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Reference Document for Goal Team 1 Meeting – February 7, 2011

Strategic Issues

The team will review the 14 strategic issues that it selected at its first meeting, and someone will be asked to volunteer to review each one and provide any recommended update/comments in writing, using the Strategic Issues template, prior to the next team meeting.

The numbered issues selected by the team at the last meeting are:

Numbers 1, 2, 4, 6, 7, 8, 10, 13, and 14

Regarding issue 4, the team asked whether it might want to tag this to a specific objective or if it relates to the entire goal.

The team also decided that the following additional issues listed on pp. 13 and 14 of the first meeting agenda packet should be listed as relating to Goal 1.

- It was suggested that “What constitutes Student Success? How does learning differ from student success?” relates to objective 1.3.

Also, it was suggested that the following four Additional Issues relate to Goal 1:

- What are the contributions that a student can make to achieve his or her goals?- How do we measure the extent to which we are accessible? How can we describe what it means

to “Build Pathways?”- How do we define and practice collaboration? How should be communicate in a collaborative

college? (It was noted that this relates to collaborating with partners, across goals, and with other departments.)

- What constitutes meaningful data? Should we compare statistics by socioeconomic indicators, rather than by race? What is the usefulness of such a comparison?

The comments from last year’s combined goal teams on the numbered issues above follow. The team did not write any comments last year on the “Additional Issues,” so those will be created for the first time this year. Each goal team has the opportunity to comment on any issue, and all comments will be combined, as we did last year.

The complete Strategic Issues report from the 09-10 teams may be found at this web address, under the section labeled Goal Team Reports on Strategic Issues and Initiatives, the first document:

http://www.valenciacc.edu/strategicplan/big_2009.cfm

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Strategic Issues Brief #1 – Adrian Manley

Many students from diverse backgrounds do not have equal access to college. Objectives 1.1, 1.4, 1.5 (pathway)

Strategic Issue from 2006 Situational/Needs Analysis: Diversity

“The students in our future will be increasingly diverse in background and needs. The college is expecting an increase in students over the age of 44. Also expecting more minorities specifically Hispanics to enroll in Valencia.

Notable internal changes related to Strategic Issue:

Notable external changes related to Strategic Issue:

Update(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis narrative:

We have experienced a surplus of older students returning to school. However, the turn in the economy is seems to be more of a motivating factor. Many come after just losing their jobs. It should be noted that this increase of 44 year olds and above come with extra issues than they would with just a career change.

Resources consulted in preparation of update(s):

Situational needs Analysis

Comments from Team 1 on Feb. 11, 2010

Those who are not native English speakers may have other barriers that should be looked at. Work schedules can be impediments. Residency and financial aid issues can impede early in the process. We don’t have enough classes to meet all demand. Do people who can benefit from what we offer have the information needed to be aware and to enroll? Textbook costs are impediments, but we offered discounts for those who purchased early. Bright Future payback may also be an impediment. Students with disabilities have special needs to overcome barriers. The Equity Report data may be useful here, as well. (The report is available in paper format.)

Goal Team Two Comments – February 9, 2010 – This is not just an issue of demographics, but also of the way in which our systems may create barriers to access. Do we have information about that? Who is not here, and why? How do we serve students who do not have on-line access? Do we know which second language populations are not here? Do we know how our systems may be difficult to use for those with disabilities (for example, the on-line application)?

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We need to confirm the source of expected increase of students over the age of 44, noted by Adrian.

Nick Bekas provided additional demographic data to add to this issue via a separate report.

Also, the following was submitted by Lynn Dorn of Team 2, who received this from Joyce Romano:

. . . there are various ways in which we connect with the community to connect Valencia with persons who are homeless and/or seeking job skills although there is not a formal and comprehensive network as you described in Seminole County.

David and Elizabeth were the faculty involved with the Prometheus project that John Scolaro organized. It was modeled after Riches for the Poor and offered a humanities course for homeless persons as a way to help them discover their potential. It was connected with the Coalition for the Homeless and other local agencies (Elizabeth and David will remember the other agencies names – I recall one was a women’s center.) We tried to develop a sustainable model when the grant funds (several years) ran out but were unable to. Elizabeth and David will be able to tell you when they last offered the course.

We award Homeless Tuition Waivers to qualified students based on a state statute that allows it. As part of this, various individuals serve as mentors /advisors to these students. For example, I am currently helping one student complete his degree through this program.

A number of our College Transitions staff represent Valencia on community boards that serve this population or other disadvantaged populations.

We participate on the Children’s Cabinet in both Orange (Grace Acevedo) and Osceola (Nelson Sepulveda) counties. This connects various agencies in order to address the needs of children and families, including educational opportunity.

John Stover runs a summer program with the Coalition of the Homeless called Life Strides that focuses on getting students into the Office Systems Technology program (West Campus) and continuing as a cohort to obtain a certificate and degree for employment.

Kenya Richardson represents Valencia with a community network that focuses on foster youth who are “aging out” of the system. City of Light is one organization that has been promoting this work and we are connected to them through a member of the Valencia Foundation Board. Again, there is a tuition waiver available through state statute for which these students are eligible and Kenya also helps them with other financial aid eligibility and advising issues.

John Stover represents Valencia on the Tangelo Park Project which is sponsored by Harris Rosen. Mr. Rosen provides college scholarships to any Tangelo Park resident who graduates with a B average and also coordinates a community board that meets regularly to help the community solve a variety of issues.

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Jessica Morales and her College Transitions team sponsor an annual Youth Education Day which is about preparing for college enrollment and invites disadvantaged youth in special programs at community centers, churches and schools. It was a few weeks ago and about 300 students attended.

The College Transitions team each liaison with various community centers that have youth and adult education programs such as Frontline Outreach in West Orlando.

We established a partnership last year with the City of Orlando when we were applying for a grant through the National League of Cities. It focused on providing college access to students and families from the Paramore Area of Orlando. While the grant application was not successful, we have continued to work with them on helping individual students enroll at Valencia and also inviting students and parents to Valencia programs such as Youth Education Days, Previews, and the Bridges program.

