SACS 2003 Archive - Valencia: A Learning College

SACS Alternative Self-Study - Valencia: A Learning College

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SACS Alternative Self-StudyWelcome to the Valencia College SACS website. This website was created to serve as virtual documentation of the College’s preparation and reports forreaffirmation of accreditation in 2003 by the Commission on Colleges, Southern Association of Colleges and Schools (SACS).

In September 2000, Valencia submitted a proposal for an Alternative Self-Study, titled:

“ Becoming A More Learning-Centered College:A Systems Approach to the Design, Implementation, and

Evaluation of Institutional Change Strategies.”

In its proposal, the College noted that the Self-Study would be accomplished through a Compliance Audit Report and a Strategic Topics Report. The links onthis page will direct you to these reports, which have been broken out by section, as identified in the Alternative Self-Study proposal.

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Commission on Colleges Southern Association of Colleges and

Schools

Report of Reaffirmation Committee

Valencia Community College Orlando, Florida

March 31-April 3, 2003

This report represents a preliminary assessment of the institution based on facts and circumstances that existed at the time of the review. Final interpretation of the Criteria for Accreditation and final action on the report and on the accreditation status of the institution rests with the Commission on Colleges.

Commission on Colleges Southern Association of Colleges and Schools


Valencia Community College

Orlando, Florida March 31-April 3, 2003

Dr. Stephen K. Mittelstet (Chair) President Richland College 12800 Abrams Road Dallas, TX 75243-2199 Ms. Mary Frances Gibbons (Assistant Chair) Professor of English/Quality Enhancement Plan Liaison Richland College 12800 Abrams Road Dallas, TX 75243-2199 Compliance Team Dr. Elsie M. Burnett Professor of English Cedar Valley College Liberal Arts Division 3030 N. Dallas Avenue Lancaster, TX 75134 Dr. Tanya Gorman Dean, Division of Nursing/Allied Health Chattanooga State Technical Community College 4501 Amnicola Highway Chattanooga, TN 37406-1097

Compliance Team, cont’d. Dr. Steven W. Hagstrom Director of Library Services Tarrant County College 828 Harwood Road Hurst, TX 76054 Dr. Paul McVeigh Dean, Humanities and Social Science Division Northern Virginia Community College 3001 N. Beauregard Street Alexandria, Virginia 22311 Dr. David E. Ugwu Assistant to the Chancellor for Institutional Effectiveness & Special Projects Houston Community College System 3100 Main Houston, TX 77002 Consultant Team Ms. Martha Hogan Dean, Educational and Administrative Technology Richland College 12800 Abrams Road Dallas, TX 75243 Dr. Olin Joynton Vice President for Educational Programs Montgomery College 3200 College Park Drive Conroe, TX 77384 Dr. Patricia (Pat) Long Vice Chancellor for Student Affairs & Enrollment Management University of Missouri-Kansas City 336 Administrative Center 5100 Rockhill Road Kansas City, MO 64110

Consultant Team, cont’d. Dr. Byron McClenney President Kingsborough Community College 2001 Oriental Boulevard Brooklyn, NY 11235 COC Staff Representative Dr. David A. Carter, Associate Executive Director Commission on Colleges Southern Association of Colleges & Schools 1866 Southern Lane Decatur, GA 30033-4097

i

Table of Contents

Report of Reaffirmation Committee ................................................................................... 1

Introduction..................................................................................................................... 1

Commendation................................................................................................................ 4

Part 1: Findings of the Compliance Team ......................................................................... 5

Section I .......................................................................................................................... 5

Principles and Philosophy of Accreditation.................................................................... 5

Section II......................................................................................................................... 6

Institutional Purpose ....................................................................................................... 6

Section III........................................................................................................................ 7

Institutional Effectiveness............................................................................................... 7

Section IV ....................................................................................................................... 9

Educational Program....................................................................................................... 9

Section V....................................................................................................................... 14

Educational Support Services ....................................................................................... 14

Section VI ..................................................................................................................... 16

Administrative Processes .............................................................................................. 16

Summary of Recommendations.................................................................................... 21

Part 2: Strategic Advice and Observations of the Consulting Team of the Committee .. 22

Introduction................................................................................................................... 22

Strategic Priority One: Strategic Planning Process...................................................... 23

Strategic Priority Two: Core Competency Integration and Assessment ..................... 27

Strategic Priority Three: LifeMap (Developmental Advising) System ....................... 33

ii

Strategic Priority Four: Atlas, a Comprehensive, Computer-based Learning Support

System........................................................................................................................... 39

Summary of Suggestions .............................................................................................. 43

1


Introduction

A Reaffirmation Committee from the Commission on Colleges of the Southern

Association of Colleges and Schools visited Valencia Community College on March 31-

April 3, 2003. The purpose of the visit was to evaluate both the compliance-audit phase

and the strategic phase of the College’s alternative self-study process.

Valencia Junior College was founded in February 1967 by the Orange County

Board of Public Instruction and the State Board of Education under authority granted by

the 1961 session of the Florida Legislature. In 1971, the name of Valencia Junior College

was changed to Valencia Community College. The College serves the population of

Orange and Osceola Counties. Valencia offers comprehensive programming in the areas

of transfer education, career education, continuing education, and developmental

education. The College is supported primarily through state appropriations and student

tuition and fees, with growing support from grants, contracts, and private gifts.

The College encompasses six sites, including the Downtown Center that houses

many of the College’s administrative officers. The other sites and programs offer classes

to the College’s 29,533 students (non-duplicated headcount, end of first session, fall

2002).

Figure 1.1 College Enrollments by Location

Location/Specialized Program Number of Students Non-duplicated Enrollment by

Location 29,533

East Campus 13,993 West Campus 13,064 Osceola 4,504 Winter Park/ McCoy Center 1,680 Television 1,350

Duplicated Enrollment 34,591

2

Figure 1.1 illustrates unduplicated headcount enrollments by campus/specialized

program. Some students, however, are enrolled at/in more than one location/special

program. Therefore, the numbers of enrollments at individual locations, when combined,

result in the larger, duplicated enrollment total of 34,591 students.

Both the compliance audit and the strategic phases of Valencia’s alternative self-

study process reflect the letter and spirit of the Commission’s alternative model for the

Institutional Self-Study. The College’s compliance audit was exceptionally well

organized, with thorough documentation that was readily accessible and a follow-up plan

that was well into implementation. Valencia made an outstanding effort in making much

of its documentation available electronically in a short timeframe. Therefore,

(Commendation) the Committee commends Valencia on its excellent Self-Study and

the related exceptionally user-friendly:

• comprehensive materials and

• essential documents available to the Committee in multiple formats,

including hard-copy and electronic versions.

In addition, the College focused its strategic study on a set of four interrelated

elements that it found to be of particular importance to the campus community at this

juncture in the College’s development—namely their strategic planning process, core

student learning competency integration and assessment, LifeMap advising system, and

Atlas, a portal-based learning support system that integrates multiple computer

applications into a single sign-on for the learning community. The College community

was meaningfully and pervasively involved in both phases of the College’s alternative

self-study process.

3

Valencia Community College extended to the Committee a warm welcome. The

Committee appreciates the College’s exceptional hospitality. It offers a special thanks to

Michael Hooks and Bill Castellano, co-chairs of the Valencia Community College SACS

Self-Study Steering Committee, and Jared Graber, Director of the SACS Compliance

Audit Committee. It also offers special thanks to all the Valencia Community College

administration, faculty, staff, and students not only for so ably orchestrating the many

logistical and support details associated with a successful visit, but also for taking their

time to interact so informatively and generously with members of the Committee.

Presented in a spirit of collegiality, the following report reflects the best

professional judgment of the Committee on the compliance of Valencia Community

College with the Commission on Colleges’ Criteria for Accreditation. The report is

organized into two parts:

1. Part 1: Findings of the Compliance Team of the Committee

2. Part 2: Strategic Advice and Observations of the Consulting Team of the

Committee

4

Commendation

The Committee commends Valencia on its excellent Self-Study and the related

exceptionally user-friendly:

• comprehensive materials and

• essential documents available to the Committee in multiple formats,

including hard-copy and electronic versions.

