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GOAL TEAM ONE – 2009-10 Report to the College – DRAFT Reflects Goal Team Edits as of October 17, 2010

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Goal 1: Build Pathways Design effective and efficient pathways to learning and educational progress for students. Create opportunities for students to develop and achieve their personal aspirations. Develop program options for students that enable them to compete successfully in the

Central Florida economy.

Objective 1.1: Transition to CollegePartner with others to increase the college-going rate of students from every high school and the percentage of district high school graduates who apply and enroll at Valencia.

The group decided that there is no need to change the wording of the objective, but that we should collect data on both the number and the percentage, since monitoring both is useful.

Objective 1.2: PersistenceIncrease the percentage of students who persist at Valencia through key academic thresholds.

Objective 1.3: Goal AchievementIncrease the course and program completion rate of Valencia students by decreasing the withdrawal rate.

Objective 1.4: Economic DevelopmentAlign 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.

Objective 1.5: AccessIncrease 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.

2009-10 Goal Team Members

Beverlee Andrews Marjorie McKillopKaren Borglum Jessica MoralesJacquelyn Cole Melissa PedoneJeff Cornett Cathy Penfold NavarroDaryl Davis Jennifer RobertsonKimberly Finley Adriana RodriguezJeffrey Goltz Joyce RomanoGerald Jones Bobbie SartorSonya Joseph Nicole SchnellerMaryke Lee Heidi ShuggJoe Lynn Look Sally WitkampAdrian Manley Also: CPC Co-chairs Amy

Bosley and Susan Kelley atte

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Objective 1.1: Transition to CollegePartner with others to increase the college-going rate of students from every high school and the percentage of district high school graduates who apply and enroll at Valencia.

Long-Term Target: (Identify “where do we want to go, ultimately.”)

Increase the college-going rate of Orange and Osceola county high school graduates to the higher of either the goal set by the county systems or a rate that is in the upper quartile of Florida K-12 systems, and maintain Valencia’s market share of those graduates.

Short Term Targets 1 and 2: (Identify the “What can we bite off in the next three years?”)

1. Implement plans for College Transitions, Enrollment Management, and Marketing and Strategic Communications, and thereby increase the depth of partnerships with the high schools and the number of students reached with our message that “College is Possible.”

2. The college-going rates of Orange and Osceola county high schools will increase incrementally toward the long-term target, between 2010-13.

How will we accomplish this? (Current college programs aligned with this target contained in the goal team report on initiatives.)

Transitions programs, Marketing and Strategic Communications strategies and tactics, outreach by Deans and Provosts, Perkins program alignment, summer camps, Bridges program, registration at orientation.

Suggested Measures: (Identify “How will we know?”)

Compare annual Transitions program participation rates for students and schools. Measure marketing campaign volume and penetration. Track Market share, including the share by ethnicity.Track the annual college-going rate.Capture data on both the number and percentage of high school graduates enrolling at Valencia.

Will the current activities and plans at the college move the needle on this goal? Yes.

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Illustrative List of Activities and Indicators of Progress on Objective 1.1 During 2009-10

Strengthened high school partner and community relationships College Transitions Services offered a wide range of support and information services to high

school students, parents, teachers and counselors in 2009-10. The Valencia web site has been redesigned with a new tab for “Prospective Students.” A new partnership was formed with the City of Orlando to increase college degree attainment of

residents in targeted neighborhoods. A new partnership was formed with the Orlando Housing Authority who was recently successful

in obtaining a HUD Moving to Work grant. SB 1908 work is underway, with a focus on High School level courses that mirror the content of

college-preparatory college courses in math, English and reading in 2009-10 which requires Valencia to provide related CPT testing and to add to our course prerequisite system so that selected high school courses and exit scores count as Valencia course prerequisites.

Through Direct Connect, we are planning with central Florida high school and college partners to build pathways for area students to complete bachelor’s degrees. The 4th Annual Direct Connect Summit on February 17 included sessions on tracking student progression.

