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GOAL TEAM ONE – Initiative Reports – Updated May 27, 2011

List of Initiatives

Initiative 1 – Baccalaureate Degrees

Initiative 2 - Develop and execute plans for high school and community partner relationships

Initiative 3 - Increase support for Take Stock in Children

Initiative 4 - Provide financial literacy education

Initiative 5 - Develop and execute an International education plan

Initiative 6 - Develop plans to acquire and build new campuses

Initiative 7 - Develop program plan for Lake Nona campus

Initiative 8 - Refresh and promote LifeMap

Initiative 9 - Develop a new withdrawal policy

Initiative 10 - Redesign the Honors program to create the Honors College

Initiative 11 - Develop articulation agreements

Initiative 12 - Build on degree options available on campus via Direct Connect

Initiative 13 - Create high school Academies

Initiative 14 - Refine plans for and launch the Collegiate Academy

Initiative 15 - Statewide Articulation & Industry Certification (21st Century Skills Initiative)

Initiative 16 - Two for All (CJI/CJ A.S.) – see number 27 – this is repeated there.

Initiative 17 – Alternative Delivery Planning

Initiative 18 - CLAS Graduation Requirement

Initiative 19 - Program Outcomes & Assessment for all majors (referred to Goal 2)

Initiative 20 - First Year Experience Initiative (FYE)

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Initiative 21 - Enterprise Resource Planning System

Initiative 22 - Alignment of AA/AS Curriculum

Initiative 23 - Developmental Educational Initiative (DEI)

Initiative 24 - LifeMap Faculty Project

Initiative 25 - College Transition Program Initiatives

Initiative 26 - Bridges Program Expansion

The team added two Initiatives:

Initiative 27 – “Two for All” program at CJI

Initiative 28 – Probation

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Goal 1 - Initiative # 1 Report

Baccalaureate Degrees

Prepared by: Darla Sharpe & Brad Honious

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

Renee Simpson, Lisa Stilke, Darla Sharpe, Brad Honious, Nasser Hedayat, Penny Conners, Ruben Aquino-De Jesus, Linda Thomas

Summary of progress made on the initiative to date:

The bachelor degrees have been approved by Florida State Board of Education and by SACS. Submissions to the U.S. Department of Education for approval to increase the level of offering of educational programs for financial aid eligibility was submitted on 01/10/2011 and is still awaiting review as of 03/24/2011. The curriculum has been developed and we are waiting for the final program sheets. Progress has been made on the following:

Marketing information sessions are scheduled for 04/06/2011 & 05/10/2011 Marketing has developed advertisement materials to include billboards, radio, brochures, etc.

(see attached) Application process has been determined Application is almost ready to move to production in Banner Self Service Deadlines for enrollment have been determined Program contacts have been established Estimated costs have been submitted and are contingent on the July board meeting Website has been created for additional information: http://valenciacc.edu/bachelordegrees

o Includes FAQ page

Information about upcoming work on the initiative:

Final set up in Banner for Admissions & Records, Financial Aid, and Business Officeo Final tuition and detail codes for tuitiono Attribute and degrees to be put into productiono Financial aid set up has been decided but needs to be put into production and tested o Communications materials from transitions is being developedo Program sheets need to be finalizedo Baccalaureate degrees in Radiologic Sciences and Electrical Engineering Technology will

be launched in 2011-12. A SACS site visit has been set for November 2011.

Any data or results that can be shared that reveal how those involved with this initiative are gauging the success of the initiative: NA

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http://valenciacc.edu/bachelordegrees

Goal 1 - Initiative #2 Report

Develop and execute plans for high school partner (and community) relationships

Prepared by: Linda Downing


Linda Downing, Jessica Morales, Dr. Tanisha Carter


The website was updated with a new Prospective Student Tab and new video materials were added.

Dual enrollment principles were developed to allow decisions about courses offered to be made by Deans and Campus Presidents based on current enrollment plans.

Bridges to Success is implementing the growth plans to expand by 50 students through 2012.

Take Stock in Children has successfully raised funds to support 24 new students in 2011-12.

Lake Nona Collegiate Academy was implemented.

Valencia has implemented the requirements of SB 1908. New technical support was developed to load test scores of 11th graders into the Prospective Student Database and a communication plan to encourage college enrollment steps can be implemented.

Valencia’s Race to the Top partnership proposal was not accepted by OCPS. However, Valencia continues to meet regularly with district staff at both OCPS and SDO to explore partnership opportunities. Valencia has agreed to provide prospective student presentations as part of the OCPS Building Adult Career Pathways grant.

Valencia continues to provide College Transition support to the City of Orlando targeted neighborhood programs.

College Transitions added services to support the Orlando Housing Authority HUD Moving to Work Grant.

Collaboration continues with the Central Florida education community on issues related to Direct Connect, with a 2011 Summit scheduled for February 23.

Youth Education Day was held in partnership with Family Services of Metro Orlando and Orlando Police Athletic League to provide college transition support to minority and low socio-economic status youth. 190 area youth along with their parents, guardians or caregivers were served at this event in 2011.

Valencia hosted the OCPS Counselor’s Breakfast meeting.

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The College Transitions and Financial Aid administrators and staff are developing an updated long range comprehensive plan for partnerships and programs needed for the next 5 years.

Any data or results that can be shared that reveals how those involved with this initiative are gauging the success of the initiative:

High School market share increased in fall 2010 to 31.2%

ADDITIONAL INFO SUBMITTED TO GOAL TEAM 2 BY NICK BEKAS, AND THAT RELATES TO THIS INITIATIVE:

Bridges to Success admitted 350 students from the 2010 applicant pool. However, only 278 students actually enrolled in classes.

In May 2010, Valencia hired Dr. Tanisha Carter as the Director of Bridges to Success and charged her with developing a new admissions process for 2011 that would more closely align with the objectives of the program, would improve data collection and integrity, and provides for an early timeline for making decisions and processing enrollments. Dr. Carter and her Advisory Committee met regularly to finalize the selection process and have initiated new data tracking to follow the status of all Bridges students in the college’s student information system.

Bridges is currently on track to meet the target growth for the program as outlined in the Development Education Initiative plan for Summer 2011.

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Increase Support to Take Stock in Children

Jessica Morales


Elisha Gonzalez-Bonnewitz


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 106 students and we will be bringing in an additional 20 new students for a total of 126 students. Mentors are always needed to support this initiative and recruiting mentors is an ongoing task.


On-going Fundraising


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: 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 learningo 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.


A presentation that includes numbers is available, but too early to share any results.