5

Part 1: Findings of the Compliance Team

Section I

Principles and Philosophy of Accreditation Valencia Community College is clearly committed to the philosophy of

accreditation of the Commission on Colleges and has incorporated the Commission’s

Alternative Self-Study model as a significant component of their strategic planning

process. Simultaneously, Valencia has approached the self-study in a manner designed to

help the institution transition smoothly into SACS’s new reaffirmation approach under

the Principles of Accreditation, central to which is the institutionally pervasive Quality

Enhancement Plan approach.

Valencia provided comprehensive compliance-audit written materials and hard-

copy supporting documentation for the Committee well in advance of the site visit.

Valencia also facilitated early electronic access to those materials and documents. This

accommodation enabled the Committee to accomplish most of the documentation review

prior to the site visit. Consequently, the Committee was able to narrow its on-site focus to

a more in-depth review of a limited number of areas. As a result, the compliance audit

portion of the self-study provided a thorough assessment of compliance and a delineation

of actions underway to correct any self-study findings of non-compliance.

Based on the documentation provided and the additional information gathered

during the on-site review, the Committee finds no basis for making a recommendation in

this section.

6

Section II

Institutional Purpose

Valencia Community College has clearly defined its purpose through its mission,

values, and vision statements, documented in College publications, including the Catalog,

Faculty Handbook, and the College website. Valencia’s statement of purpose was

developed through a College-wide collaborative process that involved all College

constituencies and was approved by the District Board of Trustees on January 16, 2001.

The institutional purpose statement is the basis for the foundation of all institutional

operations, programs, and activities.

Valencia Community College is committed to learning as its core activity. The

College has demonstrated that it fulfills its stated purpose by virtue of its collaborative

and comprehensive strategic learning process, its student core competencies that

incorporate critical thinking, valuing, communicating, as well as action-driven principles.

The mission-driven nature of its effective planning-driven budgeting process is key to the

fulfillment of its purpose.



this section.

7

Section III

Institutional Effectiveness

Valencia Community College understands the concept of institutional

effectiveness as defined by the Commission on Colleges. The College systematically

measures institutional effectiveness through participation in several assessment activities

and by means of institutionally developed and implemented evaluation processes. Its

formal institutional effectiveness program consists of steps for institutional and unit

planning, for implementation of assessment, and for the use of assessment results for

improvement. The College’s mission statement, the priorities of its governing board, and

its own strategic goals set the foundation for planning at all levels of college operation.

3.1 Planning and Evaluation: Educational Programs

The College provided evidence to demonstrate that it engages in systematic

planning and evaluation within and across all levels of its academic programs, divisions,

and departments. For instance, the Committee reviewed departmental and division-

planning documents that identify goals, strategies, and action plans. The documents

included evidence of the evaluation of such goals as well as the use of the results of

evaluations for improvement of educational programs. For example, the documents

incorporated linkages from one yearly planning cycle to the next. However, the

Committee was unable to find evidence within the division and departmental plans that

demonstrate the plans systematically encompassed evaluations of the effectiveness of the

educational programs specifically related to the quality of student learning. The Criteria

require institutions to provide evidence of such evaluations; however, the Committee was

8

unable to find any evidence in this area during its review. Therefore, (Recommendation

1) the Committee recommends that the College provide evidence that it has

developed and implemented guidelines to evaluate its educational effectiveness as it

relates to the quality of student learning outcomes.

3.2 Planning and Evaluation: Administrative and Educational

Support Services

The College has tracked its progress in several administrative areas as

documented in its Strategic Indicators Report 2001-2002. These important indicators of

effectiveness include reports on FTE Growth Rates, State Funding and Grant Funding

Indicators, etc.



this section.

3.3 Institutional Research

The Institutional Research office is an integral part of the College’s planning and

evaluation process. The IR Director serves directly on—or as an ex-officio member of—

the various college councils. The office collects and analyzes various reports for college

teams. The College collects student data and benchmarks the results against community

colleges in the state.



this section.

9

Section IV

Educational Program

Valencia Community College clearly focuses its resources and energies on

educational programs consistent with its purpose. This commitment is evidenced by the

strategic direction the College is taking with the development and implementation of the

LifeMap and Atlas projects (as described in the Self-Study Strategic Report)—both

designed to enhance communication and critical thinking skills as well as increase

effectiveness of all aspects of the learning environment.

4.1 General Requirements of the Educational Program

All aspects of Valencia’s educational program relate to the purpose of the

institution. Resources are sufficient to support the overall program and to ensure quality.

Faculty evaluation is one component of the College’s educational program; however, a

relationship and link to the overall purpose of the institution, while it exists, is not clearly

evidenced.

The process by which faculty are evaluated derives from the College’s seven

over-arching goals which, in turn, provide the structure for Division/Department goal

development and outcome criteria. Faculty members are provided the

Division/Department goal statements and use these in formulation of individual goal

statements. These individual goal statements are grouped categorically as: Instructional

Development, Instructional Service Within the Department, Professional Growth, and

Campus, College, or Other Service. Faculty evaluation documents also include an overall

evaluation by Division/Department Deans.

10

Individuals interviewed reported that the individual faculty goal-statement format

pre-dates the Division/Department goal format, which, in turn, predates the College’s use

of its current seven over-arching goal statements. Given that these formats represent

different times in the evolution of the overall evaluation process, a “disconnect” exists

among faculty goal categories, Division/Department goal statements, and the College’s

broad goals.

As the College continues its evolution and further development of the faculty

evaluation process, (Suggestion 1) the Committee suggests that, within this faculty

evaluation process, the College use consistent terminology and visible links to

Division/Department and College goals in all formats and documents connected with

this process.

4.2–4.7

The Committee reviewed the criteria for these sections, including publications,

distance learning programs, continuing education, outreach, and service programs, and

student records. Based on the documentation provided and the additional information

gathered during the on-site review, the Committee finds no basis for making a

recommendation in this section.

4.8 Faculty

Instruction is preeminent at Valencia Community College, and all constituents

recognize that faculty greatly influence the quality of the educational activities. Thus, the

institution’s commitment of providing a high quality faculty is evident.

11

In most instances, the College demonstrates that it employs full-time and part-time

faculty members who are qualified to teach assigned courses and contribute to the

accomplishment of the College’s mission. The College follows appropriate procedures

and policies in the selection, evaluation, and professional development of its faculty.



this section.

4.8.1 Selection of Faculty


during the on-site review, the Committee finds no basis for making a


4.8.2.1 Academic and Professional Preparation—Associate

The Committee examined credentials and supporting documents of faculty

members teaching courses in the areas of humanities/fine arts, social/behavioral

sciences, and natural sciences/mathematics and found that one part-time faculty

member in the area of biology does not have 18 graduate semester hours or a

master’s degree in the discipline. (Recommendation 2) Therefore, the

Committee recommends that the College demonstrate that faculty members

teaching in the area of biology have either a master’s degree plus 18 graduate

semester hours in the teaching discipline or a minimum of master’s degree in

the teaching discipline.

12

The Committee examined the credentials and documents of full-time and

part-time faculty members teaching transfer courses in professional, occupational

and technical areas and found that one full-time faculty member teaching office

systems technology does not have 18 graduate semester hours or a master’s

degree in the area. (Recommendation 3) Therefore, the Committee

recommends that the College demonstrate that faculty members teaching

transfer courses in the area of office systems technology have either a

master’s degree plus 18 graduate semester hours in the teaching discipline or

a minimum of a master’s degree in the teaching discipline.

4.8.2.4 Academic and Professional Preparation—Distance

Learning Programs




4.8.3 Part-Time Faculty

The Committee has reviewed the criteria for 4.8.3. Based on the documentation

provided and the additional information gathered during the on-site review, the

Committee finds no basis for making a recommendation in this section. However,

please refer to the recommendation in 4.8.2.1, concerning part-time faculty

credentials.

13

4.8.5—4.8.9

The Committee has reviewed the criteria in these sections, including faculty

salary, academic freedom and professional security, professional growth, etc.