The Career Pathways program is a partnership between Orange County Public Schools, The School District of Osceola County, and Valencia Community College. By participating in Career Pathways, high school students have the opportunity to earn Valencia Community College or tech center credits through technical assessments given during high school. Career Pathways helps prepare students for college and employment in selected programs. These areas of study are both challenging and rewarding, and offer students the chance to embrace a concentrated path that leads to specific degree and career goals for today's increasingly competitive and technical workforce.

International EducationSAGE Review Team reviewed history and progress of the three goals of the International Education Plan: Faculty-led trips; Student exchanges; Globalization of the Curriculum. The Review Team, in conjunction with the SAGE Advisory Committee, prepared a 71- page document highlighting recommendations for the future of the International Education Plan.

High School AcademiesIn addition to the dual enrollment programs offered in both Orange and Osceola counties through which students may complete an AA degree, there are two dual enrollment programs with high schools in the Electronics Engineering Technology Program: Lyman High and Wekiva High.

In the arts, Dual Enrollment Dance Class was offered at Dr. Phillips High School, a longstanding partnership as part of the Dr. Phillips Dance Magnet Program. Dual Enrollment Introduction to Screenwriting was offered at Colonial High School. Bringing high school students to East campus in 2010 are the Valencia Summer Dance Institute, a High School Arts and Entertainment Day, and a Film Camp.

Lake Nona Collegiate AcademyAfter opening in Fall 2009, there are currently 83 students in the Academy. The plan is to accept 50 new students each fall until an enrollment cap of 250 is reached. An academic counselor has been added by Valencia at the high school to support the educational planning for the students in the Academy. With many tracks and state institutions to consider, there is a need to individualize programs for each student.

(CLAS Graduation Requirements – moved to 1.3)

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List of Major Activities Planned for Objective 1.1 During 2010-11

Strengthened High School/Partner Relationships (Contact: Linda Downing)College Transitions Services will continue to offer extensive programming and services in the schools.Bridges to Success program is expanding by 50 new students per year through 2012 when we will have 400 new students. Take Stock in Children is growing its enrollment as foundation funding allows. With 20 new students in 2009-10, and 15 new students planned for 2010-11. The program has 65 students. Direct Connect work is deepening to include a new Data Working Group and Resources Working Group, focused on building systems that enable the partners to answer critical questions about student progression and success, and on collaborating on grants to attract needed resources.

International Education (Contact: Karen Borglum)A timeline and guidelines for international trips led by faculty will be developed, and a federal grant from the U. S. Department of Education was received in July 2010 to assist. Student study abroad will increase by 10 per year in the next 5 years. International advisors currently on staff will work with in bound students. Staff training in scholarship resources will be provided. A plan to market available opportunities to our students will be developed, and assistance provided with the acceptance process. Articulation agreements with appropriate institutions will be pursued. A Director of Study Abroad and Global Experiences will be hired to lead the work. Also, a program goal has been set of recruiting 100 new international students annually.

Lake Nona Collegiate Academy Expansion (Contact: Mike Bosley)Recruiting for the Lake Nona Collegiate Academy continues, with the aim of enrolling 133 in Fall 2010.

Define Pathways, Invite Discussion, Expand Agreements (Contacts: Kaye Walter and Jean Marie Fuhrman)The CLC will commission a group to write a paper on pathways, noting that we have been following a five-year Direct Connect plan, summarizing that in two pages and sharing widely for comment. Also, a written document should address the distinction between “pathways” and “articulation,” with input from deans. Note that while we have more articulation agreements, they are institution-centered. They are not pathways, but depict one road that could be followed. The college needs to address how we can market those roads, and support and help students in traveling them. A pathway implies a guaranteed seat, not just mobility of credit. We need to renew agreements with the Historically Black Colleges and Universities (HCBU’s) and create new ones with Christian colleges.

Convene a Conversation on Who Is Not Being Served (Contact: Sandy Shugart)A conversation will be convened either through DEI or through the College Planning Council to address who we are not serving, and why, and to explore how serving differs from enrolling. (See more below, under Challenges section.)

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Links to data that support the report on Objective 1.1

High School Market Share and High School Graduate ReportsThere are two standard, annual institutional reports which provide longitudinal feedback on progress in these plans in terms of student transition from high school and success at Valencia. They are: High School Market Share and High School Graduate Report.