We served as a partner for the Orlando Housing Authority for a HUD grant that was successful just recently. They will be providing educational and job opportunity to residents of their housing projects and we will bring our College Transition programs to those locations as well as invite those residents to Valencia programs. They are considering providing transition housing for the homeless which could include Valencia students. We also supported their grant application for the renovation of the Lake Mann housing project and they have not heard yet if that was funded.

On January 31, we provided college transitions, financial aid, and advising staff for College Goal Sunday at 10 different locations such as community centers and schools. This is a national program to assist disadvantaged families to submit the FAFSA and obtain other scholarship information.

I realize these don’t all focus only on the homeless but they touch a range of community needs and focus on the disadvantaged, including homeless. In Orange and Osceola counties, the work is coordinated in pockets rather than one big board, so we connect with those pockets to the extent that our resources allow. I probably have not included everything but this is what comes to mind.

Additionally, the following data was obtained from Brad Honious, Financial Aid office:

Five Year Spring & Annual Year Financial Aid Comparisons

Dollars 2006 2007 2008 2009 2010 YTD

Spring Aid $17,124,318 $19,550,760 $26,527,507 $40,139,373 $54,505,731

Annual $38,892,022 $43,123,327 $58,522,106 $90,400,305 $115,027,534

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Students on Aid 2006 2007 2008 2009 2010 YTD

Spring

TTL Students 27814 28809 31468 35014 38623

FA Students 9507 9759 12137 15700 17965

% on Aid 34.18% 33.87% 38.57% 44.84% 46.51%

Annual

TTL Students 41493 43046 47015 51298 49034

FA Students 12575 12993 15868 20433 23681

% on Aid 30.31% 30.18% 33.75% 39.83% 48.30%

Data Effective Date: 13FEB2010:01:03:45

Created by the Data Warehouse

on 13FEB2010 at 9:29 PM

Annual Unduplicated Enrollments for Credit, PSAV and EPI Students Across Financial Aid Year

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Strategic Issues Brief #2 – Joyce Romano

Many students whose stated goal is to obtain a certificate or a degree are not successful in reaching critical milestones in their educational plans. Objective 1.2 (goal achievement)

Strategic Issue from 2006 Situational/Needs Analysis: Many students whose stated goal is to obtain a certificate or a degree are not successful in reaching critical milestones in their educational plans.

Notable internal changes related to Strategic Issue: This is still true and we have updated institutional data to establish benchmarks and goals. These were developed as part of the Title V grant application that was submitted in June 2009. We looked at the milestones of and computed the success rates of cohorts of students by whether they started in developmental courses or college-level courses, and by ethnicity. We then set desired achievement based on the idea that we would “close the gaps” between these groups of students and all students would achieve at the current highest level of achievement. See the attached chart for the details.

Notable external changes related to Strategic Issue: With an increase in funding and focus from the federal government on community colleges (increase in Pell, expansion of student loans through Direct Loan program, stimulus funding, American Graduation Initiative, etc.), there is an increased increase in the completion rates of students. The current federal definition of graduation rates is understood to be flawed and there may be opportunity to establish some better “progression” or “momentum” measures.


No need to update the issue statement; it is still accurate.

The Situational/Needs Analysis should be updated to reflect the newest trends in priority and funding from the federal government.


The data from the Title V 2009 grant proposal.

Comments from Team 1 on Feb. 11, 2010

Note that dual enrollment has also been cut. We are unable to grow programs in the high schools. Career Pathways requires that 49 industry certifications be completed and these credentials become part of the pathways. Funding cuts have impacted high school pathways programs. Not all high school students are well prepared to follow pathways.

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If looked at broadly, not all issues are academic. Some are systemic, such as limited access programs or limited labs in which to offer courses.

Students may change goals and not inform the college. Students have trouble setting realistic goals. Everyone wants to be an engineer etc, but what they want may not be where their strengths lie.

Report on Issue 2 from Team 4.3/4.4 – March 4

Prepared by: Ty Johnson & Carmen Diaz


Students enrolling in college for the first time often have limited knowledge and understanding of degree programs and requirements. Decisions about academic programs, whether a certificate or a degree, are sometimes based on influence from others or through media advertisements promising lucrative employment opportunities and salaries.

To assist students in better understanding how to make better informed decisions about certificates and degree programs, initiatives have been taken to improve access to certificate and degree programs and financial resources to assist with educational expenses. Following are some initiatives implemented to increase student access to degree programs and successful completion:

Assigned Career Program Advisors for specific A.S. programs to assist students with educational advisement and support in developing realistic educational plans.

Tuition Installment Plan (TIP) for payment of tuition and books for students needing a longer payment period for educational expenses. Student participation in the TIP Program has increased on an average of 10% to 15% from implementation of the program in 2005.

A.S. certificate and degree program information sessions and workshops. Introduction of students to LifeMap and educational planning during initial New

Student Orientation and academic advisement sessions. Tech Prep Career Pathways offering technical career clusters to prepare students

for the transition from high school to postsecondary education. Students in need of financial resources to support their enrollment and completion

of degree goals have gained better access to financial aid application process and scholarship resources.

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Conducted High School Nights at local schools to increase awareness of Financial Aid (How to apply for Financial Aid and How to keep it) which involved recruitment and retention.

Changed Financial Aid term deadlines to Financial Aid priority deadlines. Increased availability for students to access and complete all financial aid forms

online vs students completing all forms by paper. On-line New Student Orientation for transfer students. Through collegewide collaboration, Skillshops have been developed on various

topics to enhanced personal and academic success.

Opportunities for students to develop a sense of campus culture through student clubs & organizations, special themed campus events, etc.

Technological campus learning environment in classroom setting, computer labs, and student lounges.

Directed messages to students when grades roll to advise of degree audit access. Implementation of an Early Alert System for selected courses to assist students

experiencing academic difficulty. Review of course offerings, especially in the AS degree programs, to ensure

courses are scheduled to meet program completion in a timely manner.

In additional, students are encouraged to meet one-on-one with academic and career advisors and counselors to review individual career and educational goals and progress towards successful completion.


Increased presence of College Transition Team staff members in local high schools and community agencies to provide information to students and staff about academic programs. Regularly scheduled programs are planned and coordinated with the local high schools and agencies to better inform perspective students of educational opportunities.