4.8.10 Criteria and Procedures for Evaluation

The Committee has reviewed the criteria in 4.8.10. Based on the documentation

provided and the additional information gathered during the on-site review, the

Committee finds no basis for making a recommendation in this section. However,

please review the suggestion in 4.1.

4.9 Consortial Relationships and Contractual Agreements

Based on the documentation provided and the additional information gathered during the

on-site review, the Committee finds no basis for making a recommendation in this

section.

14

Section V

Educational Support Services

5.1 Library and Other Learning Resources

5.1.1 Purpose and Scope

The Committee investigated and reviewed the library resources available

to students and faculty at Valencia Community College. It is the Committee’s

opinion that reasonable access to library resources at the Winter Park Campus are

not adequate to support the efforts of the nearly 1000 students enrolled in classes

offered there. In addition, the current resources do not appear to be comparable to

those offered to students at other campuses. Specific limitations include that

Winter Park maintains a collection of approximately 500 titles; does not have any

formalized joint library usage agreement with any nearby collegiate institution;

and, while Winter Park does have a joint usage agreement with a local public

library, the public library does not offer an adequate collegiate-level collection of

resources. Despite providing an inter-library loan service and excellent electronic

research resources, the College does not demonstrate that it provides Winter Park

students with adequate library resources comparable to those located at any of its

other campuses. (Recommendation 4) Therefore, the Committee recommends

that the College demonstrate that it provides adequate library resources and

services to students at the Winter Park campus.

15

5.1.2–5.1.7

The Committee reviewed the criteria in these sub-sections, including services,

Collections, cooperative agreements, staff, and resources for distance learning. Based on

the documentation provided and the additional information gathered during the on-site

review, the Committee finds no basis for making a recommendation in these sub-sections.

5.2–5.5

The Committee reviewed the criteria in these sections, including instructional

support, information technology resources and systems, and student development

services. Based on the documentation provided and the additional information gathered


these sections.

16

Section VI

Administrative Processes

Valencia Community College’s governance and administrative structures function

effectively in support of the College’s mission and in accordance with SACS’s

expectations. The College has adequate financial and physical assets to support its

mission.

6.1 Organization and Administration

6.1.1–6.1.5

The Committee reviewed the criteria in these sections, including

descriptive titles and terms, governing board, advisory committees, official

policies, and administrative organization.. Based on the documentation provided

and the additional information gathered during the on-site review, the Committee

finds no basis for making a recommendation in these sub-sections.

6.2 Institutional Advancement

The Committee reviewed the criteria in this section, including alumni affairs, and

fund raising. Based on the documentation provided and the additional information

gathered during the on-site review, the Committee finds no basis for making a


17

6.3 Financial Resources

The Committee reviewed Valencia’s FY 2002-2003 current fund operating budget

and the 1999-2000, 2000-2001, 2001-2002 Annual Financial Reports and concluded that

financial resources are sufficient and stable to support the mission of the institution, the

scope of its programs, and its student enrollment. The separate financial statements for

Valencia are audited by the State of Florida Auditor General. The audit report for the

fiscal year ended June 30, 2002, reflected:

No instances of noncompliance required to be reported under Government

Auditing Standards and

No findings of material weakness involving Valencia’s internal control

over financial reporting and its operation.

6.3.1 Financial Resources



recommendation in this sub-section.

6.3.2 Organization for the Administration of Financial Resources




18

6.3.3 Budget Planning




6.3.4 Budget Control




6.3.5 The Relation of an Institution to External Budgetary Control




6.3.6 Accounting, Reporting, and Auditing




6.3.7 Purchasing and Inventory Control




19

6.3.8 Refund Policy




6.3.9 Cashiering Based on the documentation provided and the additional information gathered



6.3.10 Investment Management




6.3.11 Risk Management and Insurance




6.3.12 Auxiliary Enterprise




20

6.4 Physical Resources

The Committee reviewed the criteria in this section, including space management,

buildings, grounds and equipment maintenance, safety and security, and facilities master

plan. Based on the documentation provided and the additional information gathered


this section.

6.5 Externally Funded Grants and Contracts



section.

6.6 Related Corporate Entities



section.

21

Summary of Recommendations


Recommendation 1:

The Committee recommends that the College provide evidence that it has

developed and implemented guidelines to evaluate its educational effectiveness as it

relates to the quality of student learning outcomes.

4.8.2.1 Academic and Professional Preparation—Associate

Recommendation 2:

The Committee recommends that the College demonstrate that faculty members

teaching in the area of biology have either a master’s degree plus 18 graduate semester

hours in the teaching discipline or a minimum of master’s degree in the teaching

discipline.

Recommendation 3:

The Committee recommends that the College demonstrate that faculty members

teaching transfer courses in the area of office systems technology have either a master’s

degree plus 18 graduate semester hours in the teaching discipline or a minimum of a

master’s degree in the teaching discipline.


Recommendation 4:

The Committee recommends that the College demonstrate that it provides

adequate library resources and services to students at the Winter Park campus.

22

Part 2: Strategic Advice and Observations of the

Consulting Team of the Committee

Introduction The Consulting Team of the Alternative Reaffirmation Committee from the

Commission on Colleges of the Southern Association of Colleges and Schools for

Valencia Community College evaluated the strategic component of the College’s self-

study process.

Having completed 35 years of successful service to its communities, the College

seized the opportunity of the alternative self-study process to both assess its present

position and to frame its future. Its goal was to identify and study the most important

strategic issues that had potential for most effectively serving its students well into the

twenty-first century. Toward this end, the College identified four institutional priority

areas it believed would best help them serve their students. These priority areas include:

1. Strategic Planning Process

2. Core Competency Integration and Assessment

3. LifeMap (Developmental Advising) System

4. Atlas, a Comprehensive, Computer-based Learning Support System

23

Strategic Priority One: Strategic Planning Process

Strategic Planning and Evaluation

Since 1995, Valencia Community College has done a thorough job of

documenting its planning process. Without attempting to summarize all steps involved in

this process, the Committee recognizes the College’s most significant milestones through

the journey.

1995

• PEW Project Roundtables

1998

• Learning-Centered Initiative

2000

• New President and the Vanguard College Project

• Approval for Alternative Self-Study

2001

• Vision, Values, Mission, and Purposes

• Governing Council Structure

• Integrated Atlas Portal

• Strategic Learning Plan—Learning Goals and LifeMap

2002

• Strategic Budget Initiatives for 2002-2003

• Goal Team Reports to Board

• Think-Value-Communicate-Act Integration Launched (Core Competencies)

• Learning Day

24

• Focused Professional Development

• Emphasis on Collaboration

• Creation of Strategic Indicators Report Process

While far from complete, this list describes an institution on a path to planning,

budgeting, and evaluating based on the Strategic Learning Plan and related principles.

Organizational and staff changes in addition to a new president are worth

mentioning in the context of the review. A new Chief Learning Officer joined Valencia

for 2002-2003, and she will play a key role in furthering the Strategic Learning Plan. The

Provosts, who now report to the Chief Learning Officer, serve as chief academic and

operating officers for the campuses. They work in accordance with the Strategic Learning

Plan. Deans, who were department chairpersons, have an emerging role as learning

leaders for several key efforts. Critical for the future will be their work on Think-Value-

Communicate-Act (TVCA) integration and assessment, as well as discipline-specific

learning-outcomes assessment. Two new provosts should be in place at East Campus and

West Campus in fall 2003. In addition, the retirement of the VP, Planning and

Educational Services, will lead to the need for careful selection and orientation of new

leaders.

The establishment of TVCA (core competencies), Atlas, and LifeMap are critical

building blocks as Valencia refreshes its Strategic Learning Plan. Of the three, LifeMap

is the most advanced. Atlas has established its potential, and TVCA has pilot efforts to

advise future development.

The College is in the early stages of establishing a “culture of evidence” to

support the learning agenda. The college has an early Strategic Indicators Report, but its

25

Learning Indicators Report is unavailable at the time of the team visit. Pilot TVCA (core

competencies) efforts have evaluative components, and Strategic Budget Initiatives call

for reports in September after implementation in the previous fiscal year. How such

reports will inform future decisions about strategic budgeting is unclear. However, the

College has ample data about Prep student success and subsequent success in English and

algebra, but these data are not yet uppermost in the work of teams on the campuses. In

addition, the College has collected data about the gap between racial and ethnic groups’

graduation rates and Prep completion; however, these data are not yet prominent in the

life of the institution.