High school market share of 2009 high school graduates that enrolled in Valencia in Fall 2009 increased slightly to 30.8 %. This report can be broken out by ethnicity.

The High School Graduate Report provides data by county and by high school on numbers of students enrolled, dual enrollment students, honors program enrollment, scholarships awarded, remediation rates in English, math and reading, college-ready students, tech prep students, first term grade point average and Spring term retention, Presidents/Deans list and overall attendance and graduates.

The Office of Marketing and Strategic Communications can provide a report on market campaign volume and the penetration of the college’s advertising campaigns, including information about our use of social networking, which has increased considerably in 2009-10.

Transitions Program ParticipationThe Office of Transitions Programs can provide annual Transitions program participation rates for students and schools.

International Student DataInternational Student Data meetings have been held since December 2008 to identify and develop reports needed to track and report progress for international students. Reports under development include: Inquiry to Enrollment, Application to I-20, International Student Characteristics, International Student Enrollment Summary, International Student Contact Information by Campus and Term, and International Student Persistence, Progression and Graduation.

The Fall 2009 International Student Characteristics Report and International Student Enrollment Summary Report indicate that there are 160 new students (60 “SEVIS” and 100 “Non-SEVIS”) and 634 returning students for a total of 794 international students. Of those, 350 are “SEVIS” students (F, J and M visas) and 444 are “Non SEVIS” students (all other visa types.) Further details of their characteristics are available in the full report. 180 international students on F-1 visas enrolled in courses offered by Valencia Enterprises in 2009.

College-going rateState reports are available on attendance at Florida public and private (ICUF )colleges. In 2008, the State rate was 56.1%, Orange was 54% and Osceola was 46%).

VeteransData are available on the enrollment of veterans (Check with Debra Delaney about any data on their persistence.)

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List of Significant Challenges or Opportunities Anticipated Related to Objective 1.1

Partnership PlansWe need to develop a comprehensive high school and community partnership plan so that we can seek grant and other partnership opportunities consistent with the plan. Mentors are always needed to support this initiative and recruiting mentors is an ongoing task.

Articulation and PathwaysHow can we expand and/or deepen articulation, making this about pathways and not only transfer of credit, given the success of Direct Connect?

Distance LearningHow do we expand Distance Learning offerings, and preserve quality? We need to know who is successful in each mode of delivery.

Who is not being served?We need to understand who is not being served, noting that serving and enrolling are not the same thing. Once enrolled, how well do we serve? We will consider holding a summit or other collegewide conversation on this critical question. The enrollment plan should address this as well, but it is a broader question. For example, how do residency requirements lock people out? How do K-12 partnerships and dual enrollment foster this? How effectively are we serving veterans and other groups with special needs? We also need feedback from advisory committees.

Textbooks and CostsTo assist students with the cost of college, we need a formal initiative around textbooks, a first area of focus. We also need to better understand and distinguish between the price of college and the cost of college.

Parents Some work is underway. For example, Bridges will include a parental program. We will summarize the current work. A key question to be addressed is how much time we want to invest in this?

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Increase the percentage of degree-seeking students who are retained through key thresholds, and who graduate, to levels that exceed current Valencia performance and that place/maintain Valencia’s ranking in the upper quartile of Florida community colleges for these measures.

(Key thresholds are retention from Fall to Spring, and Fall to Fall, and achievement of 15, 30, and 45 credit hours within one, three, and four years, and degree completion within four years.)

Short Term Target: (Identify the “What can we bite off in the next three years?”)

Valencia’s measures on each of the key thresholds noted above will increase incrementally between 2010 and 2013.


Increase usage of LifeMap tools and resources, the Developmental Education Initiative (DEI), the Foundations of Excellence in the First Year plan, plans to increase early registration, orientation, and CJI mandatory orientation.


- Track the percentage of students in each cohort who complete programs and who graduate each year- Track the percentage of students in each cohort who complete the developmental education sequence

Will the current activities and plans at the college move the needle on this goal?

Yes.

Objective 1.2: PersistenceIncrease the percentage of students who persist at Valencia through key academic thresholds.