Participation of Transition Staff in community educational programs and events to provide information about certificate and degree programs.

Expanded articulation agreements with private colleges to ensure a smooth transferability of course work.

Annual Educational Seminars for middle and high school counselors. Annual College Night Programs for students in Orange and Osceola counties. Increased community based partnerships to give students an opportunity for work related

experience through service learning, clinical experience, and internships.

Updates(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis narrative:

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Some students whose stated goal is to obtain a certificate or a degree are not successful in reaching critical milestones in their educational plans. We realize that some of the reasons could be affected by personal challenges outside of the college environment. Conduct student surveys periodically to determine the level of progress that has been made to increase retention and satisfactory completion rate of educational goals. Continue initiatives to develop programs and services to assist students in achieving these goals.


Transitions Community Information Sheet

Tech Prep 2008-2009 Outcomes Summary Report

Community College Survey of Student Engagement (CCSSE)

Departmental Unit Action Plans 2007-08

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Strategic Issues Brief #4 – Daryl Davis

The composition of the group that graduates each year does not match the diversity of entering cohorts.

Notable internal changes related to Strategic Issue:There have been many internal changes going on throughout the college that relate to this strategic issue. Below are some that come to mind:

ATD (Achieving the Dream) – An initiative to help community college students succeed. This initiative is particularly concerned about student groups that traditionally have faced significant barriers to success, including students of color and low-income students.

FOE (Foundations of Excellence) –An action plan for the critical beginning college experience, designed to yield a new vision for enhanced learning and retention of first-year and transfer students as well as priorities for resource allocation.

New Student Experience Committee – A committee charged with organizing the development of a coordinated new student experience starting with the recommendations of the Foundations of Excellence Taskforce.

DEI – The central goal is to accelerate student progress through their developmental education sequence and increase their success in subsequent General Education Courses and in General Education Courses that can be taken while meeting their prep mandate.

Notable external changes related to Strategic Issue:There are many forces and external changes that are related to this strategic issue, we list a few below:

The Economy – The economy plays a number of different roles when it comes to a student’s education, I have attached an excerpt from WWW. stateuniversity.com that I thought was interesting that is related to economics and student graduation rate:Data from the U.S. Census Bureau revealed in 2000 that one in three Americans drops out of college. This is an increase from the 1960s when one in five discontinued his or her studies. Some studies indicate that a considerable proportion of college dropouts come from low-income families. The U.S. Department of Education found that 41% of low-income students enrolled in a four-year institution managed to graduate within five

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years. For higher income students, this jumps to 66%. Of the low income students that did not return, 47% left in good academic standing. (Team 1 comments that this is an important statement. We need to know why students withdraw. Many leave for non-academic reasons. We need more research.)The National Center for Education Statistics indicates that dropout rates are particularly high for African American and Hispanic students. Other student populations at greater risk of dropping out include those who are the first in their family to attend college, those who have limited English proficiency, and nontraditional students such as returning adult students.

Read more: College Drop Out Rates - Who's to Blame? - StateUniversity.com Blog http://www.stateuniversity.com/blog/permalink/College-Drop-Out-Rates-Who-s-to-Blame-.html#ixzz0eU3015td

Senate Bill 1908 – The Florida Department of education website states the following about this bill:This Bill expands the college/career readiness testing of 11th grade students who express postsecondary intent, and further collaborative efforts to make postsecondary remediation available to 12th grade students who demonstrate a need for and interest in additional preparation. Important goals of this law are to: 1) increase the number and percentage of students who graduate from high school "college and career ready"; 2) better communicate with 11th grade students and their parents the requirements and opportunities for enrollment in college-credit courses without a need for remediation, and; 3) to provide students, whose test scores in Reading, Writing and/or Mathematics indicate any gaps, an opportunity to attain needed competencies in 12th grade prior to high school graduation. Ultimately, this legislation will help us to graduate better prepared students, increase access to postsecondary opportunities, enhance career success, and promote student retention and completion in college.


Team 1 Comments Feb. 11, 2010:

Add Bridges and its expansion and new features. Can we identify graduation rates for Honors students? Any income level analysis available? See Cornett reports. Need to add a sentence from IR explaining this chart and the nature of the gaps:

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http://www.stateuniversity.com/blog/permalink/College-Drop-Out-Rates-Who-s-to-Blame-.html#ixzz0eU3015td



* Year 09-10 data only contains Fall 09/Spring 10 data**Enrolled are based on FTIC degree seeking student enrollment for the year**Graduated are students who graduated with an AA, AS or AAS

Resources consulted in preparation of update(s): www.valenciacc.edu; www.stateuniversity.com

http://www.fyfoundations.org; FOE final report http://www.fldoe.org/Schools/CommonPlacementTesting.asp

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http://www.fldoe.org/Schools/CommonPlacementTesting.asp

http://www.fyfoundations.org/

http://www.stateuniversity.com/

http://www.valenciacc.edu/

Strategic Issues Brief #6 – Marjorie McKillop

While the College does not control all factors that lead to student success, many students fail to complete their courses with a grade of C or better for reasons potentially under the control of the College. Relates to Objective 1.3.

Marjorie sent a report via inter-office mail that has been converted to a PDF file and has been posted to the Big Meeting web site 2009-10, under her name, in the list of Supplementary Report Materials, at this address:


Comments from Team Two – February 9, 2010 –

The new withdrawal policy is projected to make a positive difference.

The new rules regarding paying back Bright Futures is likely to impact withdrawal. Some students are reportedly asking to be given an “F” rather than withdrawing in order to avoid paying the tuition.

Students passing a math or English developmental course but who fail a test are given tutorials to help them pass, if they have an A or B. The “N class” prepares them to retake the exit test. These options are not necessarily available on all campuses, but all students can register for a course with these options.

Valencia has dedicated more money to tutoring and software, such as Smart Thinking.

Ask Jeff Cornett for any information we may have on success rates that are in and out of our control.

These comments also apply to Issue 7, which follows.