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What we do or are in the process of doing:

• Monthly Meetings• Develop a Web Presence & Brand• Develop Student Learning Outcomes• Look for Grant and other funding opportunities• Plan a Major Event once a Semester• Offer online learning opportunities• Offer classroom and workshop in person opportunities• Continue to Try New Things

What we need to enhance:

• Develop an Evaluation Strategy and Tools• Developing a Speakers Bureau with Alumni• Develop Programs for the Community• Develop a Financial Learning Library for Faculty & Staff• Plan a full year program• Refine and Develop a Sustainable Program• Determine how to bring the program to scale

MSI Symposium 2011 presentation is available for review.

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Develop and execute an international education plan.

From IR Reports on International Student Enrollment

Fall 2007 – 791

Fall 2010 – 733

The Center for Global Languages served 450 international students in 2010-11, compared to 264 in 2008-09. Over the past three years, students from 70 countries have been served.

A plan is under development through a process involving academic and student affairs leaders.

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Goal 1 - Initiative # 6 Report

Develop plans to acquire and build new campuses.

Prepared by: Jeff Goltz


Keith Houck


Added portables to Osceola campus this summer, which were utilized in Fall 2010. Building 4 at the Osceola campus is currently in design, and is expected to be completed either

late summer or early Fall 2012. Lake Nona is further along in design, and expected that it will be completed in summer of 2012

and open for Fall 2012.



February 8, 2011

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Lake Nona Campus Development

Prepared by: Melissa Pedone/Mike Bosley


Mike Bosley


Valencia @ Lake Nona opened its doors to the community in August 2010, capacity for the campus was at 993 and enrollment reached 903 students, which represents 90% of the available capacity. The Collegiate Academy program continues to grow reaching 364 participants. In December 2010, the college received SACS approval for an off campus instructional site where 50% or more of the AA degree can be offered to students. In spring 2011, additional courses were added in Science, Psychology and the Humanities.

With the completion of the purchase of approx. 25 acres on Narcossee Road next to Lake Nona High School, the college design team has developed an 85,000 square foot 3 story building that we serve as the first building of the proposed 4 building campus. The building is on target to open in August 2012.


The construction phase of the building project will begin in Late April-Early May 2011. Two additional full time tenure track faculty will be added to the team in fall 2011, and additional full and part-time staff have been added to meet the growing needs of Valencia’s newest campus.

Enrollment planning continues and will be developed to utilize the new facility. Transition plans are being developed for the move from the high school site to the campus.


Positive enrollment growth and the addition of courses that lead to the AA degree will be indicators of success.

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Refresh and promote LifeMap

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

Summary of progress made on the initiative to date: Marketing, Office of Information Technology, Academic and Student Affairs collaborated on the development of the new Lifemap Marketing campaign starting in August 2008 and implemented in December 2009/January 2010. The main message of the campaign is that LifeMap is a “process” of planning, discovery, utilizing resources, and achieving goals that each Valencia student should customize and make their own. Six student “arch-types” are displayed around the campuses to serve as peer models of how they have customized LifeMap for themselves. A new web site and Atlas channel (meinthemaking.com) links all of the LifeMap resources into one site that is attractive and easy to use. The LifeMap process that each of the six student “guides” followed is provided as a model for other students who may relate to their life situation and choices. The environmental campaign will continue to be rolled out in phases throughout the Spring 2010 term and increased functionality of the web site is also planned.

All faculty and staff received emails to promote the new LifeMap marketing campaign with students. Student Success classes are one course in which LifeMap is embedded. In Spring 2010, the Chief Learning Officer is sponsoring a LifeMap Faculty Project to be lead by the Vice President and Assistant Vice President of Student Affairs. Faculty are learning the conceptual framework of LifeMap and the systems that support it. They are then designing a learning opportunity for students about LifeMap which will be embedded into their class and student learning will be assessed.

Information about upcoming work on the initiative: A contest is being planned to promote the LifeMap campaign to students. There is discussion underway as to how to include LifeMap in 2010 Destinations (faculty development) as part of the Student Success track. An on line repository of faculty LifeMap curriculum is being discussed. LifeMap office signage in the Student Services areas is being discussed to compliment the new campaign. The LifeMap Student Handbook committee will include the meinthemaking campaign in the 2010-11 publication.


A web report of the meinthemaking.com website has been developed and is being used to track usage and adoption as we seek ways to improve the site and its usefulness to students.

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

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2011: Summary of progress made on the initiative to date:

The LifeMap campaign has been fully implemented into curriculum and programs of which LifeMap is a part. For example, a presentation was made to Student Success faculty about the new campaign and especially the meinthemaking site to integrate into SLS1122. The campaign and its components were also presented at Student Affairs Professional Development Days and was incorporated into the New Student Orientation program and the LifeMap Student Handbook. The Spring 2010 Faculty LifeMap project was completed and samples of the faculty’s integration of LifeMap into course curriculum was included in the printed LifeMap Faculty Guidebook. LifeMap including the new campaign was presented to faculty at the Destinations 2010 Student Success workshop. The Developmental Education Initiative Summit in November 2010 also included presentations on LifeMap from faculty.

The LifeMap office signage in the Student Services areas was designed and implemented in late 2010. The focus became “way finding” and a consistent design and naming convention was implemented at five Valencia locations (East, Lake Nona, Osceola, West and Winter Park). The LifeMap environmental campaign was installed at the Lake Nona site.

Another Faculty LifeMap faculty project was conducted in Fall 2010 with 9 faculty participants who implemented LifeMap learning opportunities into courses in Spring 2011. The on line repository of faculty LifeMap curriculum is still being discussed.

The promotional contest has not yet been implemented.

Information about upcoming work on the initiative.

A planning session on the evolution of LifeMap was conducted in January and February 2011 involving 100 faculty and staff. We reviewed the theory and practice of LifeMap, examined data on student results and experience, discussed Valencia’s Big Ideas in relation to LifeMap, and developed ideas to improve LifeMap that will result in student success as expressed in the strategic plan. This review will be expressed in a written plan that can be used to focus our efforts and resource development.


The LifeMap Tools group met in August 2011 to review the use of the My Lifemap tools (My Educational Plan (MEP), My Career Planner, My Job Prospects, My Portfolio and My Financial Planner. Plans were made for the continued development of each of these tools. A web report of the meinthemaking.com website was also reviewed as part of this meeting.

Students’ use of MEP was analyzed through the MEP analytics tools which measure the percentage of students who have MEPs (new students, enrolled students, graduates) and the extent to which their plans match their declared programs of study. In general, the data is trending towards greater adoption by students of the MEP and more alignment with their programs of study. The full report is available from Dr. Joyce Romano.