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LifeMap: Continued Development- Offices of Marketing, Information Technology, Academic Affairs, and Student Affairs collaborated on the development of the new Lifemap Marketing campaign implemented in December 2009/January 2010. - In Spring 2010, a LifeMap Faculty Project was launched through which faculty are learning the conceptual framework of LifeMap and the systems that support it. They have designed a learning opportunity for students about LifeMap which is embedded into their class.

Program Outcomes and Assessments for All MajorsThe director, program chair(s), and full-time faculty of each program area have worked diligently and collaboratively to create cogent program learning outcomes. The outcomes have been vetted and refined based upon Valencia’s criteria for writing measurable learning outcomes, and submitted to the Curriculum Committee. Student learning outcomes have been articulated for General Education and for the AA pre-majors. The College has not yet started work on developing student learning outcomes for the 24 hours of the AA program beyond the 36 hours of General Education.

New Student ExperienceFoundational aspects of the multi-year plan outlined in the May 2009 First Year Experience report were implemented in 2009-10, including the development and distribution of New Student Philosophy and Definition, the creation of a Standing Committee of the New Student Experience, work on Learning Assessment, and the reformulation of the Data Team. The College is working from the definition developed during the Foundations of Excellence process: the new student is any student with less than 15 college-level credits at Valencia. Alignment of AA/AS Curriculum

In 2009 the College Curriculum Committee reviewed the General Education programs of each state college to determine how to align our AA/AAS/AS General Education programs since there has been a discrepancy in courses considered General Education. In November, a group of Valencia and UCF staff reviewed the General Education programs in our AA/AAS/AS degrees. The UCF Registrar reviewed the courses on the list and made recommendations so that any student who did not earn a degree from Valencia would still be able to earn General Education credit without duplicating or retaking course work. One of the goals for the 2010-11 College Curriculum Committee is to align the AA/AAS/AS General Education curricula, so that there is one curriculum for the General Education Program. Developmental Education Initiative (DEI)

Supplemental Learning: Valencia is continuing and growing our Supplemental Learning (SL) program, developed as one of our strategies for Achieving the Dream.

LinC (Learning in Community):Valencia is also continuing and growing our Learning in Community (LinC) program.

Bridges to Success (BTS) Program:As part of DEI, Valencia is expanding the Bridges to Success program, adding 50 students per year for the next few years, expanding the types of classes offered, and adding a new personal development course partnered with college preparatory course work.

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List of Major Activities Planned for Objective 1.2 for 2010-11

LifeMap: Continued Development (Contact: Joyce Romano)A summary of progress to date and the use of technologies in support of LifeMap will be produced. Additional promotions of LifeMap to students are planned, and student usage of web tools will be tracked. Students and faculty recognition of and understanding of LifeMap will be assessed via surveys or other means. LifeMap will be included in Destinations (faculty development) as part of the Student Success track. Seventeen faculty developed course-specific LifeMap activities in Spring 2010, and these will be embedded in the courses.

Program Outcomes and Assessments for All Majors (Contact: Karen Borglum and Kurt Ewen)The program learning outcomes for all majors will be in the 2010-11 college catalog. The development of assessments for these outcomes began during the 2010 summer Destinations faculty development program, for implementation in 2010-11. (Note this links to Goal 2, objective 3.)

First Year Experience – Sonya Joseph and Kurt Ewen are developing a report which will be presented at the the August College Learning Council meeting. Once approved, it will be available for review.

Developmental Education Initiative (DEI) (Contact: Karen Borglum and Nick Bekas)A College Readiness Infusion Project will be launched in 2010-11.

Academic Probation (Contact: Jean Marie Fuhrman and Lisa Macon)Research will be conducted in concert with the Office of Institutional Research on the success of students after they have completed the steps provided to assist them in upgrading their status and achievement, and after they have completed a subsequent term. The first data is expected to be available at the end of the Summer 2010 term.

(2009-10 Activities - Continued)

Curriculum Mapping, Alignment and College Readiness Infusion:Valencia has committed to aligning and mapping our developmental education courses. As part of the process, faculty began to examine how college readiness skills that change the learning behaviors of students can best be infused into developmental education course curricula. Our focus is on five College Readiness Skills: critical thinking, reading, motivation, study skills, and goal setting.