Team 1 Comments – Feb. 11, 2010

Perhaps we need to separate withdrawal and successful completion. Could we study what happens when students withdraw, but then return to complete successfully? In Mathematics, repeaters are less likely to pass when returning. Is this true for other disciplines? Some pilot work is underway to help students who are repeaters.

Need to also look at prep and non-prep patterns.

Need to mention tutoring services and that fact that resource centers have been beefed up. Faculty are urging students to use the services. Also need to examine difference between day and evening students, since same resources are not available during those time frames.

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Key to this is more research into the reasons our students withdraw.

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Strategic Issues Brief #7 – Kimberly Finley and Karen Borglum

Not all students receive academic support tailored to their needs as they move through the curriculum. Objectives 1.3, 1.5 (support)

Goal 1 Team Comments. Feb 11, 2010 – This links back to #6. If we have more information about needs, we could design services to meet them. We should add LinC information and consider expanding LinC to other disciplines and higher level courses.

From Kimberly Finley –


Our Doors are Open Wider

-The college expanded access to higher education through Flex Start Courses (program that provides multiple access points to learning opportunities), and Distance Learning Courses which is increasing access to classes for students and is in strong demand from students.

Student Success

- There has been a 5% percent decrease in students attempting 1-3 credit hours.

-There has been a 5% increase in students attempting 12 or more credit hours. Average credit hours attempted increased from 8.4 to 9 credit hours.

- Success rates for EAP have remained Stable with 80% passing with an A, B, or C.

-Supplemental learning opportunities are viewed positively by the students and make a difference in success. All supplemental Learning math course enrollees who attended at least one SL session had higher success rates (64% vs. 48%). First time in college math student who attended at least one SL session had higher success rates and GPAs at every remedial level and in every ethnic group.

Facilities

-Two new campuses are being planned. South west Campus purchase has been completed as of December 2006, and options are being explored for a new Southeast Campus.2006 Legislature provided funds to Module 10 (West Campus)

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-Hospitality and Culinary Arts Lab (West Campus)

-UCF Joint use Module 11 (West Campus)

-Hi-Tech Classroom Building 4 (Osceola Campus)

-Classroom Building 1 for the new Southeast Campus when the location has been determined


Population Growth Explosion

-Local population over the age of 44 is projected to increase at a higher rate than the younger population of 18-24 year olds (52% vs. 28%). Younger groups will be preparing for their first professional job while the middle-aged population will have a strong interest in preparing for increased responsibilities at work or for career changes.

- Increased population growth. Example-Osceola County population projected to increase 49% between 2004-2015.

College Readiness

-Currently 74% of all students entering Valencia enroll in at least one remedial course (math the most common area)

Course Delivery and Academic Achievement

-Divide exists based on demographic lines (parental, educational, attainment, race, and socioeconomic factors). Situation has major implications for student achievement and for course delivery modes that continue to be addressed.

K-12 Alignment

- Tech Prep high school student average GPA is 2.66 and FCAT performance of Orange/Osceola Tech Prep 10th graders shows higher than state average performance on the reading, math, writing, and science (11th grade) sections

-Increasing percentage of high school students projected to graduate without a standard diploma

Partnerships with Middle Schools and High Schools

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Partnerships with Tech Prep, Dual Enrollment and postsecondary transitions outreach address curricular alignment (particularly in mathematics courses).

Dual Enrollment participation decreased 61% between fall 2002 and fall 2005 in Orange County high schools and also decreased 11% in Osceola County high schools. The college has had opportunity to work with the schools to restore the formerly high participation levels and to explore potential online dual enrollment courses.

-Number of discussions with private high schools and with parents of home schooled children point the way to potential partnerships that will benefit students as they prepare for college.

Community At Large

Achieving the Dream Initiative (ATD)- Valencia has held community conversations with community and found that:

-There is a lack of awareness of the scale, types and number of program offerings and financial aid available at Valencia

-For many college-bound students, Valencia is seen as the contingency plan rather than their first choice.

-The income difference and other benefits that a college education brings are not well known.

-Community groups are seeking specific way to partner to help all students succeed, including job shadowing, service learning, mentoring, tutoring, sponsored events on campuses and internships.


There needs to be more information on the course Student Success (SLS1122).

More information about programs offered for students such (Bridges programs and Mentoring programs).

Resources consulted in preparation of update(s): Strategic plan 2008-2013

From Karen Borglum -

As we think about one of our BHAGs on page 37 of the Strategic Plan, it is important to note that this has a direct effect on designing effective and efficient pathways to learning.


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In November 16, 2007, Valencia added an Intensive Math Tutorial to help students who were passing the MAT 0024C course with a grade of B or higher, but missed the Basic Skills Exit Test by one or two points. This course addition completed the Intensive Tutorials for all level two developmental education courses.


On January 29, 2010, the state of Florida signed a contract with McCann Associates as the new provider of our Computerized Placement Test (CPT). This new test will begin a gradual implementation in late spring. There will be diagnostic capabilities associated with this test for an additional unit price per test.

The state of Florida was awarded their own DEI grant in 2009. To coincide with the new CPT, part of the work for this grant is for state colleges to work on modularizing the curriculum in our developmental education program. Although Valencia is not able to participate, because we were awarded our own DEI grant, we are still invited into the discussion.


The state will host its annual Connections conference in St. Petersburg on April 21-22. There will be two primary focal points of the conference: a redesign track and a developmental education best practices track. The redesign track will give state colleges an opportunity to discuss actual course outcomes in the developmental education courses so that a modularization of curriculum is possible. This conversation will also allow for a review of the Basic Skills Exit Test. Additionally, there is interest, at the state level, for a dialogue about common outcomes to be listed (instead of profile descriptions) in SCNS beginning with our developmental education courses.


Melinda Milles, Director of Transition Programs and Services, and John Hughes, Institutional Research and Effectiveness

Goal Two Team comments – February 9, 2010 –

While a promising, the numbers enrolled in supplemental learning in Comp I and II are still too small to evaluate. This issue also relates back to Issue 1.Nemir provided additional data that is contained in a report to be emailed separately. Is it good or bad that success rates for EAP are stable? Does this represent a natural progression rate, or is there something else going on here? It was noted that research on SL has been done based in a manner that eliminates section bias.