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Goal 1- Initiative #9 Report

New Student Withdrawal Policy

Prepared by: Melissa Pedone

Person(s) consulted in obtaining information about the status of this initiative: Jean Marie Furman (Faculty Association President) and college catalog


The revised withdrawal policy is in its first year of implementation. The faculty have committed to an annual review each April.


Forums are currently being scheduled to review the implementation.


As the policy is in its first year of implementation, the initial data on the impact on withdrawal rates will take time to collect.

See the following pages.

Goal Team Comment: The policy focuses on the date of withdrawal. We need to know more about the reasons for withdrawal.

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04-07 Academic Progress, Course Attendance and Grades, and Withdrawals

Combines and amends former Policies 6Hx28:04-11 (Class Attendance and Grade Records), 6Hx28: 04-08 (Final Examinations), and 6Hx28:04-07 (Grades (Progress and Final))

Specific Authority:1001.64, F.S.

Law Implemented:1001.64, F.S.

Policy:Valencia Community College shall endeavor to promote student academic success, respect the academic prerogatives of faculty with regard to their judgment of student academic performance, and to treat students fairly in their progress towards the completion of their respective academic programs at the College, with respect to academic matters including, without limitation, class attendance, grading, final examinations, and course withdrawals. The President or designee(s) may establish forms and procedures to implement this policy.

Procedure: I. Attendance:

A. Professors must keep attendance and grade records for all students enrolled in their classes and for maintaining those records for a period of three years from the date of the end of the term.

B. Students are expected to attend all classes for which they are registered.

C. Professors must include their specific attendance policies and procedures in the syllabi they provide to their students.

D. Professors must review Atlas class rolls after the drop-deadline to confirm official enrollments and report no-show students by the end of the no-show reporting period by using Atlas.

E. Professors should inform a student, in writing via Atlas email, if the student accumulates absences that threaten his or her academic progress or enrollment in the class.

F. It is the student's responsibility to comply with the attendance policy of his or her professor. Failure to do so may put the student at risk of academic penalty as indicated in the attendance policy on the professor's syllabus.

II. Grades and Academic Progress:

A. Professors should keep students informed of their academic

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progress throughout the term.

B. In compliance with relevant law and college policy, Professors are prohibited from publically posting student names, student identification numbers and grades with respect to performance or conduct in a course.

C. Professors shall assign letter grades as outlined in the College catalog. A grade must be recorded for every course in which a credit student is enrolled.

D. Professors must provide records of final grades and last date of attendance for withdrawn students via Atlas and/or to their deans at the end of each term.

E. Professors must notify students who are earning "Below C" grades at or about mid-term of their mid-term grade before the withdrawal deadline in writing via an Atlas email.

F. Final course grades of "A", "B", "C", "D", or "F" shall be assigned at the completion of the course based upon the student's academic performance. A student who fails to take the final examination or complete all coursework may receive the final course grade earned, unless the professor elects to assign the student a grade of "I" or as otherwise addressed in the professor’s course syllabus.

G. By assigning an "I", the professor indicates that the student can receive a passing grade by completing satisfactorily the unfinished course work before the conclusion of the subsequent term. The professor should communicate with the student via Atlas to specify work to be completed and due dates. This communication should also specify what final grade the student will earn if he/she does not complete incomplete work. Further, the professor assumes the responsibility for grading the additional work and reporting the changed grade to the Registrar’s Office or Academic Dean. Incomplete work must be made up during the next term in such a manner that permits the "I" grade to be converted to a letter grade ("A-F"). A student who receives an "I" and does not complete the required course work prior to the Grades Due Date in the subsequent term specified in the academic calendar shall receive a grade of "A," "B," "C," "D," or "F," as may be submitted by the professor. If no grade is submitted by the professor to replace the “I” by the Grades Due Date in the subsequent term specified in the academic calendar, the student shall receive a grade of “F.”

H. For any attempt after the second in non-repeatable courses, the student must be awarded a letter grade of "A," "B," "C," "D," or "F,"

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unless the professor elects to assign the student a grade of "I".

III. Withdrawal from a Course:

A. A student is permitted to withdraw from a class on or before the withdrawal deadline, as published in the College calendar. A student is not permitted to withdraw from a class after the withdrawal deadline.

B. A faculty member is permitted to withdraw a student from the faculty member’s class, for violation of the faculty member’s attendance policy as published in the faculty member’s syllabus. The faculty member’s withdrawal of a student must occur prior to the beginning of the final exam period posted in the college catalog and written notification via Atlas email must be given to the student by the beginning of the final exam period. A faculty member is not permitted to withdraw a student from his or her class as a response to student conduct which falls under the jurisdiction of the Student Code of Conduct (6Hx28:10-03).

C. A student who withdraws from a class before the withdrawal deadline will receive a grade of "W." A student who is withdrawn by a professor will receive a grade of "W." A student who is withdrawn for administrative reasons at any time will receive a grade of "W" or other grade as determined in consultation with the professor. Any student who withdraws or is withdrawn from a class during a third or subsequent attempt in the same course will be assigned a grade of "F". The grades of “WP” and “WF” are eliminated effective Fall Term 2010.

D. A student who receives a grade of “W” will not receive credit for the course, and the W will not be calculated in the student’s grade point average; however, the enrollment will count in the student’s total attempts in the specific course.

E. If a student withdraws from a class, the student may, upon request and only with the faculty member’s and academic Dean’s permission (which may be withheld at any time at the discretion of the faculty member or academic Dean), continue to attend, to observe only and not participate in, the course. If a student is withdrawn by a faculty member or is administratively withdrawn, the student is not permitted to continue to attend the class.

IV. Final Examinations:

A. Professors are required to offer final examinations to all credit students (except those taking course work for audit) during the scheduled final examination period.

B. Professors are required to keep the final examination

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documentation on file for one year following the completion of the term.

C. Final examinations must be based on established learning outcomes, curricular requirements and testing protocols. Except in cases where a common final examination is in use, the scope and content of the final examination is determined by the individual professor. Consultation with or approval by the appropriate academic dean(s) may be required for purposes of consistency and clarification.

Related Documents and Policies: 6Hx28:10-13, Student Academic Dispute and Administrative Complaint Resolution; College Catalog, "Course Attempts, Course Withdrawal, Course Repeats, and Grade Forgiveness."

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Honors College

The Honors Summit was held, and the following blue print has been adopted to launch the college in Fall 2012.