Funding of Strategic Budget Initiatives clearly indicates a desire to let plans

inform funding decisions to advance the Strategic Learning Plan. Campus unit plans,

however, come later in the cycle, and some resource needs may fail to get attention

because of the timing.

Valencia is an institution with the collaboration, data, clarity, and language to

move to new breakthrough activity in 2003-2004 and beyond. The College understands

the Strategic Learning Plan will need to be refreshed within the next year. Given the pace

and the large number of activities, Valencia may need to narrow its focus to the most

important next steps. A good starting point will be expanding the use of Atlas, completing

further work on the integration of core competencies, defining the desired discipline-

specific learning outcomes for “front door” courses, and then assessing these outcomes.

Two other candidates for focus could be Prep outcomes and closing the gap between

racial and ethnic groups on all the student success indicators.

26

College data show that African-Americans and Hispanics lag behind whites on

Prep completion, CLAST, and graduation rates. Work on TVCA and discipline-specific

outcomes will help when that work informs development of strategies to improve student

performance. If professional development activities reinforce work on a limited set of

priorities such as those mentioned, then the potential for breakthrough activity will be

heightened.

Key to the potential next steps will be work on the roles of campus provosts and

deans as they relate to campus interests and college-wide concerns. Deans serving as true

learning leaders in the organization will help Valencia in its pursuit of its learning

agenda. To make the progress it desires, the College will need to see TVCA and

discipline-specific outcomes almost as their top goal in the next year or two.

Adding to the fine early work on using results to improve processes and

outcomes, a commitment to improvement will need to be a primary focus in 2003-2004

and beyond. The Learning Council—along with the Planning Council—seems poised to

provide leadership.

Valencia has an exceptional opportunity to do what few community colleges can

imagine in the realm of becoming a learning college. Focusing on a smaller set of most

important desired outcomes can propel Valencia’s achievement in the year ahead.

27

Strategic Priority Two:

Core Competency Integration and Assessment

Valencia Community College Strategic Topic #1:

Think-Value-Communicate-Act Integration

In 1995, Valencia Community College began what became a sustained and

comprehensive emphasis on learning with a program called the Learning-Centered

Initiative. Early stages of the initiative included:

• formation of a leadership team and action teams

• faculty roundtable discussions

• use of resources from Title III, Pew, ACE, and Kellogg

• consulting and professional development activities led by Kay McClenney, D. W.

Farmer, Robert Diamond, John Tagg, Mark Battersby, and Donna Duffy

• “learning-centered” searches to fill executive positions

• characterization of faculty and staff as “learning leaders”

The current Strategic Learning Plan (adopted in 2001) grew out of the Learning-

Centered Initiative. The plan encompasses seven broad goals, each supported by

outcomes, strategies, action agendas, and indicators of progress. Within the fourth goal of

the plan, focusing on learning outcomes and assessments, resides a strategy expressed as

follows:

“Integrate the core competencies—Think, Value, Communicate, Act (TVCA)—

throughout the curriculum and in the daily work of faculty, staff, and students.”

Elegant in their simplicity, yet powerful in their implications, the TVCA

competencies do indeed represent a core of learning natural for distribution throughout

28

the various disciplines of the College. Discussion on TVCA integration at Valencia dates

back to 1999, when the faculty association endorsed TVCA; a year later SACS approved

the project as one of four strategic topics for an alternative self-study leading to re-

affirmation of accreditation. A statement regarding mastery of TVCA competencies

appeared in a statement of vision, values, mission, and statutory purpose adopted by the

District Board of Trustees in 2001, and a detailed explication of the competencies appears

prominently in the College Catalog (pp. 13-14). In the same year, Professor Philip

Bishop was appointed as Faculty Fellow to lead TVCA integration; under his direction,

the College has made significant progress in

• connecting existing course learning outcomes to the TVCA competencies

• designing course activities that help students develop those competencies

The most recent work was a seminar for 30 faculty in March 2003 that featured holistic

approaches to the task of gauging mastery of TVCA competencies in student work.

The chair of the Southern Association of Colleges and Schools Committee

encouraged consultants for the Valencia self-study to use grids developed by the National

Institute of Standards and Technology (NIST) to analyze the institution’s engagement

with its strategic initiatives. Grids for the TVCA integration work comprise Appendix A

of this report. (Suggestion 2) The Committee suggests that the College consider

continuation of the grid use for tracking the future progress of the TVCA initiative

and others in the strategic topic project.

First, the grids show that the College’s work on TVCA integration is at a

beginning stage with regard to relevant information and analysis (Level 2 out of 6). The

College is beginning to use methods to assess whether students are gaining mastery of

29

TVCA competencies from their academic work, but the methods are far from being

deployed on a consistent and systematic basis. The absence of any data on TVCA

integration or student mastery of TVCA competencies from the Strategic Learning Plan

Indicators of Progress and the Statistical History 2001-2002 represents a major gap in

the College’s understanding of how this initiative is progressing. Therefore, (Suggestion

3) the Committee suggests that the College activate and promulgate standard

measures of student mastery of TVCA competencies in all courses where those

competencies are integrated into the curriculum and instruction. Ideally, this step

would be part of an even larger body of work to assess students’ achievement of learning

outcomes in all courses. The E-portfolio part of the LifeMap system is projected to house

results of student learning, but it has yet to be used to record TVCA competency

achievement.

Second, the College’s engagement with the 1) leadership, 2) strategic planning, 3)

student and stakeholder focus, and 4) educational and support process management

phases of TVCA integration has reached an effective stage (Level 3 out of 6). The

College leadership has been consistent during the past several years in promoting the

virtues of a learning-centered college. Thus, the process leading to the Strategic Learning

Plan has given direction and legitimacy to projects like TVCA integration. In addition,

the College exhibits a high degree of focus on students and has appropriately used input

from student roundtables and surveys throughout the TVCA project. As for financial

resources, the College has allocated $135,629 for TVCA integration in the 2002-2003

operating budget of $97,243,474.

30

Finally, work focusing on the faculty and staff has developed to a more systematic

stage as measured by the NIST grid (Level 4 out of 6). The numerous TVCA-related

consultant visits, roundtables, workshops, seminars, and other activities for faculty and

staff represent a sustained effort to engender wide understanding of the initiative, its

importance, and its methodologies. The faculty association has functioned as a reliable

partner in supporting phases of TVCA integration along the way.

The TVCA self-study report calls for a “realigned infrastructure” and a “clearly

structured framework” to support the College’s continued progress toward TVCA

integration. Further information on how the realigned infrastructures and the structured

framework might look came from interviews conducted by the consultant with key

TVCA integration participants. Questions used to structure the interviews appear in

Appendix B. The College has already taken one very important step of realignment.

Campus Provosts previously reported to the College President, as did the Chief Learning

Officer; in the future, Provosts will report to the Chief Learning Officer. This change

represents a signal event in Valencia’s drive to become an extraordinary learning

community, for now the officers in charge of directing campus resources will be

accountable to the one executive-level administrator most responsible for making the

learning happen. Additionally, as mentioned in the Strategic Planning and Evaluation

Report, the deans report to the provost. Therefore, the change creates the structure for

invigorating dean and departmental involvement in TVCA integration, the lack of which

is noted in the self-study report. Opportunities now exist for the Chief Learning Officer to

place TVCA integration and assessment at the top of the institution’s priorities and effect

institution-wide changes. The Committee believes this change will move the project from

31

a limited, volunteer-driven pilot status to a pervasive, systematic practice for carrying out

the College’s mission. (Suggestion 4) The Committee suggests the College seize the

opportunities represented by this improvement of infrastructure to move TVCA to

fulfillment of its full potential.

An allied way in which to leverage infrastructure for TVCA integration is to hold

faculty accountable for it. Until this time, the “strategic principles for discussion” guiding

TVCA integration have made participation voluntary and have separated participation

from the faculty evaluation system. However, the most recent version of the faculty

evaluation system requires faculty to 1) set professional objectives that relate to goals of

the Strategic Learning Plan and 2) be evaluated by their progress toward those objectives.