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Strategic Issues Brief #8 – Jeff Cornett

The college lacks the human, fiscal, technological, and physical resources to meet all of the current needs of students and all who want to be students. Objective 1.5 (dual enrollment growth & why?)

Enterprise Resource Needs

Goal Team: #1 – Build Pathways

Prepared by: Jeff Cornett

Strategic Issue from 2006 Situational/Needs Analysis:


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.


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.


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.


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Keith Houck and his Enterprise Resource Plan committee.

Goal Team 1 Comments – Feb 11, 2010 - Can we add the money spent on student services? Are there any benchmarks for this? Staffing to be added if budget allows should be considered. How can we know the unmet demand? Can flex start expand? If they leave one campus, do they go to another?

Goal Team Two comments – February 9 – We don’t offer “extreme hours” courses (such as midnight courses) but we offer on-line courses that can assist those who prefer more extreme hours. We need to take into account the impact of changes in admissions to the SUS on enrollment in our system. Those changes are driving people to state colleges and proprietaries. Critical questions: At what point do we stop growing? How do we address issues of quality vs. access/growth? Financial aid data might be useful here, as well as Foundation scholarship data. To what extent is there a digital divide among our students?

Goal Team 3.3 Comments on Issue 8:

Issue 8 (secondary relevance)

This issue is premised on having healthy employees who are present and able to serve students.

Report from Goal Team 4.3/4.4 – March 4

Prepared by: Ed Ames

*Procurement- student involvement/community partnerships*Internship opportunities*Cooperating organizations (preferred vendors)

Notable internal changes related to Strategic Issue: This year the Procurement Office will be working with the students (through Student Development) to coordinate activities surrounding Earth Day (April 22, 2010). In the past, the Procurement and Facilities Department held a Sustainability Day that was open to the public. By working with the student side, they will see the efforts from the business side of the college with our green initiatives and excellent results.Preferred vendors will also participate to show their goods that are sold to the college while meeting our goals.

Notable external changes related to Strategic Issue: Procurement has worked closely with the FMSDC (Florida Minority Supplier Diversity Council) and in April 2009 hosted the Chapter meeting in our new signature building on West Campus. In July 2009, our Senior Buyer, Annmarie Wise was awarded ‘Buyer of the Year’ from FMSDC for significant improvement in spending with small, local, and minority owned companies.

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Valencia Community College’s Procurement Department was also nominated for Company of the Year by the African American Chamber of Commerce because of the increase in spending among local, African American companies. While we did not win this award, the nomination was an honor and our efforts were greatly appreciated.


Will be working on an Internship plan for Business Students who are interested in how a Procurement Office is operated.


Met with Victor Collazo and several students regarding the upcoming Earth Day activities on West Campus.

Worked with Malik Ali, President of FMSDC with regards to the Chapter Meeting held at the college.

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Strategic Issues Brief #10 – Jessica Morales

Many of the issues that stand in the way of our students’ success require resources and expertise from other organizations with complementary missions, if the issues are to be resolved. Objective 1.5.

Notable internal changes related to Strategic Issue: Increased Articulation Agreements, 2+2+2 Architecture Program, actively trying to increase community partnerships – list of agencies given out by Counselors & OSD, College Goal Sunday, Skillshops, Grants that reach out to community partners ex. DEI, mentor programs, Speaker & Workshop Series (Nursing, Theater, and Psychology), offering presentations and programs to community partners and educators (organizations and high schools) to better prepare prospective students.

Notable external changes related to Strategic Issue: Federal and state policies changing that make energies focused on complying instead of reaching out and vesting time in new initiatives. Challenges associated with students being underprepared academically and socially to handle rigor of college.


All agreed with the statement as it was written. I received some feedback on what we could do to help provide resources to students that have issues that stand in the way of their success:

-Open a Counseling Center that students could go to for help with any issues that present barriers and inhibit student success

-Additional staffing - have academic advising as a separate staff than counselors (would have to add additional staff to handle high volume)

-More advertisement of services available to the students

- More training for faculty to identify issues, learn how to handle issues, and know where to refer students

-More funding for Student Assistance Program and SOS funds

-Continue services currently provided to students that link them to resources and seek ways to strengthen existing partnerships and add new community partnerships

Resources consulted in preparation of update(s): Chanda Torres, Jonathan Hernandez, Gloria Hines, Victor Collazo, Jillian Szentmiklosi, Brad Honious, Lucy Boudet, Jacquelyn Cole, John Stover, Joe

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Sarrubbo, Valencia website. (Prior conversations with Sonya Joseph, Jeff Danser, Linda Downing, Elisha Gonzalez-Bonnewitz, Nicole Schneller, Falecia Williams, Cynthia Cerrato, Nick Pantalioni.)

Team 1 Comments – Feb. 11, 2010 – OSD partners with the community to meet student needs. Locating existing, internal counseling resources is not always easy via our web site. Faculty may need training in identifying students who may need counseling. Advisor/counselor ratio is high.

Report from Goal Team 4.3/4.4, March 4, 2010 -

Prepared by: Cecil Battiste


External Question #2: How might our relationships with community partners support, enhance, and detract from our ability to meet needs arising from community changes?


Valencia has many relationships with community partners that support, enhance and/or detract from our ability to meet the needs within the communities we serve and all of those relationships were developing, changing and ongoing in 2006 when The Situational/Needs analysis was written.

Valencia’s campus in the Lake Nona area, which is being built, is certainly a note worthy internal change because it expands and extends Valencia’s partners in the South-West part of our service area.


The Direct Connect Program with UCF was mentioned in the 2006 Situational/Needs analysis document but it a reality now and not just a new agreement.

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Update(s) suggested to the Issue Statement and/or to the Situational/

Needs Analysis narrative:

Our group considered how one of the strategic issues facing Valencia in 2008 relates to the situational/needs analysis created in 2006. Specifically, we considered strategic issue #10:

Many of the issues that stand in the way of our students’ success require resources and expertise from other organizations with complementary missions, if the issues are to be resolved.

Does Valencia still require the resources and expertise of other organizations? Of course. No education providing institution operates in a vacuum. Valencia will always need to partner and cooperate with various organizations such as (1) business and industry; (2) middle and high schools; (3) 4-year universities and colleges that accept Valencia students and (4) the community at large and there will always be both internal and external changes ongoing as the work progresses.

