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

Table: 18

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: David Rogers

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  Increase percentages of students mandated into developmental courses who complete another three years of first 15 college level
  
  • 
    SL/LINC courses are working
    
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    Concern about the work load of faculty ($,300)
    
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    The balance between integration of classes and cost
    
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    The questions of resources
    
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    Limitation
    
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      Determining classes
      
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      2041 Govt. and student Success
      
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      Marriage between faculty
      
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      Faculty who want to be included
      
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  Supplemental learning – when the fit is good it works
  
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  SL leaders are assigned one week before class
  
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  SL pairings ($9.34) guidelines for faculty and would allow faculty to identify prospective SL initially and include training as a classroom
  
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  Withdrawal policy
  
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    Lack of understanding of the grad forgiveness program and transfers prior to degree
    
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    Complete the degree needs to be the mantra
    
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    Withdrawals would encourage
    
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      Survey response
      
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      Contact with professor
      
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      Student Success does remind students of grade forgiveness issues and withdrawal
      
  • 
    Add a withdrawal notification with a survey response to identify cohort
    
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    Information DEI
    
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      Learning Communities
      
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      4 courses
      
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      SLS
      
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      Dev. and college
      
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  Curriculum alignment – for a pathway
  
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    Infusing SLS skills in Developmental and General Education courses
    
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    Increase link between, SSL, LifeMap and courses
    
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  Summary
  
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    The table’s consensus was that the Short Term Targets 1, 2 and 3 are valuable contributions to the Long Term Target.
    
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    The programs aligned are the clearest ones that would help accomplish these goals
    
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    The measures for the Short Term Targets will move us toward the goals
    
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  Concerns
  
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    Increases of SL/LINC do affect faculty work loads
    
  • 
    This important to integrate class
    
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    Increase and resources (people and capacities)
    
  • 
    SL increases should not ignore the effectiveness of a good connection between faculty and student leaders
    
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      Guidelines for faculty are the duties of the SL student leader
      
      • 
        Would allow faculty to identify potential student leaders during their initial experience with the class
        
      • 
        These students would know the opportunity is available and would “learn” the habits of a good SL leader for the subsequent term
        
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  Cohort measures of withdrawal rates are not as granular as could be
  
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  Students who withdraw should be surveyed (as should faculty) to allow more data to be collected particularly at the developmental level
  
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  Brief, online survey triggered by a student’s withdrawal would contribute to the quantitative data needed for finer understanding of why a student withdraws
  
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  Many students are not fully aware of how withdrawal impacts financial aid, the college’s forgiveness policy and the transfer of credit (either without a Valencia degree or with one)
  
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  Be a completer
  
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  Clarifications would help students make more knowledgeable choices (SSL classes do this already)
  

Table: 19

Objective: 2.5 - Close achievement gaps among students from diverse backgrounds in completing six key courses, leading to increased persistence and program completion rates. Note: The six courses are: College Prep mathematics Pre-Algebra (MAT0012C) and Beginning Algebra (MAT 0024C), Intermediate Algebra (MAT1033), and “gateway” courses, Communications (ENC1101), Political Science (POS2041), and College Algebra (MAC1105).

Recorder: Danielle Boileau

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  What has changed
  
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    Gaps started to close and then widened again
    
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    Is it due to large numbers returning to college due to economic issues
    
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    An influx of non-traditional students
    
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  Research must be intentional
  
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    ATC data team has transitioned to College date team
    
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    The work continues
    
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  Can we make the first target more specific
  
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    Rather than just conducting research we need a specific research plan – we need a specific research plan
    
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  Data discussions should be collaborative, open and disciplined
  
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  In determining socio-economic status, suggestions on how to do so have been made but not implemented (FAFSA information, zip code analysis)
  
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    What do we do with information once we have it
    
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  Where do we want to expand the definition of diversity
  
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    What should be included
    
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  Many students do not have the background to negotiate the initial enrollment process
  
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    How do we provide this support to those that don’t have this at home
    
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    Group believes socio-economic status could be a good predictor of who would need this support
    
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  DEI work is already expanding the definition of diversity.
  