This plan, of course, incorporates TVCA integration as part of Goal 4: Learning by

Design. (Suggestion 5) The Committee, therefore, suggests that engagement with

TVCA integration serve as a part of the College’s faculty performance-evaluation

system. In this way, the components of the College infrastructure relating to authority,

responsibility, and accountability will be aligned appropriately to move TVCA

integration from a pilot project marked by incremental advances to a ubiquitous standard

of practice.

A final component of TVCA integration is the development of curriculum in ways

that optimize student mastery of the competencies. The least an institution could do is to

tack TVCA descriptors onto existing elements of curriculum (“Oh sure, we already do

that”). The most an institution could do is to raze the existing curriculum and rebuild it

with TVCA at the foundation—a revolutionary, epoch-making prospect. In that model,

the theorems of curriculum would all derive from the axioms of TVCA. During the site

32

visit, the participants interviewed by the Committee indicated that Valencia is at/close to

the former, but aspires to be at/close to the latter. This is a healthy aspiration and one for

which the broad discussion of TVCA over several years has prepared the institution.

Indeed, the institution is at the “tipping point” (alluding to the recent book The Tipping

Point by Malcolm Gladwell) where a slight amount of well-placed momentum would

engender massive amounts of change. (Suggestion 6) The Committee, therefore,

suggests that the College make use of its sound curriculum development process to

rebuild curriculum upon foundations of TVCA—from the ground up. Therefore,

communication from the College’s highest level about the priority of this approach as an

action plan for achieving Goal 4 of the Strategic Learning Plan is essential.

On a concluding note, TVCA unites the spectrum of learning activities from

transfer education to technical education in an important and possibly unrecognized way.

Engagement in TVCA integration originated and took hold early in the liberal arts but has

spread throughout transfer programs and into workforce education programs. In the

liberal arts, TVCA competencies are stereotypically valued for their own sake, but they

also have a high profile when employers are asked what kind of people they want to have

working for them. Comprehensive community colleges often struggle to integrate these

two aspects of the mission, and TVCA competencies have powerful potential for making

this happen—even more reason to place them at the apex of the institution’s priorities.

33

Strategic Priority Three:

LifeMap (Developmental Advising) System


LifeMap System

The Committee visited Valencia Community College West Campus, conducted a

number of interviews with key stakeholders involved with the development and

implementation of the LifeMap system, and briefly observed the set-up and operations of

some Student Services offices. In each of the interviews and throughout the

documentation of the Self-Study, it is obvious that LifeMap continues to evolve and

improve with time.

As stated in the Self-Study, a Developmental Advising Model (later named

LifeMap) was one of the intentional efforts designed by faculty and staff to move the

Learning-Centered Initiative from the talk phase to the action phase. In interviews with

faculty, staff, and administrators, many referred to the Learning-Centered Initiative as the

“umbrella” concept for LifeMap, TVCA, and Atlas. LifeMap was referred to as “the

backbone,” “the attitude,” “the philosophy,” and “the behavior” around which “the whole

institution is working for the whole student.” One interviewee indicated that LifeMap is

the goal-centered process that provides a way to practice TVCA. Another said the

developmental nature of the program is designed around the idea of helping students

expand their abilities to think, value, communicate, and act within a relatively safe

environment. TVCA was described as both a means and an end to learning outcomes.

One person indicated, “TVCA guides and enhances the work and learning of all members

34

of the institution.” Atlas was referred to as “the tool used to engage the community in

‘The Learning-Centered Initiative’ through evidence of planning (LifeMap) and lifelong

learning (TVCA); through facilitation of the process—LifeMap and TVCA—and through

connections with the community at large.”

As a system, LifeMap has both drawn positive energy and produced some

confusion with the implementation of Atlas in fall 2002. Staff and students spoke about

Atlas as a tool that brought much of the information to a central, easily assessable

location. As one person indicated, “the community is now on-line and on-board.”

Consistency and availability of information and the “breaking down of silos” were all

mentioned as positives. However, those interviewed also raised concern that with the

implementation of Atlas, students could perceive LifeMap as an electronic source of

information access rather than a process of goal-centered planning and development. The

implementation of this new technology and the increased accessible information have

created a need for continued staff development in terms of learning the functionality of

the new technology and then emphasizing the concept of technology as a tool to facilitate

the system. To that end, (Suggestion 7) the Committee suggests that special attention

and resources be given to continued staff and professional development as new

technology is added or systematic changes are made in the LifeMap System.

As stated in the Self-Study, LifeMap has grown over the past few years to include

programs and services around five stages of academic progression:

• Stage One: Postsecondary Transition (middle school to college decision)

• Stage Two: Introduction to College (0-15 credit hours)

• Stage Three: Progression to Degree (16-44 credit hours)

35

• Stage Four: Graduation Transition (45-60 credit hours)

• Stage Five: Life Long Learning (New career or career improvement)

Within the College, special needs or opportunities have arisen within these stages,

and new programs or services have been added or incorporated into the LifeMap system.

By connecting programs in the LifeMap “backbone,” entering students have experienced

a smoother transition and are increasingly prepared and ready to begin the goal-setting

and planning process. Educational and career advisors all spoke to the difference they

now see in 1) student preparedness, 2) students’ willingness to seek advice, and 3) their

desire to develop a goal-directed educational plan. One student said, “I now know myself,

know my purpose, and have a map to get there.” Provosts spoke to the fact that faculty

appreciate having students in their classes who are better prepared and have a goal in

mind. “Even though they may change their minds, the process of goal-setting and

planning is what is important in helping our students become more prepared and more

serious.” Another Provost said, “A plan helps make it all seem possible.”

A strong connection exists with the area high schools, as evidenced both by the

documents submitted and by the students interviewed. Many of the traditional-age

students indicated a relationship with Valencia Community College prior to entering as

students. Connections with transfer institutions are also strong. Incorporating a number of

major services and processes under the LifeMap system and having shared information

now available through Atlas enables students to navigate more easily through the various

stages of academic progression.

Students are more willing to change processes, services, or programs as needs

arise. Student Services is currently investigating the redesigning of their model of

36

delivery to ensure that students continue to receive friendly, reliable, and efficient service

as they interact with the College. This desire to provide “high touch” as well as “high

tech” service will be people intensive. In its strong commitment to this continued effort,

the College has reallocated more than $1,000,000 to the initiative. As part of this

commitment, new staff are being hired and current positions are being audited to reflect

these job responsibilities. This commitment indicates the need has been satisfied;

however, an on-going review process of current and future staffing needs (both in terms

of numbers and level of positions) needs to be developed. To that end, (Suggestion 8) the

Committee suggests the development of an on-going review process to determine

appropriate staffing needs to maintain a high level of service delivery within the

LifeMap process.

The concept of Developmental Advising was introduced in 1998, and LifeMap

was named and launched in 1999. However, interviews with faculty, staff, and

administrators show “unevenness” in their understanding of the concept and their

acceptance of the name. In some circles, people believe the “Student Services project is

about collecting numbers and not about the process.” In other circles, people believe “we

are already doing this in our classes, but the label (LifeMap) is limiting.” At the same

time, others have recognized that they need a more “academic language” for

communicating about this initiative. Therefore, many, if not most, faculty and staff accept

the philosophy of the Learning-Centered Institution; but the language used to describe

and to discuss LifeMap and TVCA, as well as their relationship, is undeveloped and

inconsistent. The College has healthy avenues for discussion and dialogue among key

stakeholders in venues such as the Teaching and Learning Academy, in grant-funded

37

initiatives, and on teams with specific connections to LifeMap. However, across the

institution, a mechanism for college-wide dialogue about LifeMap does not seem to be in

place. Considering the age of the program and the changes in key leadership personnel

across the institution, the time is appropriate to have an institutional dialogue related to

this initiative. Such dialogue sessions will help with providing a focus for the next steps

in LifeMap development. Thus, (Suggestion 9) The Committee suggests the

development of a mechanism for conducting dialogue sessions to determine next

steps in the implementation of the LifeMap system.