The situational/need to partner is still there. We must continue to expand and deepen partnerships with other organizations because our student’s success is interrelated with how well do so. There have been internal and external changes since the situational/needs analysis was created in 2006 but the changes aren’t as important as the end result of having community relationships that enhance Valencia’s missions.

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Strategic Issues Brief #13 – Sally Witcamp

College staffing levels, systems and processes can sometimes lead students to feel as if they are “numbers” rather than persons to be served. Objectives 1.1, 1.2, 1.3, 1.4, 1.5 (based on the consequence of the issue.) Follow up: Sally Witcamp

This has a direct effect on at least four of the “Big Hairy Audacious Goals” (BHAGs) on page 37 of the Strategic Plan.

1. Every student develops high aspirations and the tools to achieve them.2. Each student is treated as a person to be respected, challenged and served, and not as a problem to

be solved.3. Valencia’s students can begin to pursue any higher educational goal by starting at Valencia.4. Valencia creates learning experiences designed to support each student’s needs and aspirations.


Refer to Strategic Plan 2008-2013, External and Internal Questions beginning on page 19.

I.Q. 1: How does Valencia invite or restrict access to higher education?

Our Doors are Opening Wider: Valencia is experiencing record enrollment. Offerings of Flex Start courses and on-line courses have expanded. The record enrollment has posed a challenge to facility and faculty/staff resources.

Barrier: the Front-Door. “Valencia may be losing prospective students during their earliest experiences with our college, before they even register for class.” (2008-2013 Strategic Plan, pg. 27) The enrollment process can be very confusing and frustrating for many of our students. Record enrollment combined with the current economic situation has resulted in facility and staffing challenges.

I.Q. 2. What are the perceptions of students (current and prospective) about access to the college and their experiences in attending Valencia?

“Many assume that the space will always be available for them at Valencia—a belief that may be challenged in the coming years should increasing demand outpace our available resources.” (Strategic Plan 2008-2013, p. 29) In many ways, we have already reached this point. For example, students coming in at the end of registration are able to complete the enrollment process, attend New Student Orientation, and then find they are not able to complete a schedule. Lack of mandated courses forces students to post-pone enrollment.

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E.Q. 1: What are the potential changes to our community and its needs between 2003 and 2013? What are the most significant changes that will impact the programs and services Valencia delivers to the community to meet those needs?

Refer to Strategic Plan 2008-2013, External and Internal Questions beginning on page 19.

Current economic situation was not a consideration (not predicted) when the plan was written.

The Population Growth Explosion Continues: Florida’s population actually declined in 2008, losing 58,000 residents. (1) (At the same time, our enrollment has risen due to the loss of jobs in Central Florida.)

Additional Job Growth on the Horizon: Florida’s seasonally adjusted annual unemployment for December was 11.8%, up 4.2% from December 2008. (2)

E.Q.2: How might our relationships with community and partners support, enhance, and detract from our ability to meet needs arising from community changes:

Partnerships with Middle Schools and High Schools: The College Transitions Team currently has fourteen different programs annually to include Middle School and High School audiences, including College Night, Counselor Day, High School Visits, Freshman Orientation and College Preview Days.

E.Q.4: What is our current and projected public policy environment, our strategy for navigating that environment, and the results we wish to achieve in garnering resources to serve our employees, clients and students?

State Funding: Valencia continues to be under-funded compared to the Florida community system average. The current economic situation has resulted in even higher fees for students than was originally predicted. State funding is unpredictable and on an annual basis. This has had a direct effect on services to students.


Recent changes in the economy should be reflected in Situational/Needs Analysis


Valencia Community College Strategic Plan 2008-2013; (1) Floridians for a Sustainable Population; (2) State of Florida Agency for Workforce Innovation

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Goal Team One comments – February 11, 2010 –

To what extent is the issue statement accurate and is it applicable more to those who are entering? Closely ties to issue 8. Process evaluation is needed since bureaucracy can get in the way. Atlas is not very user-friendly. Students are frustrated and hurt when they lose their entire schedule over financial deadlines. If something on Valencia’s end is at fault, can’t we fix that? Need to determine what makes students feel like a number and not a person. It is thought to be most likely up front in the admission and enrollment processes. What can we do to eliminate this feeling?

Goal Team Two comments – February 9, 2010 –

CCSSE data may assist in addressing the extent to which students have person to person experiences, as opposed to feeling like a number. The Foundations of Excellence work will also focus on this during the first year of college. We are adding positions to serve students as the budget allows. The team inquired about whether IR can analyze staffing levels and FTE served.

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Strategic Issue # 14 – Melissa Pedone

The College’s operating, technology and capital budgets do not always align clearly with the strategic plan. Objectives 1.1, 1.2, 1.3, 1.4, 1.5.


Significant increases in student enrollment. Development of the Lake Nona Campus.


Poor economic climate impacting funding and enrollment. Delays in funding capital projects. Holds on state matching funds for the Foundation.


External question #4 “What is our current and projected public policy environment, our strategy for navigating that environment, and the results we wish to achieve in garnering resources to serve our employees, clients, and students?

o Update the status of state matching grants for Foundation endowments.

Internal question #4 “How do our fiscal, facility, technological, student affairs and human resources capabilities, policies and strategies support and/or hinder students in meeting their learning goals?”

o Funding for the “Hi-Tech Classroom Building 4 (Osceola Campus)” has been significantly delayed.

o In the “Facilities” section the Southeast Campus should be updated to reflect the progress on the development of Lake Nona.

o Significant growth in enrollment since 2006 should impact the statistic “Career Program advisors report that Fall 2006 student contacts increased 28% compared to Spring 2005” in the Student Affairs section.


Strategic Plan for 2008-2013 “Situational/Needs Analysis”

http://valenciacc.edu/strategicplan/documents/StratPlanBOOKMARKED_000.pdf

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http://valenciacc.edu/strategicplan/documents/StratPlanBOOKMARKED_000.pdf

Goal Team 3.3 Comments on Issue 14

Issue 14 (primary relevance)

This issue requires that we examine the extent to which we have committed funding and space to activities that fall under 3.3.