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    What is the purpose of expanding the definition of diversity
    
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    What about our students who belong to multiple diverse groups
    
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    Are we looking at the connection here
    
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    We need to look at all courses where underdeveloped reading skills could be an impediment to success - not just labs and pre-regs
    
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  If we put pre-regs on everything, what will students take
  
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    We need to figure out how to support students where they are without being too restrictive of access
    
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    We need to have a real solid plan of research to address our needs
    
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  2.1 - What will be considered a program beyond those that have already been defined for us (AA, AS, pre-majors, etc.)
  
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    Do we include other things line Honors
    
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    Could this be more clearly defined in Short Term Target #1
    
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    If something has outcomes, is it automatically considered a program
    
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    Important that things are both designed and implement and assessed for effectiveness so we can improve
    
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    We like that this is explicitly stated
    
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    Cycle is about putting process down on paper as a starting point
    
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    Consensus
    
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      Testing
      
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      Look at things as a starting point
      
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      It will be assessed and improved
      
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  2.2 – College-wide rubric for written communication
  
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    Considering the levels on the rubric
    
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    Where should students be based on their educational goals
    
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    Our students in technical certificates
    
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    Do they need writing skills – maybe so
    
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    Should not we also be preparing them for what might come next
    
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    We have the rubric but it has not been accepted college-wide
    
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    It is being shared more widely among faculty to provide students with a common experience regarding expectations of the writing experience
    
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  2.3 – How do we help faculty to feel more confident talking to students about how to successfully complete their math sequent
  
  • 
    More “LifeMap” stuff (staying on task, not taking time off between courses, etc.)
    

Table: 20

Objective: 2.5 - Close achievement gaps among students from diverse backgrounds in completing six key courses, leading to increased persistence and program completion rates. Note: The six courses are: College Prep mathematics Pre-Algebra (MAT0012C) and Beginning Algebra (MAT 0024C), Intermediate Algebra (MAT1033), and “gateway” courses, Communications (ENC1101), Political Science (POS2041), and College Algebra (MAC1105).

Recorder: Julie Balassa

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  Access to college
  
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    ATD – peer mentors
    
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    Prep make courses more accessible, introduces students to resources such as SPA and Compass
    
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    Overall seems to be working especially in the work area
    
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    Math is a step by step building process, important to keep up
    
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    Early Alert – instructor refers student to counselor
    
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    Faculty pays attention to student’s needs and progress
    
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    Counselor or advisor contacts students to come in – some do not respond
    
  • 
    Do faculty learn about available resources
    
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    Has SL been expanded
    
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    Discussion of how SL works
    
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    Students realize it is not bad to make use of resources
    
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    Are gap statistics different from campus to campus
    
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    Statistics generally look at FTE, whether full or part-time, whether in SL section, whether SLs, etc.
    
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    Each campus has generally same systems
    
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    Have to prove basis of ethnicity
    
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    Can improve math gaps by real math applications in classroom
    
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    How math applications are addressing achievement gaps among students with diverse backgrounds
    
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    Make a call - students leaders bring diverse students to same table to problems solve
    
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    Give encouragement and positive feedback
    
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    Type of math at college is within reach of all students
    
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    Break feeling of I can’t to a feeling of I can
    
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    Expand it to other disciplines like reading
    
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    Help students to have a more open mind
    
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    Can tailor syllabus to include that structure as a certain percentage of the course
    
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    Can have research whether it works
    
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    Can all instructors understand applied aspects of work – no
    
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    Expand student mastery to understanding of application – not only being able to play numbers into a calculator
    
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    Suggestion that make faculty assign projects and give incentives
    
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    What math applications were included in math project
    
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    What reasoning was used
    
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    Can pull in community organizations like Habitat for Humanity to show real world application
    
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    Combine real-world application with theory and real world activities
    
  • 
    How willing are faculty to develop sections and help develop research to track
    