Academic ProbationA comprehensive plan for students on probation was developed in 2009-10, providing information and support as they seek to update their student status and create plans for improving their academic achievement.

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How can LifeMap tools be further developed? How can we continue to develop our use of technology in supporting LifeMap goals, while maintaining personal service? Can LifeMap connect to achieving key thresholds and celebrating those achievements?


Achieving Key ThresholdsIR provides data for cohorts at the key thresholds named: retention from Fall to Spring, and Fall to Fall, and achievement of 15, 30, and 45 credit hours within one, three, and four years, and degree completion within four years.

Program and Developmental Education CompletionIR can provide reports on the percentage of students in each cohort who complete programs and who graduate, and who complete the developmental education sequence.

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Objective 1.3: Goal AchievementIncrease the course and program completion rate of Valencia students by decreasing the withdrawal rate.


Increase the program completion and graduation rates to a level that places Valencia among the top 5% of community colleges nationally.


1. The program completion and graduation rates will increase incrementally between 2010-13.

2. The percentage of students who complete the developmental education sequence in two years will increase by 2013.


Implement the withdrawal policy, increase usage of LifeMap tools and resources, the Developmental Education Initiative (DEI), the Foundations of Excellence in the First Year plan, plans to increase early registration via orientation, and CJI mandatory orientation.


- Track the percentage of students in each entering cohort who complete programs and who graduate each year- Track the percentage of students in each entering cohort who complete the developmental education sequence- Track course completion rates, successful course completion rates, and withdrawal rates, measured each term for all targeted courses and for all courses in aggregate.- Analyze qualitative data obtained from focus groups with students who withdraw.- Create a means to track and report withdrawal and changes in the reasons that students withdraw.


Yes.

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Student Financial LiteracyLifeMap, My Financial Planner, was created, and Financial Literacy 101 is now offered to students, with over 900 students having registered and completed assignments (at least partially). This was introduced to Student Success Faculty for use in SLS classes. The Financial Learning Initiative & Research Team (FLIRT) was created, and it conducted a student survey on financial learning in the Fall 2009 semester (2200+ Responses), and presented programs to the LinC students and through Skillshops. The Office of Financial Aid created a Financial Learning Resource page to be transferred and upgraded to the FLIRT.

Withdrawal PolicyThe withdrawal policy has gone through many phases of input from faculty and staff over a few years. A final version of the revised policy has been developed and included in the 2010-2011 College Catalog. It will be implemented in Fall 2010.

CLAS Graduation RequirementsBecause demonstrating College Level Academic Skills (CLAS) is a graduation requirement, a team worked to put a new process into practice to help students understand how they can meet the CLAS requirements.


Student Financial Literacy (Contact: Brad Honious)

Planning a Financial Learning week in collaboration with Student Development Piloting a Financial Learning Ambassador program at Osceola Campus 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)

Withdrawal Policy (Contact: Jean Marie Fuhrman and Lisa Macon) Implement the new withdrawal policy and gather data on student withdrawal in 2010-11. Conduct focus groups with students who withdraw.

Enterprise Resource Planning (Contact: Keith Houck) Data from the 2010 pilot within the Administrative Services Division have been shared with the

President, and a decision will be made regarding how the initiative will move forward.

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We need to know more about why students withdraw in order to determine what aspects of their decision are under our influence.


Course and program completion; GraduationIR will provide information on the percentage of students in each entering cohort who complete programs and who graduate each year; the percentage of students in each entering cohort who complete the developmental education sequence; and course completion rates, successful course completion rates, and withdrawal rates, measured each term for all courses.

Financial LiteracyThe Office of Financial Aid has reports on participation in the FLIRT program and on the increases in financial aid awards and amounts awarded.

Note regarding withdrawal: It is likely that the faculty team working on implementing the policy will request data in the year ahead.

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Objective 1.4: Economic DevelopmentAlign 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.


The college will document a clear correlation among the economic and workforce development needs and priorities of our service district and the AA and AS programs offered at Valencia.


1. Increase articulation of programs to the baccalaureate level (for example, architecture) via Direct Connect and other partnerships.