See data gathered for the Wellness Program and from HR.

Report from Goal Team 4.3/4.4 – March 4, 2010

Prepared by: Susan Stone and Barbara Frazier


-The amount allocated for Instruction in the operating budget has increased by 26.2% over the last three years. Some of this may be attributed to an increase in instructional cost, but Valencia has been intentional about providing courses for students when they need them (Precision Scheduling). This directly supports Goal 1.3 – Goal Achievement

- The amount allocated for Staff Program Development in the operating budget has increased by 36% over the last three years. We continue to evaluate the needs of the employee for professional development and training to ascertain its effectiveness. This increase is consistent with Goal 3 – Invest in Each Other


With state cuts to college programs running as high as 20% in some areas, Valencia Community College’s efforts to emerge as a first-tier investment the for philanthropic community is mission critical. One of the areas that can greatly benefit from this practice is to support our Capital Outlay projects. Efforts should be made to identify key partners with whom we share mutual goals and objectives. These partners can be from our business or educational community. The Valencia/UCF Joint-Use Facility project is a shining example of the results that could be achieved through joint ventures.

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In the future, companies with clean green, health care or information technology initiatives would be great partner to support for example, the Lake Nona campus as well as some of our newly-proposed baccalaureate degree programs.


The College’s operating, technology and capital budgets has made significant strides in aligning with the Strategic Plan.


The Valencia Session Report – May 19, 2009

-Operating Budget FY 0607-0910

-PECO Allocations FY 0707-0910

-Conversation with Keith Houck, Vice President of Administration

- Strategic Indicators Report - 2005-2006

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PROPOSED ADDED STRATEGIC ISSUE FROM GOAL TEAM TWO:

Impediments in systems, processes, and curricula

See report on Gold Standards submitted by Joe Lynn Look, on the Big Meeting web site.

She provided this note:

I know the articulations for industry certifications were discussed at our last Strategic Goal One meeting. It looks as though the first of the industry certification articulations will be in place for next fall. I have copied Karen Borglum (if I remember correctly she was gathering articulation information). This will be something very different for Valencia, because we have not awarded credit solely on certifications in the past.

Goal Team 1 Comments – Feb 11, 2010

This was integrated into Issue #7.

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Strategic Issues Brief Template

Goal Team:

Prepared by:

Strategic Issue:





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(Attach additional pages as needed.)

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

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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

Initiative 22 - Alignment of AA/AS Curriculum (check if Goal 2) – Karen Borglum

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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

(NOTE – the 2010-11 team will provide any updates to these Initiative reports, and review the Weave On Line Report for Goal 1, to determine whether anything listed there rises to the level of a major initiative/project, and merits inclusion here as an Initiative for team review. This is a matter of the team’s judgment. If Initiative are added, the Strategic Issue Template will be used. If any other Initiative is underway that merits a report, but does not appear in Weave, the team is free to add that as well.)

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Initiative #1 – Develop Baccalaureate degrees to be implemented in 2011 – Adriana Rodriguez

Progress:

According to the Bulletin, the Board of Trustees voted to authorize the submission of a formal Letter of Intent to the Division of Florida Colleges to offer selected bachelor’s degrees. If approved at the state level and by SACS (Southern Association of Colleges and Schools) Valencia could begin offering the programs in Electrical Engineering Technology and Radiologic Sciences in the fall of 2011.

See also pages 41-42, Initiative #12 report submitted by Jennifer Robertson. Add timelines from Falecia Williams.

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Initiative #2 Report

Goal Team: Build Pathways (Goal 1)

Initiative Name: Develop and execute plans for high school partner (and community) relationships.

Prepared by: Dr. Joyce Romano

Person(s) consulted in obtaining information about the status of this initiative: Dr. Joyce Romano

Summary of progress made on the initiative to date: There are many ongoing plans that support this initiative but to list the ones that are new in 2009-10:

The Valencia web site is being redesigned with a new tab for “Prospective Students” Dual enrollment program was asked not to grow courses taught in the high schools due to

budget constraints, despite an increase in requests from the high schools. Bridges to Success program is expanding by 50 new students per year through 2012 when

we will have 400 new students. Take Stock in Children is growing its enrollment as foundation funding allows (20 new

students in 2009-10 and 15 new students planned for 2010-11). Lake Nona Collegiate Academy model is being implemented in 2009-10 including dual

enrollment courses, advising, and plans for Valencia’s new Lake Nona Campus. SB 1908 implementation related to High School level courses that mirror the content of

college-preparatory college courses in math, English and reading is occurring in 2009-10 and growing which requires Valencia to: give CPT test and results for all 11th grade students, provide Exit Exams for selected high school courses, re-test CPT as Exit competency for selected high school courses, add to our course pre-requisite system so that selected high school courses and exit scores count as Valencia course pre-requisites.

A proposal was submitted to Orange County for the Race to the Top grant including several ideas of how Valencia could contribute including: Honors program, faculty development in math, communications, engineering and science, Collegiate Academy model expansion, and college transition advisors for high schools.

A new partnership was formed with the City of Orlando to increase college degree attainment of residents in targeted neighborhoods. Although the specific grant proposal was not successful, coordinated planning and development of transition programs continues.

A new partnership was formed with the Orlando Housing Authority who was recently successful in obtaining a HUD Moving to Work grant.

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As part of Direct Connect, we are planning with central Florida high school and college partners to build pathways for area students to complete bachelor’s degrees. The 4th Annual Direct Connect Summit on February 17 will include sessions on tracking student progression, co-presented by Valencia and UCF, update on new grant initiatives presented by Valencia, and discussion of high school accountability measures related to building pathways.

Information about upcoming work on the initiative: We need to develop a comprehensive high school and community partnership plan so that we can seek grant and other partnership opportunities consistent with the plan.