SENEFF HONORS COLLEGE BLUEPRINT (1) SENEFF HONORS COLLEGE GROUP: Faculty: Amy Bosley (East) Ed Frame (West) Debra Hollister (East) Gustavo Morales (West) Linda Villar (Winter Park) Administrators / Staff: Lorraine Amos (East) Karen Borglum (District) Valerie Burks (District) B. Clyburn (District) Melissa Pedone (Osceola) Students: Richard Crews (Winter Park & West) Steve Crist (East & West)

The group met three times: February 26, 2010 April 16, 2010 June 11, 2010

VISION The vision of the Seneff Honors College is to discover potential in students and inspire excellence.

ADMISSION TO THE SENEFF HONORS COLLEGE: Admission of candidates into the Seneff Honors College is a consideration of a student‟s potential beyond simply a test score or GPA. Students wishing admission to the Seneff Honors College should: (1) Complete an application to Valencia Community College. (2) Submit standardized test scores to the Valencia Registrar‟s Office or arrange to take the CPT at one of the Valencia campuses (transfer students may be exempt from this requirement). (3) Complete an online application to the Seneff Honors College through Atlas. (4) Submit a copy of high school transcripts to the Honors Office (for students who have graduated from high school within the last 2 years). (5) Submit a copy of all college transcripts to the Honors Office (for transfer students). (6) Provide at least one of the following to the Honors Office: a. Letter of recommendation from a teacher, school official, supervisor or community leader. b. Valencia Faculty Referral to the Seneff Honors College. c. Valencia Honors Student Referral to the Seneff Honors College.

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d. Alternately, students may request an interview with a Valencia Honors Faculty through the Honors Office. (7) Provide at least one of the following to the Honors Office: a. 500 word essay on a pre-determined topic. b. An original, written assignment of at least 500 words submitted for a grade in a recent high school or college class. The original paper showing teacher‟s comments and final grade must be submitted. c. An original project, portfolio, or work demonstrating academic potential and creativity (examples include but are not limited to videos, blogs, webpages, poetry, art, etc.).

CURRICULAR AND CO-CURRICULAR PLANS The Seneff Honors College will be designed around program tracks which will articulate distinct learning outcomes for students in those tracks. Students who successfully complete the curricular and co-curricular requirements of one of the program tracks within a maximum of 80 total credit hours, who earn no less than a “C” in each honors class, and who maintain a cumulative GPA of at least 3.5 will graduate with an Honors Degree.

PROGRAM TRACKS (1) Interdisciplinary Studies Program: (Target start date: Fall 2012)

To satisfy the curricular aspect of the Interdisciplinary Studies Program, students must complete a total of 24 credit of honors work, at least 18 of which must be in three of the following IDH courses: a. IDH1110 – Interdisciplinary Studies in General Education I (6 credits) b. IDH1111 – Interdisciplinary Studies in General Education II (6 credits) c. IDH1112 – Interdisciplinary Studies in General Education (6 credits) d. IDH2120 – Interdisciplinary Studies in General Education III (6 credits) e. IDH2121 – Interdisciplinary Studies in General Education IV (6 credits)

To satisfy the co-curricular aspect of the Interdisciplinary Studies Program, students must complete at least two or three of the following (specifics to be determined by IDH tam): a. International travel experience b. Cultural colloquia c. Field trips d. Other options (as determined by the IDH team)

(2) Seneff Leadership Program: (Target start date: Fall 2012) To satisfy the curricular aspect of the Seneff Leadership Program, students must complete the following courses: a. SLS1261H – “Honors Leadership Development” (3 credits) b. SPC1608H – “Honors Fundamentals of Speech” (3 credits) c. POS1041H – “Honors U.S. Government” (3 credits) d. At least one of the following courses (3 credits) a. INR2002H – “Honors International Politics” b. BSC1050H – “Honors Environmental Science” c. PCB 1440H – “Honors Florida Environmental Systems” d. ECO2013H – “Honors Principals of Economics-Macro” e. ECO2023H – “Honors Principals of Economics-Micro”

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e. 2 credits of experiential learning (SLS2940H – “Honors Service Learning” and / or Internship) f. 9 credits of elective honors work (students are encouraged to work with an advisor to choose honors courses that fulfill general education and pre-requisite requirements for their intended major)

To satisfy the co-curricular aspect of the Seneff Leadership Program, students must complete at least two or three of the following: a. 20 hours of community engagement activities as approved by the Honors Director (may be activity completed for the fulfillment of academic Service Learning credits). b. Complete a mentorship program. c. Participate in at least 2-3 campus leadership opportunities. d. Other options (as determined by the Seneff Leadership Group).

(1) Jeffersonian Honors Track: Every government degenerates when trusted to the rulers of the people alone. The people themselves therefore are its only safe depositories. And to render even them safe their minds must be improved to a certain degree.. . .By that part of our plan which prescribes the selection of the youths from among the classes of the poor, we hope to avail the state of those talents which nature has sown as liberally among the poor as the rich, but which perish without use, if not sought for and cultivated. Thomas Jefferson, Notes on the State of Virginia The goal of the Jeffersonian track in the Seneff Honors College will be to identify highly motivated students in the Developmental, Student Success and EAP programs and move them into the honors program, thus building on the Jeffersonian ideal that, in a democracy, citizens of all stations must be granted the full-advantage of the education system. What, then, distinguishes the honors student from the non-honors student at Valencia is not innate ability or past fortune or prior planning but, rather, individual will – the will to face obstacles and challenges and, despite these, master circumstance. Curricular possibilities: The curricular scope of the Jeffersonian track will be to sustain (as far as possible) the cohort of each incoming class. Specific curricular tracks may vary, with emphasis on the general education requirements (i.e., the traditional liberal arts). Co-curricular possibilities: Again, the co-curricular goal of the Jeffersonian track will be to reinforce the cohort of each incoming class and to craft activities which instill in each „Jeffersonian‟ scholar a sense of civic obligation, social responsibility, and personal ethic.

(2) Undergraduate Research Track: (Target start date: Fall 2013)

To satisfy the curricular aspect of the Undergraduate Research Track, students must complete: a. IDH2911 – “Honors Research Process” (3 credits) b. IDH2970 – “Undergraduate Honors Thesis” (2 credits) c. Individual Honors Study Plan (12 credits) – courses designed to enhance the individual student‟s research plan, developed in consultation with the Honors Director and a Faculty Advisor. Approved study plans are kept on file in the Honors Office. d. Honors Electives (6 credits)

Co-curricular aspects (number and type to be determined): a. Participation in the editing and publication of a Valencia Honors research journal; b. Presentation of original research at local, regional, and national honors and / or discipline conferences; c. Presentation of original research at Valencia Research Fair.

