursesummerprior

OTHER

Committosamestarttimeline-Fall2014?

FollowMoU-FaFsasubmitted,unmetneeds-completedamin.of24creditswith2.0peryearasspecifiedintheJsFMoU.scholarsmustmeetaprogrammaticrequirement.

30-HOUR ADVISING

START THE CONVERSATION

How do we talk with students about selecting a major?

· seminolestateCollege:automaticallycontactstudentsat30-hours,electronically,splitthembycampustocontactthem· Willstudentsrespond?How?Howdowecapturedataonstudents?· ValenciaCollege:tryingtodevelopappthatasksstudentstoupdateinfobeforeregistrationeachsemester,studentscouldselect

a“pathway,”whichisbroader(ormetamajor)· Floridalegislaturethinksthiswillhelpstudentsgetontrackearlier

§ startwithhighschools§ atpointofentry:discusswithstudentaboutselectingapathway§ studentsat30-hourswhostilldon’tknowneedtohavethatconversation§ Holdonaccountforadvisormeeting:“studentsdon’tdooptional”,earlierthan30hrs?§ shareinfowithUCFat30-hoursvialistofundecidedstudents§ otherincentivessuchasextracreditinclass,getstudenttoviewadvisingpositively§ studentswhoseedCadvisorareoftenalreadyat45hrs,toolateforprerequisites§ studentscanseedCadvisorassoonasthey’reready,before30hrs§ VideodCpresentationsatVC/ssCorientations§ Visitingslsclasses§ increasecommunicationbetweencollegesandUCFtoensurecorrectprogramprerequisitesandinformation(knowledgeof

catalogproductiondates)-articulationCoordinationCommittee§ Commonprocessthatallinstitutionsaskstudents?

OUR BIG IDEAS

• serviceindicatorholdat15-hoursformajorselection• alignment:dCinvolvementatcollegeorientation• GreatercommunicationbetweencollegesandUCFregardingprogramandcatalogchanges

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angépeterson,associateV.p.,enrollmentservices,Marketing&outreach,UCFregionalCampuses,thankedeveryoneforattendingandaskedifanadvisingWorkingGroupshouldbeformedtoaddressspecificissuesandchallengesstatedthroughouttheday.everyoneagreedthiswasthenextlogicalstepandrecommendedmovingforwardwithformingthegroup.

Joycedornerclosedthe7thCollegeaccesssummit.

REGISTRATION 8:30 a.m. - 9 a.m. Continentalbreakfast

WELCOME UCFInterimViceProvostJoyceDorner

REMARKSDirectConnect to UCFPresidents

KEYNOTES The Future of Higher Education: the Good, the Bad, and the Ugly AssociateProfessorRosaCintron,UCFCOEd 3D: The Transformation of Manufacturing & Creative Application of STEM CEO/FounderC.MikeNewton,NewtonCyberfacturing

Baseline STEM data DirectorSandraArcher,UCFUAPS

DISCUSSION Implementing and Integrating Advising Alignment VPJoyceRomano,ValenciaCollege

LUNCH

DISCUSSION WorkingRoundTableGroups

REPORT OUT

CLOSING REMARKS UCFInterimViceProvostJoyceDorner

UCF VALENCIA WEST – BUILDING 8 – MONDAY, APRIL 1, 2013

SUMMARY FROM THE 6th COLLEGE ACCESS SUMMIT:Valencia College President, Sandy Shugart, delivered the closing remarks whereby he characterized the pronounced themes of the day into what he termed as the five P’s:

1. Place – a sense of community, connection and involvement2. Pathway – structure for success; intention, clarity, coherence, focus and purpose3. Plan – personalization of each student’s pathway; defining the individual steps required4. Purpose – deeper relationship with the world; intentional pursuits5. Person – someone to champion a student to success; authentic interaction

President Shugart provided a challenge for us to take the initiative in developing more robust pathways for our students as we always consider the “spirit of design” in how the students experience us.

Agenda

UCFRegionalCampuses•12201ResearchParkway•Suite101Orlando,Florida32816-0060

C O L L E G E A C C E S S . U C F. E D U

CENTRAL FLORIDA DISTRICT SCHOOLS

COLLEGE ACCESS PART NERS

7th College Access Summit

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Documents

7th College Access Summit Notes