LifeMap continues to develop and grow as a system. However, it has been in

active use at the institution for a relatively short time, especially with the latest

implementation of Atlas as a tool for engaging the community. The College recognizes its

need to quantify the effectiveness of LifeMap; it has begun to put those evaluative

processes into place. A great deal of qualitative data has been collected and fed back for

program improvement; however, the true impact on student success has not been

measured to date. With the maturity of the program and because the timing is right to

begin this evaluative process, (Suggestion 10) the Committee suggests the

implementation of the evaluation process to determine the quantifiable effect of

LifeMap on student success.

Finally, the energy at Valencia is tangible in discussions and in action. The

College is committed to this institution and its mission and vision. The focus on students

is evident. When determining how to deliver programs and services, staff and faculty

spoke to a central question, “How does this appear to students?” In all interviews,

students, staff, faculty, and administrators talked about the “Valencia Experience” or

38

“Experiencing Valencia.” All groups explained these phrases in glowing terms, but

students’ statements seemed to capture the essence of what all groups said. According to

the students, the Valencia Experience meant “things are positive here; we learn to

compete with ourselves; I got to know myself, I found my purpose, and I mapped how to

get there; I learned that you can expect the unexpected here; and I think everyone has a

place here.” LifeMap appears to be a key initiative in yielding these glowing comments

and creating this feeling about the uniqueness of the “Valencia Experience.”

39

Strategic Priority Four:

Atlas, a Comprehensive, Computer-based Learning Support

System


Design and Implement a Comprehensive, Computer-Based

Learning Support System (Atlas)

The consultant designated to investigate the Atlas system visited the West

Campus at Valencia and interviewed key members of the Learning-Centered Process

Team, Implementation Team members, faculty, and students. The college conducted an

extensive two-year collaborative review and planning process focused on the support of

student learning. Evident throughout the visit was the college’s commitment to providing

the best experience possible in support of learning and success for its students.

Because of the study, a portal based learning support system (Atlas) integrating

multiple computer applications into a single sign-on for the learning community was

designed and implemented. Atlas has the potential to provide an excellent comprehensive

computer-based learning support system. Campus Pipeline and the student enterprise

system SCT Banner powers the portal that contains the electronic teaching-and-learning

environment supplied by WebCT and other integrated applications. The implementation

process included business-process analysis, policy, procedure development, and faculty,

student, and staff involvement. The college has undertaken a noteworthy endeavor to

support learning and success by providing “connection” and “direction” for students. The

40

replacement of the student enterprise system with the simultaneous addition of the multi-

functional portal was extremely ambitious.

Atlas provides students access to regularly updated information, online

registration, financial aid, grades, LifeMap (see Strategic Topic # 2), and other academic

resources. Because the first year of availability of Atlas has just ended, an evaluation of

the effect on Atlas on student learning and success is premature. The Atlas User Report

January 2002-2003 indicates an overall increase in the use of Atlas by students over the

time it has been available. The report also shows that successful students use Atlas more

frequently than less successful students. At this time, there is inadequate information to

conclude that Atlas usage is an indicator of engagement and success.

Student engagement and success also depend on the engagement of faculty with

their students. During our visit, students indicated that faculty members are not always as

responsive through the Atlas portal as the students would like them to be. Faculty also

expressed a similar concern regarding student interaction through the portal. Each group

expressed frustration with a delay in receiving replies to e-mail messages. Clearer initial

communication to describe the level of expectation might eliminate this minor complaint.

Students requested they receive information about these expectations in their syllabi.

Students using the portal frequently believe other students fail to understand all

uses of the portal. According to the group, many students think of Atlas as the means to

register for classes and use e-mail. (Suggestion 11) The Committee suggests the

College continue its efforts to raise the level of awareness of the value of Atlas to the

student.

41

Faculty expressed a level of satisfaction and enthusiasm with the new the portal

system; they stated that their biggest challenge is adjustment to a new system. The faculty

expressed appreciation for the implementation team’s responsiveness to criticism and

suggestions for improvement. In addition, faculty members were slightly frustrated when

“Everything did not work at the outset,” and, “E-mail was inconsistent, chat was delayed,

and the online grade book was not ready.” The group also expressed concern that the

workload is being expanded by increased e-mail interaction with students and an increase

in required clerical tasks. One faculty member noted decreased access to student

information. In the advising process, Atlas does not provide faculty access to information

about students who have not enrolled in their classes.

In December 2002, the faculty association conducted an on-line Atlas survey.

Ninety-one percent of the respondents indicated they signed on to Atlas at least once a

week. (The Atlas User Report indicated neither the percentage of the faculty nor the

number of respondents participating in this survey.) A majority of those responding

indicated they had improved their connections with students. There is inadequate

information from the reported results of the survey to determine if use of Atlas is

effective among the faculty. (Suggestion 12) The Committee suggests the College

continue its efforts to raise the level of awareness of the value of Atlas to the faculty.

Student engagement with “My Course” tools will depend upon faculty engagement.

The amount of available data increases each semester because the portal is active;

therefore, the College needs to determine if Atlas is providing the means to support its

design principles. (Suggestion 13) The committee suggests the College develop and

implement measures to determine the effectiveness of Atlas in achieving its intended

42

purpose. Some indicators to consider might include course-completion levels, course-

retention levels, and continued term-to-term enrollment.

When the consultant inquired about next steps, the responses described new

features to be added to the portal. The responses caused several concerns to surface.

1. Is it prudent to add new features before the current capabilities are more fully

understood and used?

2. Should new features be added before current capabilities are evaluated and results

analyzed?

3. Currently, the system supports 200,000 live accounts with students active from

the last three years of enrollment. Is maintaining a lifelong learning portal for all

students realistic?

(Suggestion 14) The Committee suggests the Atlas Improvement Team develop

strategic priorities for the continued evolution of Atlas and its continuous expansion

and improvement.

43

Summary of Suggestions

Section IV: Educational Programs


Suggestion 1:

The Committee suggests that, within this faculty evaluation process, the College

use consistent terminology and visible links to Division/Department and College

goals in all formats and documents connected with this process.

Strategic Priority 1: Strategic Planning Process

No suggestions appear in this section.

Strategic Priority 2: Core Competency Integration and Assessment

Suggestion 2:

The Committee suggests that the College consider continuation of the grid use for

tracking the future progress of the TVCA initiative and others in the strategic

topic project.

Suggestion 3:

The Committee suggests that the College activate and promulgate standard

measures of student mastery of TVCA competencies in all courses where those

competencies are integrated into the curriculum and instruction.

44

Strategic Planning Priority 2, cont’d.

Suggestion 4:

The Committee suggests the College seize the opportunities represented by this

improvement of infrastructure to move TVCA to fulfillment of its full potential.

Suggestion 5:

The Committee, therefore, suggests that engagement with TVCA integration

serve as a part of the College’s faculty performance-evaluation system.

Suggestion 6:

The Committee, therefore, suggests that the College make use of its sound

curriculum development process to rebuild curriculum upon foundations of

TVCA—from the ground up.

Strategic Priority 3: LifeMap (Developmental Advising) System

Suggestion 7:

The Committee suggests that special attention and resources be given to

continued staff and professional development as new technology is added or

systematic changes are made in the LifeMap System.

Suggestion 8:

The Committee suggests the development of an on-going review process to

determine appropriate staffing needs to maintain a high level of service

delivery within the LifeMap process.

45


Suggestion 9:

The Committee suggests the development of a mechanism for conducting

dialogue sessions to determine next steps in the implementation of the LifeMap

system.

Suggestion 10:

The Committee suggests the implementation of the evaluation process to

determine the quantifiable effect of LifeMap on student success.

Strategic Planning Priority 4: Atlas, a Comprehensive, Computer-Based Learning

Support System

Suggestion 11:

The Committee suggests the College continue its efforts to raise the level of

awareness of the value of Atlas to the student.

Suggestion 12:

The Committee suggests the College continue its efforts to raise the level of

awareness of the value of Atlas to the faculty.

Suggestion 13:

The committee suggests the College develop and implement measures to

determine the effectiveness of Atlas in achieving its intended purpose.