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HONORS CERTIFICATE: To preserve honors graduation options for AS students and for students who join the Seneff Honors College well into their Valencia careers, students may be awarded the Honors Certificate if they fulfill the following requirements: (1) Complete at least 12 credit hours of honors work within a maximum of 80 total credit hours; (2) Earn no less than a “C” in each honors class; (3) Graduate with a cumulative GPA of at least 3.25; (4) Attend at least 3-4 activities sponsored by the Seneff Honors College.

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Develop Articulation Agreements

Prepared by: Catharine Penfold Navarro, Karen Borglum, LeSena Jones


Karen Borglum, Falecia Williams, LeSena Jones

Articulation agreements with colleges:


In 2010, we updated articulation agreements with both Embry Riddle and Capella University.

We also created five new agreements:

Asbury College Washburn Webster Embry Riddle Blue/Gold Connection

o The Embry Riddle Blue/Gold Connection is a program that allows students to complete a majority of their general education requirements at Valencia. Blue-Gold students will now have the option of obtaining an AA degree or completing a personalized course transfer guide.

General Education Articulation to Temple University.

We also removed Florida Christian College for our articulation agreements, because they received a warning from the Commission on College.

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 www.valenciacollege.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

The attached document contains the most up-to-date matriculation data from our articulation partners.

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http://www.valenciacollege.edu/aadegrees/CollegeList.cfm

Articulation agreements with Orange County Public Schools:


During 2010-11, Valencia worked with Orange County Public Schools to revise and develop new articulation agreements which provide career ladder opportunities for students who complete postsecondary vocational programs to transition into AAS/AS degree programs.

We have 16 agreements with Technical Education Center Osceola (TECO) that transfer into 14 A.S. and A.A.S. degree programs. Two new agreements were developed with TECO: Digital Design/Graphics Technology and Web Design/CIT & CPA.

We have 25 agreements with Orange County Public Schools Technical Education Centers that transfer into 19 A.S./A.A.S. degree programs. Three new agreements were developed with OCPS Technical Centers: Drafting, Web Development and Digital Audio Production. Six were discontinued due to OCPS discontinuing those programs: Court Reporting/Office Administration, Voice Writing/Office Administration, Web Design/CIA &CPA, Architectural Drafting/Drafting, New Media Technology/Digital Media and Culinary Operations/Culinary Management.


The agreements are reviewed annually or bi-annually.


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.

24

ARTICULATION AGREEMENTS – 2010-11

VALENCIA PROGRAMS OCPS Programs TECO Programs

Accounting Technology 2 1

Building Construction 5 3

Computer Engineering 4 3

Computer Information 2 2

Computer Programming 2 3

Criminal Justice 1

Culinary Management 3 1

Dental Hygiene 1

Digital Media 1

Drafting & Design 2 1

Electronics Engineering 1

Paramedic/EMS 1 1

Graphics Technology 5 1

Hospitality & Tourism 1

Industrial Management 1 1

Medical Information Coder/Biller 9 2

Medical Office Administration 8 2

Office Administration 2 2

Online RN Advanced Standing Track 1 1

Public Administration 2

Sound and Music Technology 1

Total: 21 54 25


25

Build on degree options available on campus via Direct Connect

Prepared by: Beverlee Andrews


Joyce Dorner, Stephen Holmes, (UCF); Falecia Williams, Kathleen Plinske


The following programs are available to students at the UCF Regional campuses at Valencia.

Osceola Campus Bachelor of Applied Science - Criminal Justice Bachelor of Applied Science - Health Services Administration Bachelor of Applied Science - Industrial Operations Bachelor of Applied Science - Information Technology Bachelor of Applied Science – Supervision and Administration Bachelor of Arts - Business Administration Bachelor of Science - Elementary Education Bachelor of Science - Interdisciplinary Studies Bachelor of Arts - Interdisciplinary Studies Bachelor of Science - Psychology Master of Social Work - MSW

West Campus Bachelor of Applied Science - Criminal Justice Bachelor of Applied Science - Health Services Administration Bachelor of Applied Science - Industrial Operations Bachelor of Applied Science - Information Technology Bachelor of Applied Science - Supervision and Administration Bachelor of Arts - Business Administration Bachelor of Arts/Bachelor of Science - Criminal Justice Bachelor of Arts/Bachelor of Science - Legal Studies Bachelor of Arts - Political Science Bachelor of Arts - Sociology Bachelor of Design - Architecture Bachelor of Science Electrical Engineering - Electrical Engineering Bachelor of Science - Elementary Education Bachelor of Science - Interdisciplinary Studies Bachelor of Arts - Interdisciplinary Studies Bachelor of Science in Nursing Bachelor of Science - Psychology

A website is available for additional information West campus: http://www.regionalcampuses.ucf.edu/locations/west_orlando/index.asp Osceola campus: http://www.regionalcampuses.ucf.edu/locations/osceola/index.asp


26

http://www.regionalcampuses.ucf.edu/locations/osceola/index.asp

http://www.regionalcampuses.ucf.edu/locations/west_orlando/index.asp

Any data or results that can be shared that reveal how those involved with this initiative are gauging the success of the initiative:

Florida College Name

Partner College/University Name

Total Upper Division Baccalaureate Degree Credit Hours of Instruction Generated (for FTE purposes)

Summer 2010 (Final)

Fall 2010 (Final)

Spring 2011 (Preliminaryas of 04/01/11)

2010-11 TOTAL

Valencia Community College - Osceola Campus

UCF Bachelor of Applied Science - Criminal Justice 0 72 93 165

UCF Bachelor of Applied Science - Health Services Administration 0 72 93 165

UCF Bachelor of Applied Science - Industrial Operations 0 0 0 0

UCF Bachelor of Applied Science - Information Technology 0 78 101 179

UCF Bachelor of Applied Science - Supervision and Administration 14 116 145 275

UCF Bachelor of Arts - Business Administration 310 1,098 1,274 2,682

UCF Bachelor of Science - Elementary Education 193 293 325 811

UCF Bachelor of Science - Interdisciplinary Studies 21 80 96 197

UCF Bachelor of Arts - Interdisciplinary Studies 0 0 0 0

UCF Bachelor of Science - Psychology 0 821 959 1,780

Valencia Community College - West Campus

UCF Bachelor of Applied Science - Criminal Justice 0 153 181 334

UCF Bachelor of Applied Science - Health Services Administration 0 159 182 341

UCF Bachelor of Applied Science - Industrial Operations 0 0 0 0

UCF Bachelor of Applied Science - Information Technology 80 260 290 630

UCF Bachelor of Applied Science- Legal Studies Track (New 2010-11)

0 168 181 349

UCF Bachelor of Applied Science - Supervision and Administration 171 300 337 808

UCF Bachelor of Arts - Business Administration 1,252 3,334 4,150 8,736

UCF Bachelor of Arts/Bachelor of Science - Criminal Justice (New 2010-11)

