Big Meeting March 19, 2010 Goals 1 and 2 Table Discussion Notes Table: 1 Objective: 1

Table: 8

Objective: 1.4 - Align plans for the Associate in Arts and Associate in Science degree programs,

and the resources to support them, with the economic development needs of the region.

Recorder: Ty Johnson

• 
  Need to develop coordinated sequence of programs that may support student transition from the associate degree to the bachelors degree
  
• 
  Develop transition plans for AA and pre-majors for Workforce Development and economic demand
  
• 
  Stronger and more defined partnerships with the community to off-set dollar resources needed for faculty and/or equipment and develop some sort of reciprocity for their willingness to participate as a partner
  
• 
  Expand recruitment of “donation” of industry professionals as adjunct professors not only to reduce instructional cost, but also to strengthen our relationship due to communication and alignment of skills and learning objectives
  
• 
  Increase efforts to make transparent to students and community which programs and clusters are located on each of the campuses
  
• 
  Establish principles for program development, location and expansion
  
• 
  A system to better inform students and staff of place bound program assignments
  
• 
  Language of the target of the objective is not clear for many staff and students
  
• 
  STEM initiatives need to be better defined and agreed upon
  
• 
  Better branding of campus based programs
  

Table: 9

Objective: 1.5 - Increase access to associate degree and higher programs through university

partnerships, scholarships and financial support, and through the addition of Valencia campuses and locations in growing service district areas that are relatively distant from existing campuses.

Recorder: Barbara Shell

• 
  Access
  
  • 
    Short term target
    
    • 
      More than getting a scholarship
      
    • 
      Students need to learn to live within a budget to manage funds
      
    • 
      Financial literacy skills – teach
      
    • 
      Many don’t learn literacy skills at home
      
  • 
    Online classes
    
    • 
      Inadequate equipment for success
      
    • 
      Educate students for success
      
  • 
    Expand capacity in line with enrollment plan
    
    • 
      Try to fill every spot (don’t turn students away if possible)
      
    • 
      Analysis of classes, numbers of students, location times, maximize class access
      
    • 
      Help students plan and pay as soon as register for courses (missing deadlines)
      
    • 
      Deadline for payment is close to class start (can result in missing deadline and class is not full
      
    • 
      Financial aid assistance with meeting deadlines for payment
      
    • 
      Students see deadline as payment day rather than last chance to pay
      
    • 
      Need education for st6udents about payment deadlines
      
    • 
      Students don’t check follow-up email attempts to often miss reminders
      
    • 
      OIT has implemented, transfer process has been streamlined, email to deans
      
    • 
      Out of state students don’t know Florida law (Gordon Rule)
      
    • 
      Students often comment on and appreciate level of developmental advice they get from us (faculty/staff)
      
    • 
      This helps the student be successful
      
    • 
      Some faculty see developmental advising as someone else’s job and we need to get beyond this
      
    • 
      Technology could be used (videos created that can be assigned by faculty members)
      
    • 
      Financial aid TV is being used by many students that answers what they need to know quickly – development advising can be helpful in this way, too
      
    • 
      Most are reluctant to advise about financial issues due to lake of expertise
      
    • 
      Students need to know how to work on scholarship and financial aid applications (need to be worked on regularly)
      
    • 
      Faculty can include skill development in their curriculum
      
    • 
      Learn to write letters for scholarship application
      
    • 
      Expand to general education classes
      
    • 
      Online increase be don thoughtfully
      
    • 
      Don’t set students up for failure
      
    • 
      “Two for All” CJI initiative – goal is to education law enforcement using/maximizing available resources (adult learner target)
      
• 
  Suggested measure
  
  • 
    Track online offerings
    
  • 
    If we increase numbers, we can have negative impact if they aren’t prepared for online
    
  • 
    It would increase capacity
    
• 
  Why are students not receiving scholarships
  
  • 
    Suggest to add measure
    
  • 
    Not applying
    
  • 
    Don’t know how to apply
    
  • 
    Applications not well-prepared
    
  • 
    Add to how would be accomplish this
    
  • 
    Faculty letters of support need faculty education, role model examples of appropriateness
    
  • 
    FLIRT education helping tremendously
    
• 
  How would we accomplish
  
• 
  Faculty development on how to provide support for students seeking scholarships
  

Table: 10

Objective: 1.5 - Increase access to associate degree and higher programs through university

partnerships, scholarships and financial support, and through the addition of Valencia campuses and locations in growing service district areas that are relatively distant from existing campuses.