46


Suggestion 14:

The Committee suggests the Atlas Improvement Team develop strategic priorities

for the continued evolution of Atlas and its continuous expansion and

improvement.

Appendix A 1

Appendix A: Consultant Grids

APPENDIX A: CONSULTANT GRIDS FOR VALENCIA SELF-STUDY I. APPROACH/DEPLOYMENT SYSTEM FOCUS: INTEGRATION OF CORE COMPETENCIES (TVCA)

Levels of

Organizational Systems Development

Leadership Strategic Planning

Student & Stakeholder

Focus

Information & Analysis

Faculty & Staff Focus

Educational & Support Process

Management

1: none, anecdotal Levels Information & Analysis

2: beginning, major gaps

• Fall 1997 Welcome Back program included Action Team reports & group discussion • LCIT developed vision, mission & values statements from roundtable feedback 2000 • First goal of SLP, “Learning First,” stated outcome of two questions consciously asked in every decision: “How does this enhance student

learning?” and “How do we know?” 2001 • Publication of Enrolled Student Survey results 2001 • Indicators of Progress for SLP recommended (did not include TVCA) 2001 • Fourth Goal Team report (including TVCA) presented to Board 2002 • Statistical History 2001-2002 document contains nothing on TVCA

Appendix A 2


Levels Leadership Strategic Planning Student & Stakeholder

Focus Educational & Support Process Management

3: effective, mixed • Learning-Centered Initiative Leadership Team expanded to include dept dean & campus provost 1998

• New VP for Curr Dev, Tch & Lrn established & filled 1998

• “Learning-centered” presidential search process 1999

• President Shugart featured LCI in formal presentation & encouraged participation 2000

• Shugart briefed Board on SLP 2000 • Board adopted statement of vision, values,

mission & statutory purpose (including “mastery” of TVCA) 2001

• Appointment of Professor of Humanities Philip Bishop as Faculty Fellow to lead TVCA integration 2001

• Shugart directed “learning-centered” review of standing committees 2001

• Shugart established learning-focused Governing Council Structure to replace LCIT 2001

• Goal team and “primus” system for SLP implementation 2002

• Adm presence on councils reduced by two 2002

• Position of VP for Acad Affairs & Ch Lrn Off filled after “learning-centered” search process 2002

• “Learning-centered” review of policies & marketing materials initiated 2002

• Lack of dean & dept connection to TVCA recognized 2002

• “The Learning-Centered Initiative” began 1995

• SACS approved Alternative Self-Study including TVCA core integration topic 2000

• Strategic Learning Plan 2001

• Fourth goal of SLP, “Learning by Design,” includes “integration of TVCA throughout the curriculum and in the daily work of faculty, staff, and students”

• Roundtables included 300 faculty, staff & students 1996

• Student roundtables on college vision, values & mission (including “mastery” of TVCA) 2000

• Enrolled Student Survey administered to <5,000 students 2000

• Mention of students in fourth goal of SLP 2001

• Draft of SLP to students for review/comment 2001

• Field test of Community College Survey of Student Engagement 2002

• E-portfolio part of LifeMap to include evidence of TVCA competency acquisition by students

• Title III Grant for improving student outcomes across diverse populations

• Pew Higher Ed roundtables 1995-97

• ACE Leadership & Institutional Transformation project funded by Kellogg team 1995

• Fall Forum for 30 ACE-Kellogg active leaders 1997

• Two-day budget workshop on funding SLI 2001

• Learning-Centered Operating Budget includes funding for TVCA core integration 2002

• General call to all faculty to participate in TVCA integration with offer of stipends 2002

Appendix A 3


Levels Faculty & Staff Focus

4: effective, fact-based, aligned

• Roundtables included 300 faculty, staff & students 1996 • Transformation Workshop for adm, fac & staff 1996 • More fac & staff roundtables 1997 • Four Short-Term Action Teams, including one on learning-centered competencies 1997 • Faculty Association endorsed TVCA 1999 • Discussion on TVCA integration & assessment began 1999 • Roundtables for 200 fac & staff on college vision, values & mission (including “mastery” of TVCA) 2000 • Draft of SLP to fac & staff for review/comment 2001 • College Planning Day with Kay McClenney for 1,050 employees 2001 • College Learning Day for 1,050 employees 2002 • Consultant visit on course assignments, teaching strategies, and assessment criteria related to TVCA by representatives of King’s

College (PA) led by D. W. Farmer 1999 • Consultant visit on TVCA indicators by Robert Diamond 2000 • Consultant visit on shift to a culture of evidence by John Tagg 2000 • Design of Teaching and Learning Academy 20012002 • Workshop by Mark Battersby on how TVCA competencies enable the lay person to address life’s problems 2002 • Destinations summer workshop for 100 faculty on scholarship of teaching and learning led by Donna Duffy 2002 • TVCA Assessment Seminar for 30 faculty on connecting TVCA to course outcomes & holistically assessing results fo learning 2003

Levels of Organizational

Systems Development

Leadership Strategic Planning

Student & Stakeholder

Focus

Information & Analysis

Faculty & Staff Focus

Educational & Support Process

Management

5: effective, no gaps, integrated

6: very strong, fully integrated

Appendix A 4

APPENDIX A: CONSULTANT GRIDS FOR VALENCIA SELF-STUDY II. RESULTS SYSTEM FOCUS: INTEGRATION OF CORE COMPETENCIES


Systems Development Organizational Performance Results

1: no results/poor results 2: some improvement, gaps in reporting

TVCA-Focused • Transition from seven discipline-specific competencies to TVCA competencies, characterized as “curriculum-integrating” and

“global” • Prominent display of TVCA in catalog right after statements of vision, values, mission, and statutory purpose • College website pages (TVCA Integration Homepage, Destinations, Teaching/Learning Academy) featuring TVCA integration • Pilot project to make explicit link of TVCA competencies to learning outcomes in high-enrollment front-door courses (15-17

intended, 6 actually shown on TVCA Integration Homepage) • Most course learning outcomes not expressly aligned with TVCA competencies • Production of 10 Model Lessons exemplifying TVCA integration as follow-up from Destinations workshop 2002 • Essential Competencies of a Valencia Faulty Educator approved by Faculty Association 2002 (includes measuring TVCA

competencies) • TVCA search function on Academy of Teaching and Learning course browser at

http://faculty.valencia.cc.fl.us/destination/activities/public/search.cfm (68 hits claiming all four competencies, but little or no explanation on how course activities connect to competencies)

• Claim of CCSSE evidence of TVCA effect on curriculum • Claim of “college-wide familiarity” with TVCA & associated vocabulary • Self-acknowledged lack of data collection & use on TVCA-related learning by students • Self-acknowledged system flaw: no strong connection between TVCA integration and deans & departments • Self-acknowledged lack of infrastructure to move TVCA integration & assessment from pilot status to pervasiveness

3: improvement, early trend info, extensive reporting

Appendix A 5

APPENDIX A: CONSULTANT GRIDS FOR VALENCIA SELF-STUDY II. RESULTS SYSTEM FOCUS: INTEGRATION OF CORE COMPETENCIES



4: improvement in many areas, no adverse trends, some good/very good trends

5: good/excellent performance in all key areas, sustainable improvement trends, leadership, results mostly tied to college plan

Contextual (emphasis on learning) • Valencia named CC of the Year by National Alliance of Business 1998 • Valencia named Vanguard Learning College by League for Innovation 2000 • Development & implementation of Strategic Learning Plan • Extensive record of leadership emphasis and professional development on being “an extraordinary learning community”

6: excellent performance in most key areas, excellent trends, results fully tied to college plan

Appendix A 6

CONSULTANT GRIDS FOR VALENCIA SELF-STUDY APPROACH/DEPLOYMENT SYSTEM FOCUS: LIFEMAP


Systems Development Information & Analysis Faculty & Staff Focus Educational & Support Process

Management

1: none, anecdotal 2: beginning, major gaps 3: effective, mixed 4: effective, fact based, aligned • Visited several other colleges to can

information • Completed a 2000-01 evaluation,

analysis recommendations • Continue to use feedback from

evaluation process to refine process and determine what needs to be done now

• Using “quick and dirty” surveys to obtain maximum input and quickly feedback information to stakeholders