2. Create or strengthen the program identities and clusters at our campuses and centers (for example, arts and entertainment on East, architecture and engineering on West).


Update the AS programs and courses every two years. Conduct an annual review of workforce projections and economic development priorities and compare to program offerings current and planned. Implement STEM initiatives. Align faculty staffing plan with program needs.


An annual qualitative review will demonstrate the correlation of our programs with community workforce and economic development needs.


Yes.

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Statewide articulation and industry certificationAs of June 2010, the State Board of Education has approved 85 Statewide Career and Technical Education Articulation Agreements which are based on industry certification. Of the 85 approved agreements, 40 are applicable to A.A.S./A.S. degrees at Valencia. The State Board of Education is engaged in an ongoing process of vetting industry certifications for statewide articulation. This effort supports the Department’s Next Generation Focus Area 3 which is charged “to expand opportunities for postsecondary degrees and certificates” (http://www.fldoe.org/workforce/dwdframe/artic_frame.asp).


Work is on-going in several areas of security education and training, with the potential for new credit and non-credit courses and training opportunities under study. A new training program with the Transportation Security Administration is being launched in 10-11.

Industry-based roundtables and forums will continue to be held in 2010-11 to identify training and educational needs that Valencia can help to meet.

As noted in objective 1.1, the college will apply for approval to add baccalaureate degrees in targeted health and technology important to business and industry, in which students can find employment, and in cases in which the degrees are no longer to be offered by UCF.


- The AS program viability studies currently provide labor data for existing programs. These should be expanded to tell the story of the program, with a communication plan for each industry. Also, we need to project programs that don’t exist and for which there are workforce needs. This connects to the community and our profile, and what they need to know about us.

- We need to move beyond the AS model alone to incorporate AA programs that articulate to baccalaureate opportunities that meet economic development needs.

https://webmail.valenciacc.edu/owa/redir.aspx?C=b542b0802af74f30abbf8943d493d174&URL=http%3A%2F%2Fwww.fldoe.org%2Fworkforce%2Fdwdframe%2Fartic_frame.asp

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Alignment with workforce and economic development needsThe program review process and the enrollment management plan may evolve in 2010-11 to provide information for an annual qualitative review that will demonstrate the correlation of our programs with community workforce and economic development needs.

Promoting Campus ProgramsThe Office of Marketing and Strategic Communications can provide data on advertising and other tactics that promote the campus-specific programs, such as the arts on East.

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Objective 1.5: AccessIncrease 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.


College will be accessible to all in our district via campus locations and/or alternative delivery systems, and financial need will not be a barrier to attendance.

Short Term Targets 1, 2 and 3: (Identify the “What can we bite off in the next three years?”)

1. Maintain existing and add new articulation agreements and partnerships.

2. Increase scholarship funds raised and decrease the amount of scholarship dollars not awarded.

3. Expand capacity in line with the enrollment plan.


- Implement the Honors Program plan and the Direct Connect program.- Implement the financial literacy plan (FLIRT).- Increase/improve communications with students regarding availability of scholarships.- Add buildings and campuses, including Lake Nona and Building 4 at Osceola.- Increase staff to serve enrollment growth.- Expand on line offerings.- “Two for All” CJI degree initiative


- Track Honors Program growth and the Direct Connect program measures- Track total college square footage- Track on line offerings- Track scholarship funds available, awarded, and not awarded.- Track faculty/staff and annual FTE growth.


Yes, although capacity will be constrained to the extent that facilities funds are not made available and by the extent to which funding for new faculty and staff is available.

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Adding Baccalaureate Degrees – A formal Letter of Intent was submitted for Valencia to offer selected bachelor’s degrees. If approved by the state and by SACS, we could begin offering the programs in Electrical Engineering Technology and Radiologic Sciences in the fall of 2011.

New Campuses and Facilities - The college in June 2010 is closing on approximately 25 acres for a Southeast Campus adjacent to Lake Nona High School. A campus facilities master plan and academic plan has been drafted. The Campus should consist of buildings and 250,000 square feet of academic space, eventually serving 8,500 students. The first building will be an 80,000 square foot academic facility.