80 501 800 1,381

UCF Bachelor of Arts/Bachelor of Science - Legal Studies (New 2010-11)

80 512 590 1,182

27

UCF Bachelor of Arts - Political Science (New 2010-11)

598 940 1,230 2,768

UCF Bachelor of Arts – Sociology (New 2010-11)

323 639 791 1,753

UCF Bachelor of Design – Architecture (New 2010-11)

80 503 521 1,104

UCF Bachelor of Science Electrical Engineering - Electrical Engineering 301 938 605 1,844

UCF Bachelor of Science - Elementary Education (New 2010-11)

161 783 744 1,688

UCF Bachelor of Science - Interdisciplinary Studies 201 446 533 1,180

UCF Bachelor of Arts - Interdisciplinary Studies 0 0 0 0

UCF Bachelor of Science in Nursing 108 451 470 1,029UCF Bachelor of Science - Psychology 2,342 3,311 3,997 9,650

Florida College Total 41,031

As of October 2010 there were 50,070 students with the Direct Connect attribute. Additional data are available regarding growth and degrees (Sonya Joseph provided this information).

28


Create High School Academies

Goal Team: Goal 1, Initiative 13

Initiative Name: Create High School Academies




The Dual Enrollment programs in Engineering offered at Lyman High School and Wekiva High School are continuing, as is the Dance Class at Dr. Phillips High School.


New principles for Dual Enrollment have been developed that will need to be considered prior to adding any new high school academies.


Dual Enrollment 5 year Report

Dual Enrollment Grade Distribution Reports

29


Refine plans for and launch the Collegiate Academy

Linda Downing

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. Currently, Lake Nona currently has 1100 high school students. Of that number, 264 are enrolled in the Collegiate Academy. 8 different courses were offered during the 2010-11 school year. In addition many CA students have participated in online course offered through Valencia.


Recruiting continues for the next academic year, and applications were due on February 15, 2011, at the time of this update the total number received is not available.

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. This year a change to the degree tracks allows for 10 th graders to take both Student Success and Speech, eliminating the Valencia course that was offered during the 9 th grade year. This change allows for the addition of a test strategies course in the 9 th grade year which has proven successful in raising entry test scores.

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 264 students in the Academy.

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

30

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

http://valenciacc.edu/lakenona/


Statewide Articulation and Industry Certification (21st Century skills initiative) with A.S and high school students.

Prepared by: Kimberly Finley and LeSena Jones, additions from Bev Andrews and Joe Lynn Look


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.

The link to the list of programs is http://www.fldoe.org/workforce/dwdframe/artic_indcert2aas.asp

Those that are marked ‘new’ have been recently approved.

31

http://www.fldoe.org/workforce/dwdframe/artic_indcert2aas.asp


Two for All (CJI/CJ A.S.)

Prepared by: Jeff Goltz


Jeff Goltz, James McDonald, Kathy Fedell; addition by Joe Lynn Look


Criminal Justice Technology Specialist Certificate (24 credit hours) approved by the state, will be presented to the Curriculum Committee in January 2011, and implemented for the 2011/2012 academic year.

Credit courses delivered at CJI for easier access for CJ professional (2 courses offered in the fall 2010 semester, 2 courses offered in the spring 2011 semester)


Extensive marketing campaign this spring and summer for the Criminal Justice Technology Specialist Certificate and courses offered at CJI.


Award of credit for Law Enforcement Officer or Corrections Officer Certification in Criminal Justice Technology degree program:

A.S. degree – 74 have enrolled to articulate credits, 23 of these students have graduated

A.A.S. degree - 46 have enrolled to articulate credits, 22 of these students have graduated

Kathy Fedell advises that there are 62 pending files for articulation, 1/3 are active and will pursue credits in the C.J. Technology program.

A decision was made to delay the “sunseting” of the AAS degree in the state, and the committee will ask the state legislature to take up the issue in the 2012 legislative year. The general feeling is that it will be eliminated at that time, but there is no firm date until the legislature acts on it next year.

32

Goal 1 – Initiative #17

Alternative Delivery Planning

The current state of the discussion related to Alternative Delivery at Valencia is reflected in work of the Alternative Delivery Steering Committee (ADSC). Over the past year the ADSC has focused its efforts on the following:

The completion of the revised Alternative Delivery Standards Plan http://valenciacc.edu/oit/ltad/steeringCommittee/standards.cfm). The plan was vetted through the Faculty Council, impacted committees and approved by the College Learning Council.

Monitoring the Blackboard Migration Academic Integrity in the online environment SACS expectations as articulated in the Distance and Correspondence Education Policy Statement The beginnings of an investigation of data related to online and hybrid courses at Valencia and

the development of a research plan Creation of Faculty Development offerings for Academic Integrity in the online environment

Work for the year ahead will include the following:

The implications of the interstate commerce regulations on our Alternative Delivery offerings. The implications of Federal program integrity requirements on our Alternative Delivery

offerings. Continued reflection the SACS Distance and Correspondence Education Policy Statement in

advance SACS Substantive Change site visit in November. The implementation of a research plan to include an investigation of the student experience in

online courses and faculty practices related to the development of hybrid courses Expansion of Quality Matters reviews given the addition of an Assistant Director for Alternative

Delivery Faculty Development Teaching and Learning with Social Media Maximizing Hybrid Learning

Alternative Delivery Planning

33

http://valenciacc.edu/oit/ltad/steeringCommittee/standards.cfm

The Goal Team noted on April 11, 2011 that a subcommittee is looking at assessment processes and procedures for evaluating faculty and courses delivered via alternative delivery. It was also noted that CCSSE does not address on-line courses.