Recorder: Rachel Waite

• 
  Access
  
  • 
    Name concerns
    
    • 
      Comments and suggestions
      
    • 
      Opportunities and challenge before us
      
• 
  Under represented fields – Earth Science
  
  • 
    Only one associates program in science on West – Horticulture
    
• 
  How can be let students know that what they are doing here feeds into other Florida universities
  
• 
  Electronic system is already in place to help students build a transfer plan
  
  • 
    All pre-regs are listed
    
• 
  Teaching Student Success has taught me where all of these resources are at the college
  
• 
  What is already going on in terms of access – we need to assess what we are doing at Valencia
  
• 
  Students like some face to face and some online
  
• 
  Let’s be realistic about access – who are we going to serve
  
  • 
    Are we going to continue to be open access
    
  • 
    We could grow dual enrollment if we had the funds
    
  • 
    We cannot grow because we do not have the funds
    
• 
  Let’s get as much mileage as we can out of the programs we already have
  
• 
  Customize programs for various students – some online some fact to face
  
  • 
    Customize access
    
  • 
    The personal touch balanced with technology
    
• 
  Access equals better communication
  
  • 
    We have to communicate better to students now
    
  • 
    Access is available
    
  • 
    We have to prioritize access due to cost
    
  • 
    How can we meet the needs or dreams in line with costs and collars available
    
• 
  Pick up some of the bachelors programs that UCF is not offering
  
  • 
    Example: GIS program, certificate program
    
  • 
    This is not offered at UCF
    
  • 
    We have a GIS lab on West Campus
    
• 
  Program development to meet needs of students
  
  • 
    What is not offered at UCF that we can offer
    
• 
  Become more active in providing alternatives in terms of textbooks
  
• 
  Extra training
  
  • 
    Colleagues in many of the services at the college
    
  • 
    Get all of us out of the silos
    
  • 
    How can be distribute information across the college
    
• 
  Allow faculty to cheerlead and help raise funds for their own programs
  
  • 
    Raise capital for program development and resources
    
• 
  Apply for grants
  
  • 
    Allow faculty time to do this
    
• 
  FLIRT is good idea – very useful
  
• 
  CJI partnership very positive
  
• 
  Enrollment/growth plan is a work in progress
  
  • 
    How many students do we think we can support
    
• 
  Student cohorts and the costs to educate them vary
  
  • 
    It costs more to educate some people, less others
    
  • 
    Managing enrollment to cohorts
    
• 
  Enrollment
  
  • 
    Dual enrollment does not require tuition
    
• 
  As a part of tracking online offerings also:
  
  • 
    We want to try to meet these objectives but we want the subtle details of the enrollment plan to be addressed
    
  • 
    What is the percentage of each cohort that will be represented at the college
    
    • 
      International students\online
      
    • 
      Dual enrollment
      
    • 
      Out of state
      
    • 
      Face to face
      
• 
  The plan looks good
  
• 
  Move FLIRT to the short term goal
  
  • 
    We suggest a change in the long-term target
    
    • 
      College will be accessible to all in our district via campus locations and/or alternative delivery system, and financial literacy/need will not be a barrier to attendance.
      
  • 
    The FLIRT program will help many students prioritize it
    
• 
  All looks good
  

Table: 11

Objective: 2.1 - Develop, align, and review program learning outcomes to assure a cohesive

curricular and co-curricular experience that enhances student learning.