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    Incorporate fun activities like roller coaster at Universal
    
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    Shoot a movie of monkey making mechanical calculations
    
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    Discussion sufficiently to focus on diversity
    
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    Should student leaders be from more diverse backgrounds
    
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    Students take courses because required not invested or feel can’t do it before even give it a try
    
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    Change culture and mind set to I can give it a shot – best effort
    
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    Idea of applied math related to short term target
    
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    Problems with reading comprehension will affect all academics
    
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  Short Term Target 4
  
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    Need to borrow success of charter schools to provide more consistency
    
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    Specific example of expanded diversity – blind students who cannot access any math lab, _______, ________, visual leaders
    
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    Should faculty adjust learner to learner – no, course should include components for all learners
    
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    Faculty development can help retool approaches to address diverse learning styles
    
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    Who is teaching – fulltime, adjuncts
    
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    Least skilled instructors in key course
    
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    Can establish student groups to include students from diverse populations
    
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    SI principles increased time on task or more connections on campus
    
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    Can give funding to those student groups
    
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    Short Term Target 4 should be expanded to hit all of the big three – reading, writing and math
    
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    Should also include analytical skills
    
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    Include four course competencies - i.e., think, infuse reading, writing, make it for all courses
    
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    Show where and how students can use each
    
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    Not just finish the class, get the grade
    
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    Also focus on how to express their knowledge
    
  • 
    Show all steps to an answer
    

Table: 21

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: Jill Geraghty
Short term

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  ST 1
  
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    Where will new articulation agreements come from
    
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    Is the “market” saturated
    
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    What other programs do we want to connect to
    
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    Private colleges
    
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    Guaranteeing admission to a university of “choice” verses “a” (Direct Connect type agreement) 4-year college in Florida – course pathways (if currently available, better marketing)
    
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  ST 2
  
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    Marketing of current available scholarships
    
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    Replace Bright Futures
    
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    Eligibility criteria – increase funds for those that need it ($$) most
    
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    Community outreach
    
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    Scholarships for online courses/students only
    
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  Measures
  
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    Tracking
    
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    No current “tracking” for all agreements (IR)
    
  • 
    What is measurable
    
  • 
    Define “tracking” in terms of a measurable outcome
    
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    Frequency of tracking
    
  • 
    Success rates – relative to access
    

Table: 22

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: Martha Williams
Long-term target – We agree

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  Barrier to access is a problem because connection to Valencia is not available in all of the district, i.e. Yeehaw Junction is a long way from Osceola Campus (other development may need to be considered in all of the district)
  
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  Look at accessibility in areas that could be expanded in our community, i.e. Eatonville, Apopka, Harmony = taking Valencia to the community
  
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  Developing an infra-structure for alternative delivery systems invoices the 3 C’s
  

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  Faculty “Comfort” level
  
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  Faculty “Certification” training
  
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  Alternate delivery systems “Coordination” steering
  

Short-term targets - We agree

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  Maintain existing and new articulation agreements , participation and partnerships
  
  • 
    This target seems to be the most stake-target/objective
    
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    What will Valencia do to compete with other institutions that have more on-line courses or full on-line degrees
    
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    Look at our enrollment plan for delivery of on-line courses
    
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  Increase scholarships
  
  • 
    Reduce costs of text books with help for students who are not on financial aid
    
  • 
    Books purchases for student who take classes on multiple campuses
    
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  Expand capacity in line with enrollment plan
  
  • 
    What is our true enrollment plan
    
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    Does it address more on-line delivery
    
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    Coordination among deans who offer it on multiple campuses
    
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  How will we accomplish this – We agree
  
  • 
    Ned more information on “Two for All” CJI degree initiative
    
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    What is the college’s plan for training faculty in on-line instructions
    
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  How will we know – We agree
  
  • 
    Costs effectiveness for delivery of on-line courses
    
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    May need to look at expanding hybrid courses
    
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  Moving the needle – Yes, it will, but we need to consider are we one college or are our campuses a college