The following data were provided by IR:

Course Offerings and Enrollment by Instructional Delivery Mode for Academic Year 2008

Fall 2007

Spring 2008

Summer 2008

2008 Academic Year

# Unique courses offered online 154 172 151 477# Sections offered online 584 697 550 1831Total enrollment in online 12060 13526 9088 34674

# Unique courses offered hybrid 90 82 66 238# Sections offered hybrid 139 142 115 396Total enrollment in hybrid 2381 2505 1728 6614

# Unique courses offered face-to-face 739 731 521 1991# Sections offered face-to-face 4486 4338 2426 11250Total enrollment in face-to-face 87666 79521 32873 200060

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Spring 2010

Spring 2004

0

200

400

600

800

1000

1200

1400

1600

1800

2000

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

344.2306.4215.4

307.3390.3

316.2427.2

555.3502.1

786.9

952.9

718.9

1194.71327.7

890.1

1510.81582

1018.9

1875.81941.4

4.1%3.6%6.1%3.5%4.8%9.0%

4.9%6.8%

14.1%8.7%11.2%

18.7%11.9%13.9%

20.5%13.8%14.8%

20.2%15.4%16.4%

Growth of Online Instruction

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Fall 2007

Fall 2009


CLAS Graduation Requirement

Marjorie McKillop

Persons consulted to provide updates to this initiative – Alys Arceneaux (Institutional Research), Karen Borglum, Cynthia Cerrato, and Sonja Joseph

The information provided on the report by Karen Borglum last year has not changed and the procedures addressed are still in use. I have attached additional statistical information concerning the way students met the CLAS requirements over time (graduation years 2007 – 2010). The following items are attached to this report:

1) Valencia Community College CLAS Waiver Request Process2) CLAS Waiver Request Form3) College Level Academics Skills Approved List of Courses for English and Math requirement4) CLAS Requirements flow chart5) CLAST Test Results and CLAS Exemptions and Waivers by Academic Year

37

The following are additional statistics provided by the Assessment Office that are not included in the attachments listed above:

Math CLAS Tutorial

Total # of students who have enrolled in the tutorial – 409

# of students who successfully completed the tutorial – 142

# of students who completed the tutorial unsuccessfully – 40

# of students currently in progress – 227

There has been some discussion at the state level concerning the possible cancellation of the CLAS requirement. However, there is nothing in writing and it [is] not known when the decision on this will be made.

38

Goal 1 - Initiative #19.

Program Outcomes & Assessment for all majors – referred to Goal Team 2.


Goal Team: One

Initiative Name: First Year Experience

Prepared by: Adrian Manley/Kurt Ewen


Kurt Ewen


The formal elements of the Foundations of Excellence process concluded in May 2009 when the final report was approved by the College Learning Council

The final report focused 6 themes 1. New Students Transitioning Into Valencia

2. Coordinated New Student Experience

3. Learning

4. Data Collection and Dissemination

5. Faculty and Professional Development

6. Communication


The New Student Experience Committee (NSEC) was charged by the Council Learning Council to oversee the implementation of the of the final report. Because work on themes 1, 3, 4, 5 and 6 is well underway in various areas of the College, the NSEC is currently focusing its attention on theme 2, the development of a Coordinated New Student Experience. The NSEC meets 3 times a year to bring together a wide variety of faculty, staff and administrators to focus on identifying gaps in the new student experience, identify solutions and strategy for implementation.

39

Goal 1 - Initiative #21

Enterprise Resource Planning System

This work is in its initial stages, per Kurt Ewen.


Alignment of AA/AS Curriculum

Joe Lynn Look

The following is from an email sent to faculty from Karen Borglum and provides an update:

As you may know, the Collegewide Curriculum Committee (CCC) has been reviewing the General Education Curricula for three years. At our October 13 meeting, we made recommendations toward aligning our A.A./A.S./A.A.S. General Education curricula. By "aligning" we mean that we should have one General Education curricula and not one for the A.A. degree, and an additional one for A.S./A.A.S degrees. Having two different lists of General Education courses causes confusion for students and is not consistent with the fact that General Education is a single program collegewide. Please note that the recommendations for removing courses from General Education does NOT mean deleting the recommended courses from the catalog. It is also important to note that these recommendations are not going to change the required hours within the General Education program. This e-mail and the attachments are designed to explain how these recommendations were established, and to offer each of you a voice in our decision making.

History

1. December 2007 Faculty Council approved the attached General Education Principles and Procedures document (see attachment 1).

2. November 2008 General Education Summit held.

3. June 2009 the CCC was given a homework assignment to review all 28 state/community colleges in Florida.

4. September 2009 homework reviewed by CCC, and subcommittee set up to review all information. The volunteers from the Collegewide Committee to serve were: Catherine Espenscheid, Dan Dutkofski, Falecia Williams, and Karen Borglum.

5. November 2009 the subcommittee met with UCF representatives to discuss the Gen Ed courses that were different in Valencia’s A.A./A.S./A.A.S. curricula. The subcommittee asked UCF to determine what Valencia Gen Ed courses would transfer to UCF (see attachment 2). Yellow coding indicates courses that are missing from either the A.A. or A.S./A.A.S. Gen Ed curricula.

6 January 2010 received feedback from UCF regarding courses that would transfer in as Gen Ed courses (see attachment 2). Purple coding indicates courses that will transfer into Gen Ed at UCF.

7. August 2010 report run from SCNS (Statewide Course Numbering System) to see what each institution in the state offers as Gen Ed.

40

8. September 2010 subcommittee met again to review state course report, UCF information, enrollment numbers for course identified as not aligned, and A.S. degree program requirements.

9. October 13, 2010 the CCC met to review subcommittee recommendations, and to determine a course of action for collegewide feedback.

Research Used

1. General Education requirements of all 28 state colleges/community colleges

2. A.S. degree program requirements

3. Enrollment numbers for courses not “aligned”

4. SCNS report on Gen Ed courses

5. Gen Ed Principles and Procedures guidelines

6. UCF feedback

Additional detailed documents are available.

41

Goal 1 - Initiative # 23 ReportDevelopmental Education Initiative

I. Goal Team: Building Pathways: OneII. Initiative Name: Developmental Education InitiativeIII. Prepared by: Elizabeth RennIV. Person(s) consulted in obtaining information about the status of this initiative:

Nick Bekas (Cathy Penfold-Navarro, Robyn Smith, V. Summary of progress made on the initiative to date:

a. Supplemental LearningValencia is continuing to grow our Supplemental Learning (SL) program, developed as one of our strategies for Achieving the Dream. Supplemental Learning (SL) is a program that places successful students as “Learning Leaders” into historically “high risk” courses. An SL class is supported by small group sessions led by Supplemental Learning Leaders who are selected because they passed the course with a high grade. SL leaders attend class and are available outside of class to assist 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. Students who participate in these sessions tend to have increased retention and success rates (C or better).

b. LinC: Learning in CommunityValencia is also continuing to grow 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 create and implement at least three integrated lesson plans.

Since 1996, Valencia Community College (VCC) has studied and experimented with several versions of learning communities; and, since then, has expanded and centralized the coordination of the Learning in Community (LinC) programs by creating the position of Director of LinC Programs who coordinates marketing, training, and operations of all LinC courses. The coordination of LinC programming is key to creating a successful program.