Recorder: Carin Gordon

• 
  Consensus
  
  • 
    Need for basic skill sets for all students
    
  • 
    Industry expert tell department what industry is looking for
    
  • 
    Determine what industry requires even for liberal arts majors
    
  • 
    Stress communications skill in all programs
    
  • 
    Provide tutoring and financial resources to ensure students stay on path
    
  • 
    Encourage and support SL and LINC courses
    
  • 
    Find support for higher level tutoring
    
  • 
    Assist students in developing discipline to help ensure success
    
  • 
    Encourage students to participate in activities beyond classroom that advance program/course outcomes
    
• 
  Concerns
  
  • 
    Students being able to complete prep classes
    
  • 
    Continued focus on prep
    
  • 
    Should outcome levels vary based on program, i.e. honors
    
  • 
    Concern that special emphasis needed for students/disabilities
    
  • 
    Diverse student body creates challenges
    
    • 
      University path
      
    • 
      Job training
      
  • 
    How difficult is it to create program outcomes for someone going onto liberal arts
    
• 
  Consensus
  
  • 
    An incentive program that encourages students to participate in activities that enhance their development
    
  • 
    Ensure program outcomes incorporate life skills to ensure success and lifelong learning
    
  • 
    When a student graduates from Valencia, what will that mean – program competencies
    
• 
  Program outcomes need to ensure consistency in level taught by faculty
  

Table: 12

Objective: 2.1 - Develop, align, and review program learning outcomes to assure a cohesive

curricular and co-curricular experience that enhances student learning.

Recorder: Julie Corderman

• 
  I thought it was already underway
  
• 
  AS programs already looks at their programs every five years
  
  • 
    Make changes as needed
    
  • 
    Easier in some ways because it is externally driven (industry)
    
• 
  Question is how do we translate this work over to AA
  
• 
  Course outline builder can help define outcomes
  
• 
  Learning outcomes need to be pushed out further like to adjunct
  
  • 
    There is a disconnect here
    
• 
  Some areas need to be reviewed more frequently than others
  
• 
  Is the list going to be even current and relevant by 2013
  
  • 
    It is constantly evolving
    
• 
  Do we have to do outcomes for new four year programs as well
  
• 
  Can outcomes meet all the needs of different types of students
  
• 
  How specific/general are these outcomes going to be
  
• 
  May be harder to get faculty by-in on AA side because no real external pressure
  
• 
  Figure out how to measure progress is challenging
  
• 
  Suggestion – try out with a smaller pilot group
  
• 
  Are we keeping our partners (UCF) in the loop and are we preparing them in ways that will have them being success at UCF
  
• 
  Our stats are telling us the Valencia students are struggling at UCF
  
• 
  Consensus
  
  • 
    Challenges with fact we are dealing with lots of variables in students and classes as well as it is a moving target (each year the programs change)
    
• 
  Concern
  
  • 
    Our students are not able to perform strongly at the university level
    
    • 
      What are we missing
      
    • 
      How are you getting faculty buy-in
      
    • 
      If a faculty does not like a particularly competency
      
      • 
        How will they be held accountable for imbedding it in their course verses just pay lip service to it
        
    • 
      How do we communicate ideas across disciplines
      

Table: 13

Objective: 2.2 - Increase the percentage of students writing at the college level.

Recorder: Liza Schellpfeffer

• 
  First assessment in Comp 1 have rubric with five criteria cumulative effort from many instructors to develop this rubric
  
• 
  There is support on East and West Writing Centers to assist students -- students are aware
  
• 
  Students (English as a second language) have contracts to come and pass EAD exams
  
• 
  We need to find out
  
• 
  Prerequisites
  
• 
  How do you measure writing in math class
  
  • 
    I have students in my math class that do reports and have to write in complete sentences
    
  • 
    I don’t know if all math instructors do this
    
• 
  Common assessment made of students done at lower levels for EAP
  
• 
  What I notice with spell check, students don’t know how to spell
  
  • 
    More common to see writing errors in daily publications
    
• 
  Number 3 – Writing center we have is – is it enough
  
  • 
    If not, where is the funding coming from to increase standards/availability
    
• 
  What is appropriate college level writing
  
  • 
    Sentence fragments, run on sentences are bothersome when grading
    
  • 
    Minor spelling and minor grammar doesn’t bother as much
    
  • 
    Subject and very should at least agree
    
• 
  Across all learning fields we should have the expectation of college level appropriateness (all fields, math, English, biology, etc.)
  