Any data or results that can be shared that reveals how those involved with this initiative are gauging the success of the initiative: There are two standard, annual institutional reports which provide longitudinal feedback on progress in these plans in terms of student transition from high school and success at Valencia. They are: High School Market Share and High School Graduate Report. High school market share of 2009 high school graduates that enrolled in Valencia in Fall 2009 increased slightly to 30.8 %. The High School Graduate Report provides data by county and by high school on numbers of students enrolled, dual enrollment students, honors program enrollment, scholarships awarded, remediation rates in English, math and reading, college-ready students, tech prep students, first term grade point average and Spring term retention, Presidents/Deans list and overall attendance and graduates.

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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.

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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.

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

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Develop and execute an international education plan – Karen Borglum


Maryke Lee, Falecia Williams, Silvia Zapico, Joyce Romano, Kathy Adams, and the SAGE Advisory Committee


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 trips2. Student exchanges3. 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 Tripsa. 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.

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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.

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 Curriculuma. 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.

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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 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.

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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.

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We are beginning the new process for faculty-led trips complete with the appropriate paperwork. The Advisory Committee will review the application at the end of February. We are reviewing documents from the Institute for Study Abroad at Butler University for student exchanges. We have been approved to hire a Director of the Office of International Programs that will begin work July 1, and we are still awaiting word on our designation as a J-1 Visa institution.


The complete report is available for review.

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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

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Team 1 Comments – Feb 11

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

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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.


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

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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.

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In previous years, we have surveyed students and faculty about their recognition of and understanding of LifeMap. With the new campaign, it will be time to consider a new survey or other form of assessment to get feedback on the impact of the campaign.

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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.

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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

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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


We have asked our partners to share matriculation data, and the only partner who has complied thus far was Mountain State (see attached).

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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

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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) 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

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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.

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- 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.



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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.


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,

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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.

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

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https://www.ocps.net/lc/southeast/hln/AC/programs/Pages/coll_academy.aspx

http://valenciacc.edu/lakenona/

Initiative #15 – Statewide Articulation & Industry Certification (21st 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.

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Initiative #17 – Alternative Delivery - Adriana Rodriguez

Initiative Name: #17 Alternative Delivery

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

Kurt Ewen

Prepared by: Adriana B. Rodriguez

Initiative Report

Mission of the Alternative: Operationalize the college-wide vision and mission statement for Alternative Delivery based on the approved “Alternative Delivery Standards Plan”

Objectives 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.

Strategic Goal impacted: Build Pathways

Timeline: Planning Phase

Start: Spring 2010

Current Status On time

Units involve OIT and ALS

Team members: Faculty Association Academic Affairs

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Learning Technology & Alternative Delivery

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?

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Initiative #18 – CLAS Graduation Requirements – Karen Borglum


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).

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(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 Required Score on Examination

Reading ○ 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

English Language and Essay

○ 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 March 2005

○ 421 or above (non-recentered score) on the Verbal section of the SAT I taken prior to March 2005

○ 21 or above on the ACT program in English

○ 21 or above on the ACT program in English/Writing (English with Essay component)

○ 20 or above on the Composite of the ACT taken prior to October 1989

○ 105 or above on the ACCUPLACER Sentence Skills Examination

Computation ○ 500 or above on the SAT Mathematics portion taken after February 2005

○ 500 or above on the Mathematics section of the recentered SAT I taken prior to March 2005

○ 473 or above (non-recentered score) on the Mathematics section of the SAT I taken prior to March 2005

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○ 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

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.

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http://www.valenciacc.edu/assessments/cpt/cptprep.cfm

http://www.coursecompass.com/

Assessment staff will time-date stamp and send to Kim Adams, Mail Code: DTC – 4. Deadlines and process is detailed in the exemption document and directions. If waiver approved, SOATEST code – 999.


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.

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Initiative #19 – Program Outcomes and Assessment for all majors – Karen Borglum

Prepared by: Falecia Williams


Falecia Williams


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,

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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.

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.

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http://www.valenciacc.edu/facultydevelopment/resources/

Goal Team 2 comments – Feb 11

This links to Goal 2, #3.

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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 reporto 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.

Any data or results that can be shared that reveals how those involved with this initiative are gauging the success of the initiative: None to report

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Goal Team 1 comments – Feb 11

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

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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



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.


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.


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.


Keith Houck and his Enterprise Resource Plan committee.

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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.


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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.


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


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

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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.

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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.

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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.

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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).

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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.

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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.

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Strategic Initiative Report Template

Initiative Report

Goal Team:

Initiative Name: Alignment of AA/AS/AAS Gen Ed

Prepared by: Karen Borglum



At the October 13 CCC meeting, the committee discussed that after requesting and receiving feedback regarding the General Education alignment recommendations, the Committee would be ready and able to move forward with final recommendations.

On October 15 a college-wide e-mail was sent to all full-time faculty explaining the rationale, history, and transfer issues surrounding the General Education Alignment work. It was determined by the feedback, generated from the collegwide e-mail, is that there are some additional conversations that must happen before any final recommendations are made.

On November 15, a meeting was scheduled for foreign language faculty to discuss proficiency vs. cultural content for the courses that are recommended for deletion from general education humanities curriculum. Since the courses were deemed to be proficiency based; they were recommended for removal from Gen Ed. There was another conversation on November 18 with Speech and English faculty regarding the possible inclusion of SPC 1017, Informal Communication, to General Education, and the implications for this inclusion. There was also a discussion regarding inclusion of ENC 1102 in Humanities General Education.

A few other courses also needed discussion, including BSC 1084, which UCF does not accept; and HUN 2202, which is a nutrition course that is in the Nursing Program and the Dental Hygiene Program. UCF will not accept this course as General Education and removal from Gen Ed has been recommended, but there remains the question of whether this will impact credentialing for the Dental Hygiene Program. It was determined that the course is required for the program, but is not required as a Gen Ed course. Since there are other science courses in the program that can count for Gen Ed, the course will be deleted from Gen Ed curriculum as originally planned.

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All conversations took place prior to the January CCC meeting, and a vote was made for the recommendations to align Gen Ed. The new catalog will reflect these decisions.


The General Education program will be listed two times in the catalog, once under the AA degree, and once under the AS/AAS degree. The content will be the same.


(Add pages as needed.)

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Documents

valenciacollege.edu€¦ · Web viewA.S. certificate and degree program information sessions and workshops. ... and we are still awaiting word on our designation as a J-1 Visa institution