The National Initiative of Achieving the Dream supported this effort of coordination. Today, VCC offers 44 LinC pairs college-wide and is working on the development of a hybrid LinC training course for faculty and staff.

c. Bridges to Success (BTS) Program

For 25 years the Bridges to Success Program (BTS) has provided a wide range of support services for minority and socioeconomically disadvantaged students who need assistance in getting through college. We are committed to helping all students become

42

successful in achieving their education and career goals. The Office of Bridges to Success is responsible for working with diverse populations to assist with the post-secondary transition from application to enrollment and graduation and to assist the college in creating an educational environment that supports the success of these students.

For students, the “road to success” can be challenging as many must balance academic course work, responsibilities and personal life. 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. As part of DEI, BTS works within the college to provide services and programs of interest and benefit such as mentoring and co-curricular experiences, focusing on improving the success rates of this diverse cohort of students.

d. 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. Valencia faculty, staff and administrators came together at a Summit to discuss college readiness. The goal of the meeting was to recognize that all students are developmental and that all students need development in order to be college ready. At the Summit, the following College Success Skills were identified as essential to Developmental Education Initiative

Critical Thinking Reading Motivation Note-Taking/Study Skills Goal Setting

Teams of faculty in reading, writing, and math learned about “integrated learning” and revised the course outlines for all developmental courses to infuse the above college readiness skills into the course outlines. After analyzing and revising the course outlines and making sure they aligned with college level courses, faculty in reading, math, writing, humanities and speech created two integrated assessment plans focused on two separate college success skills. These plans were implemented in fall 2010 and form the basis for DEI’s curriculum work this spring 2011.

VI. Information about upcoming work on the initiative:a. Creation of REACH:

43

This initiative is an outgrowth of the successes we have experienced in the LinC, BTS, and Infusion initiatives. REACH is a new cohort-based student learning community that will begin fall 2011 on the Osceola campus. 4 required classes (reading, writing, math, student success) Limited to 75 students – 3 groups of 25 students 25 students in courses together 6 faculty working together to create an integrated learning experience inside and

outside the classroom Accelerated to college-level courses in 1 term Fall, Spring and Summer – pre-registration 21 college level credits earned by the end of the first year (including summer term) Meets full financial aid requirements

The underlying principles which informed the design and implementation of REACH are as follows:

Faculty are responsible for the success of each student Faculty will have more contact with students inside and outside the classroom Personal connection will lead to more time on task Continuity will be a primary goal over students’ first year Co-curricular activities will be integrated within the curriculum Faculty will be involved in the co-curricular activities Faculty will advise students on their academic/career goals

b. PERT Prep:

Support of the creation of a new online test-prep course for students to prepare for the PERT to help ensure appropriate placement.

VII. Any data or results that can be shared that reveals how those involved with this initiative are gauging the success of the initiative:

Measuring success, retention, persistence rates for students involved in these initiatives compared to non-participants.

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LifeMap Faculty Project


Initiative Name: LifeMap Faculty Project

Prepared by: Joyce Romano

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


The Spring 2010 Faculty LifeMap project was completed and samples of the faculty’s integration of LifeMap into course curriculum was included in the printed LifeMap Faculty Guidebook. LifeMap including the new campaign was presented to faculty at the Destinations 2010 Student Success workshop. The Developmental Education Initiative Summit in November 2010 also included presentations on LifeMap from faculty.

Another Faculty LifeMap faculty project was conducted in Fall 2010 with 9 faculty participants who implemented LifeMap learning opportunities into courses in Spring 2011.


The on line repository of faculty LifeMap curriculum is still being discussed.


45

Initiative #25 Report

College Transition Program Initiatives


Jessica Morales


We have carried out all our recruit plans thus far (previously submitted and attached for reference).


Transitions will be reviewing their recruitment plan and creating a new one for the 2011-2012 academic year in June. We have discussed the possibility of adding a Spring Open House. We are also partnering with Marketing and Strategic Communications on adding communication to prospective students to respond to their request for information on Valencia as they are navigating their college search process.


New reports will not be generated until this summer. We also look at the market share report created by Institutional Research to gauge the progress of our efforts.

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Bridges to Success Expansion


Initiative Name: Bridges to Success expansion



Dr. Tanisha Carter, Linda Downing


The number of students admitted in summer 2010 grew to over 300, however only 279 followed through with the admission offer and enrolled. This will be made up by admitting additional students in summer 2011.

A Director was hired and is in place. An Advisory Committee was established, and the criteria for admission was reviewed, with new rubrics and admission processes put into place. The Advising position on East Campus was extended to full time, and a part time Advisor was added to the Osceola Campus. A Parent Committee was established to increase parental interest and engagement with the Bridges program.

A Bridges newsletter and Facebook page were created to improve communication, and a mailing list of area churches and non-profit organizations with compatible missions was created


The admission cycle for 2011 is underway. The Osceola Campus position is expected to be increased to full time as of July 1, 2011.


Data are being collected as part of the Developmental Education Initiative Grant.

47

Initiative #27 is a duplicate of #16, and was removed.

(Two for All program at CJI)


Probation

Prepared by: Diane Dalrymple


Cheryl Robinson, Joyce Romano, and Julie Corderman


The current plan in place has allowed for reflection and an opportunity to refine the process to better serve probationary 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 an 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.

Valencia often limits the number of credit hours a student can take in order to focus their academic energy. Julie Corderman worked with Institutional Research to develop a report on the success of students after they have met with the advisor and completed a subsequent term. The attached data set is from the Spring 2011 term.

This information has led to a new probation process. Three people from the Student Services Department went through Destination during the Summer of 2010 to develop a new probation process. The pilot program is currently being tested at the Winter Park Campus. This new system includes a Blackboard course with different success topics. Another feature is to limit the classes a probationary student can take. This program will be piloted this Summer 2011 and is planned to be rolled out college wide in one to two years after the process is refined.

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P1=1180

P2= 420SU=66

Academic Status Totals-Registered 201120

P1P2SU

P1=6476

P2= 2134

SU=1005

Academic Status Totals-Not Registered

P1P2SU

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A.A.A.A.S. A.S.

Vocational

T-Certi

ficates

Transie

nt

Personal

Dual 0

200

400

600

800

1,000

1,2001051

36

463

7 15 1578

1

P/S by Academic Path

Students

Cardiova

scular

Dental

Hygien

e

Sonogra

phy

Radiogra

phy

Respira

tory LPN

Nursing

Total

0

50

100

150

200

250

2 12 15 205 5

151

210

P/S for Allied Health Pending

Students

50

P1

P2

SU

Total

0 200 400 600 800 1000 1200

655

253

49

957

A.A. General Studies by Status

Students

20010 End of Term Results

Start Term CUM GPA Attempted Hours Completed Hours Term GPA

P1 1.92 9.83 5.42 1.3

P2 1.70 8.07 4.96 1.72

SU 1.85 8.47 4.29 1.14

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