In advance of constructing our own facility, Valencia will begin offering classes at Lake Nona High School in August 2010, in fulfillment of an enrollment plan for the location. AA students will be offered Student Success, English, College Algebra, Chemistry, Biology, Psychology and Humanities. The capacity is approximately 679 seats and the courses will be offered in the afternoon and evening. These courses will complement those being offered in the Collegiate Academy program at Lake Nona High School.

Building 4 for Osceola Campus was funded by the 2010 Legislature.

Honors College - A new Honors Director was hired in the fall of 2009, and after broad consultation, a group of Honors faculty and staff are designing a new Honors College.

Articulation Agreements - During 2009 eight new articulation agreements were signed or updated: Barry University, Belhaven University, Columbia College, Embry Riddle (updated) Heidlberg College and Heidelberg Honors College, Mountain State (updated) and Mountain State in Nursing. These agreements create pathways for students transferring to a private institution with an Associate of Arts degree and certain Associate of Science degrees. Students can access the link to all articulation agreements at http://www.valenciacc.edu/aadegrees/CollegeList.cfm

On-Campus Baccalaureate Options – UCF Baccalaureate programs are now being offered at the University Center on West Campus. Guiding principles were developed for enrollment planning for this partnership which are aligned with Valencia’s vision and mission. (A series of outcomes with measurements were drafted in 2006 for the partnership.) Also, a student can complete a degree program at Osceola in the following UCF degree majors: Bachelor of Applied Science; Bachelor of Business Administration; Elementary Education; Interdisciplinary Studies; and Psychology. Alternative Delivery - The “Alternative Delivery Standards Plans,” created by a diverse group of faculty, deans and administrators, established the standards, policies and procedures that govern Alternative Delivery at Valencia. The document has been approved by the College Learning Council, and it creates a committee responsible for the oversight of the college-wide vision and mission statement for alternative delivery and for the development and review of policies and procedures for alternative delivery. Enterprise Resource Planning - An “Enterprise Resource Planning System” was piloted within Administrative Services to record and track resource measures and performance ratios. An initial draft of these proposed measures including five years of history was made available to the President.

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

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Lake Nona (Contact: Mike Bosley)- The college will break ground on the first building at the Lake Nona campus in Fall 2010, and it will be completed for start of classes in Fall 2012.

Osceola Building 4 (Contact: Helene Loiselle)- Building 4 will be designed in 2010-11, with architect selection in summer 2010.

Honors College (Contact: Valerie Burks) - Faculty and staff will complete plans for the new Honors College and begin implementation.

Alternative Delivery (Contact: Kaye Walter and Jean Marie Fuhrman) A summary document will be written to summarize the work of the CLC on Distance Learning (DL), noting that faculty have grown it from the ground up, and clarifying our current direction.The new Distance Learning leader will convene conversations about our direction and what we are trying to accomplish via DL, with the provosts and deans integrally involved, and link DL to the enrollment plan, so that we can, for example, answer students who ask if we have an on line degree. Also, we will address how other support services work for DL.

Textbook Initiative (Contact: Lisa Macon)Faculty Council will be asked to consider convening a study group to explore how we might break free of the publishers. The Faculty Council’s appointed group will be asked to provide a report on their work on ebooks. We might add to their charge, broadening it to address the larger textbooks issues.


Articulation agreements - We have asked our non-SUS partners to share matriculation data, and the only partner who has responded to date is Mountain State University. Can we and should we add other partnerships that are similar to DirectConnect with UCF?

On line offerings – As these grow, we must maintain and demonstrate quality. We should focus on an enrollment plan, faculty development, technical support, and resources to support professional development for faculty delivering on line. The college plan must also address the comfort level of faculty, certification, and coordination and strategic planning of on line learning.

Facilities and Access – Should we offer off-campus courses in facilities not owned by Valencia to reach all corners of our service district?

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Enrollment, program, faculty/staff growthIR can provide information on annual Honors Program growth, the Direct Connect program measures, on line offerings, and faculty/staff and annual FTE growth.

Facilities GrowthThe Facilities Office can provide total college and campus square footage each year.

Financial Aid The Financial Aid Office will provide data on scholarship funds available, awarded, and not awarded.

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