• 
  Adjuncts and fulltime instructors come together for collaborative time to help establish common goals/best practices
  
  • 
    Helps to establish unity within department – then across fields
    
  • 
    Once rubrics are developed need to keep common across fields
    
• 
  Students still have tunnel perception that they have to have strong writing for English courses, but can slack in other courses like chemistry.
  
  • 
    Carry appropriate college writing guidelines across fields
    
    • 
      Will increase their own perceptions
      
• 
  Suggested short term measure
  
  • 
    A list of writing levels will have been established
    
  • 
    Need to add
    
    • 
      With collaboration of others (instructors from other areas)
      
    • 
      Within disciplines/fields of study
      
    • 
      Properly circulated to entire (especially adjuncts) college community
      
• 
  We need a continuous improvement plan after the first assessment has been established
  
  • 
    Check to see if improvements over time
    
  • 
    With vision of keep improving/increasing levels
    
• 
  we have a mentor in our department
  
  • 
    I pair instructors for our department
    
  • 
    Welcome back with various sessions help pair instructors
    
• 
  Does good writing look different in various disciplines
  
  • 
    At associate level don’t think it necessarily looks different
    
• 
  If students are in difference classes (math and science) academic English guidelines should be the same.
  
• 
  As coordinator assign mentor to a group of adjuncts within a specific course to help keep lines of communication open
  
  • 
    Every tenured professor could have a group of adjuncts to oversee
    

Table: 14

Objective: 2.2 - Increase the percentage of students writing at the college level.

Recorder: Jane Wiese

• 
  College level writing
  
  • 
    Increase the percentage of students writing at the college level
    
• 
  Disconnect with students actual level of writing and college level courses in other disciplines
  
  • 
    Impact of financial aid
    
  • 
    Have to take 1,000 or 2,000 classes, yet have not completed prep classes, yet have not completed prep classes
    
  • 
    Is there data available which identifies success rates of prep students taking college level classes prior to meeting the college level writing requirement
    
    • 
      12 credit hours equals more financial aid than 9 credit hours or less – so try to take classes outside prep in order to get more funding
      
• 
  Assessment of writing levels no longer done college-wide – substituted random testing
  
• 
  Currently a college-wide committee is investigating and researching writing assessment (discipline teams)
  
• 
  Technical certificates often don’t include Comp 1 requirement (substitute OST 1335 – Business Communications)
  
• 
  Currently have a four point rubric for scoring writing samples
  
• 
  AS and Certificate Programs have a limited number of hours
  
• 
  Need to assess level of writing appropriate for certificate and degrees by discipline
  
• 
  Possible need for technical writing course
  
• 
  Suggested measures
  
  • 
    1 – OK
    
  • 
    2 – Maybe more specific to say assessments should be appropriate at each “level
    
  • 
    3 – OK
    
    • 
      Well underway at campus writing centers and SL (supplemental learners) program
      
  • 
    LINC courses for matching technical writing to specific majors
    
  • 
    Encourage writing across the disciplines
    
    • 
      Develop “models” in various disciplines
      
• 
  Noted the large percentage increase in AS, certificate seeking students
  

Table: 15

Objective: 2.3 - Increase the percentage of students who complete the math sequence within two

years. (Completion is defined as successfully completing the highest level math course required for a program of study. The two-year measurement period begins upon entrance to the College.)

Recorder: Louise Pitts

• 
  Completion of Mathematics
  
  • 
    Agree with objective and targets
    
  • 
    How many withdraws
    
  • 
    Why
    
  • 
    Additional suggested measures/strategies for achieving target
    
  • 
    Completion of math dependent on reading ability
    
    • 
      To what degree
      
    • 
      Bundle - LINC, Reading, Math, Student Success
      
  • 
    Strategic Issue 7
    
  • 
    More mentoring
    
  • 
    Mechanisms available to help students apply for scholarships as addition to AA
    
  • 
    Student retention of math concepts from one course to another if student takes a term break in progression
    
  • 
    Sequencing of courses
    
  • 
    Implementing of alert system if student deviates from their plan
    
  • 
    Bridges – maybe link students and include in Bridges type program through technology verses face to face
    

Table: 16

Objective: 2.3 - Increase the percentage of students who complete the math sequence within two years. (Completion is defined as successfully completing the highest level math course required for a program of study. The two-year measurement period begins upon entrance to the College.)

Recorder: David Sutton

• 
  Teacher student match helpful
  
• 
  Excellent teaching for people who have difficulty with math
  
• 
  Students are more successful when only taking math – concentrate on math
  
• 
  Need research for pairing prep courses with other front door courses
  
• 
  Encourage (mandate?) students not to put off completing math courses
  
• 
  Establish a pace for completing math sequence
  
• 
  Bridge gap between high school math and college math
  
• 
  Math literacy in general is a problem compared to the rate of English literacy
  
• 
  Presently not getting the math in high school to prepare them for college
  
• 
  Quality of faculty should be reviewed
  
• 
  More training for adjuncts – they teach most of the prep courses
  
• 
  Students should prepare for test in similar environments in which they will be tested
  
• 
  One track in Destinations for the purpose of preparing faculty for the tasks of help students to complete in two years (include adjuncts)
  
• 
  Associate faculty program – use to provide further training for faculty, mindful organization of material in program to achieve this goal
  
• 
  Recognize the necessity of combining content knowledge with good teaching approaches
  
• 
  Best practices – shared among faculty
  
• 
  Critical thinking development in general can have indirect effect on student math ability
  
• 
  Observation of teaching rather than use course evaluation
  
• 
  Mentor adjuncts more effectively paid/compensation
  

Table: 17

Objective: 2.4 - Increase the percentage of students mandated into developmental courses who complete within three years the first 15 college level hours of their programs of study. (Developmental courses are defined to include MAT1033C.)

Recorder: Valerie Burks

• 
  Name questions/concerns – challenges/opportunities
  
  • 
    Thinking of what we mean by “Dev”
    
    • 
      How long typically would it take
      
    • 
      Reading 1 and 2 – Comp
      
    • 
      How to move through the process
      
  • 
    It is a challenge, but several college programs exist
    
    • 
      Tutoring Center, etc.
      
  • 
    If they don’t move quickly through developmental, students get frustrated and tend to quit
    
  • 
    Data actually shows that students do better if allowed to take college-level classes while in developmental (i.e. speech) so they feel like they are making progress
    
  • 
    Math is the “Big Elephant” that holds students back
    
    • 
      Strategy: Infuse Student Success Skills into developmental math classes
      
  • 
    How to keep students mandated into several levels of developmental from being frustrated
    
  • 
    Course integration of students success skills
    
  • 
    Cohort measure of assessing success
    
  • 
    Withdrawal policy
    
    • 
      WP/WF no more
      
    • 
      Motivation for students to “be on top” of their own academic progress
      
    • 
      It is difficult to do cross-institutional data comparisons
      
    • 
      Valencia had low level of D and F as compared to W’s of several flavors
      
    • 
      New p9licy will make it easier to identify and intercede with at-risk-students
      
  • 
    State mandated college placement testing
    
    • 
      Changes may lessens some of the development burden on the college
      
• 
  Consensus: SL/LINC will assist
  
• 
  Online presence of information to students
  
• 
  Anything not included that you feel should be included
  
  • 
    Why no mentions of supplemental instructions/learning centers
    
• 
  Financial Aid link
  
  • 
    Satisfactory progress
    
  • 
    150% standard
    
  • 
    1) SL/LINC a good target for achieving the long-term target
    
  • 
    2) Financial Aid – yes
    
  • 
    3) Withdrawal – not as clear a causal link (in our mind) between this short-term target and the long-term targets
    
  • 
    We need data on why they leave
    
• 
  “Success Coaches” at Winter Park provided individual attention to students
  
  • 
    Is this feasible on other campuses
    
  • 
    Probably not – it even became unwieldy at Winter Park
    
• 
  Lack of general knowledge about resources available at Valencia for struggling students
  
• 
  How do we use new technology to help students feel connected and increase success rates
  
• 
  What about the possibility of virtual advisors
  
• 
  General questions concerning new technology
  
  • 
    Do the targets adequately account for the way students will think and do business in the next three years
    
• 
  Discussion of the infusion of student success skills throughout the entire Valencia curriculum