• Quantifiable results are sparse--early in the process to have longitudinal data

• Asst VP of Educational and Student Services reviews feedback from LifeMap Strategy group—Seems to be a strong trust factor among group and leadership

• Recommendation for formal assessment of students & faculty

• Faculty and staff development (workshops, on-line training programs)

• Faculty involved in development of program

• Recognized need for increased faculty involvement

• LifeMap information card revised in 2001-02 based on feedback from faculty

• High level of commitment to concept of LifeMap

• “Incorporate LifeMap concepts as tools for learning” is listed as one of 3 “Competencies & Indicators” for Essential Competencies of Valencia Faculty Educator

• Staff development activities are strong: must be continued

• Highly dependent on technological systems

• Recognized need for implementation of web-based learning support system

• Atlas is very new and will still need to be developed and learned for maximum usage

• 2001-02 Learning Centered Student Services System model proposed

• Need for continued input from all stakeholder on a systematic, institution-wide basis

Appendix A 7

CONSULTANT GRIDS FOR VALENCIA SELF-STUDY RESULTS SYSTEM FOCUS: LIFEMAP


Systems Development Leadership Strategic Planning Student & Stakeholder Focus

5: effective, no gaps, integrated • Presidential Support

o Redistributing 1M for project

o Ongoing support w/ faculty

o Inservice focus • VP of Educational and Student

Services Support o Support for

reclassification and pay increases for staff

o Active engagement in the planning and implementation team

• Asst VP of Ed. & Student Services intimately involved

o Strong Leadership on campus

o Respected by Student Services and Academics

• Director of Curriculum Development, Teaching and Learning on board

• Strategic Learning Plan finalized & adopted by Board of Trustees in Nov 2001. LifeMaps interwoven into much of SLP but referenced explicitly in Learning Goal 4

• Began in ’94 w/Title III grant

• Used theoretical base: O’Banion’s model and Gordon & Sears

• Initial involvement of 300 faculty & staff

• Moving from model to system

• Involved a plan for staff, faculty development (this continues to be an on-going goal and challenge—balancing need for development with time out of the offices)

• Developed technology model for support

• Implementation of Atlas seems to have brought more clarity to process and certainly more access to information

• Marketing plans continue to evolve

• LifeMap is the backbone for most initiatives and has great deal of synergy with TVCA

Appendix A 8

• College Planning Council provides support and leadership for program

• Leadership in Student Services extremely strong

6: very strong, fully integrated • Students involved in develop-ment and continue to be involved in the evaluation

• Student Handbook revised in 2001-02 to include Cyber Advisor information

• Student group spoke to the usage of the tools of Handbook, Atlas, and other material

• Student programs expanded in 2001-02

• For surveys students are still having difficulty interpreting meaning of LifeMaps—but readily identify the “Valencia Experience”

• Very strong “Transition Program” with local high schools

• Strong partnerships with local Universities

• Connections grant implemented in Fall 2002

• Students identified Valencia as a Learning Centered College

• Question consistently asked, “How does this look through “student’s eyes”

Appendix A 9

CONSULTANT GRIDS FOR VALENCIA SELF-STUDY RESULTS SYSTEM FOCUS: LIFEMAP



1: no results/poor results 2: some improvement, gaps in reporting 3: improvement, early trend info, extensive reporting



• Sustainability seems to be built into program o $1M moved to maintain program o staff reclassified to fill positions o quality improvement built into the process o faculty involvement and support growing o staff development built into model o strong emphasis has been placed on obtaining grants (which seem to have high

probability of being able to continue to receive) • Leadership from President through lower-level managers engaged in support of the system • Program specifically tied to the Strategic Learning Plan • Essential Competencies of a Valencia Faculty Educator includes incorporation of LifeMap

concepts as tools for learning • LifeMap and Atlas have improved consistency of information dissemination across campuses


Appendix A 10

CONSULTANT GRIDS FOR VALENCIA SELF-STUDY APPROACH/DEPLOYMENT SYSTEM FOCUS: ATLAS


Systems Development Leadership

1: none, anecdotal 2: beginning, major gaps 3: effective, mixed 4: effective, fact-based, aligned ! LSS executive team included VP of Planning and Ed Svcs, VP of Admin Svcs, Dir of IT. Communicated

progress to Executive Council, and president ! Involved College Learning Council, Planning Council, Faculty Association and President as needed ! Six work teams in addition to 7 committees ! Provided updates at every meeting ! Sought approval and input before proceeding ! Evaluation beginning

5: effective, no gaps, integrated 6: very strong, fully integrated

Appendix A 11



Systems Development Strategic Planning

1: none, anecdotal 2: beginning, major gaps 3: effective, mixed ! In phase 3 of strategic planning during 2000-2003

! Articulate clear statements of institutional purpose and develop and begin to implement 7 new strategic learning goals…

! Initial benchmarks of usage have been recorded in the Atlas user report of both faculty and students ! Anecdotal conclusions that Atlas usage correlates to student success need to be measured. ! Web Strategy group in process of being established. ! 2 year review process focus on learning support ! Feedback used to improve implementation process ! Beginning to develop systematic approach for evaluation

4: effective, fact-based, aligned 5: effective, no gaps, integrated 6: very strong, fully integrated

Appendix A 12



Systems Development Student & Stakeholder Focus

1: none, anecdotal 2: beginning, major gaps 3: effective, mixed 4: effective, fact-based, aligned ! Used working name “Learning Support System” to be clear about supporting learning

! Desire to “deliver student services based on student development progression toward learning goals rather than on functional delivery of services”

! Searched for “pain in the process” ! Decisions made by vote of implementation team ! Feedback solicited at each council and division meeting

“The LSS Times” was distributed to all Valencia employees in Jan 2001 ! Monthly newsletters following on the Web site starting in Feb 2001 ! Used pilot group of distance education students to get feedback and make changes to the system

5: effective, no gaps, integrated 6: very strong, fully integrated

Appendix A 13



Systems Development Information & Analysis

1: none, anecdotal 2: beginning, major gaps 3: effective, mixed ! Consultant conducted process interviews with stall and created documented flows of business processes

as a basis for understanding current practices and finding areas for redesign. ! Student / faculty focus group, survey feed back used to modify Atlas.

4: effective, fact-based, aligned 5: effective, no gaps, integrated 6: very strong, fully integrated



Systems Development Faculty & Staff Focus

1: none, anecdotal 2: beginning, major gaps 3: effective, mixed ! 75 staff were involved in process to select software.

! Implementation team had 36 members. Membership was broad based across the college. 4: effective, fact-based, aligned 5: effective, no gaps, integrated 6: very strong, fully integrated

Appendix A 14



Systems Development Educational & Support Process Management

1: none, anecdotal 2: beginning, major gaps 3: effective, mixed 4: effective, fact-based, aligned ! Developed a functional specifications document

! LSS Academic Issues Task Force discussed issues, reviewed relevant data, and drafter recommendations

! Presented to faculty association and president for approval before going to board of trustees 5: effective, no gaps, integrated 6: very strong, fully integrated

Appendix A 15




1: no results/poor results 2: some improvement, gaps in reporting 3: improvement, early trend info, extensive reporting

! Business Process Analysis provides basis for recommendations of policy and procedural change in the new system.

! Atlas User Report gives early information of student and faculty usage.




Appendix B 1

Appendix B: Consultant Interview Questions

Strategic Priority 2: TVCA Integration

Where did TVCA originate?

Is there a research basis for TVCA? A basis within certain experiences at Valencia CC?

Why these four? Were others considered? (Such as: perceive, feel, connect, assess, or

grow.) If so, why were they not included?

Are the separate components of TVCA separately testable? (In other words, after a

student as passed successfully through a TVCA-laden curriculum, is it feasible to assess

that person’s thinking performance, then valuing performance, etc.?) Are such testing

procedures currently in place?

Given the emphasis on holism in the Alternative Topics Report, can the TCVA skills be

assessed in some integrated fashion? Is that being done?

Does the emphasis on TVCA, which are general competencies, threaten in any way the

need for focus on discipline-specific knowledge and skills? It’s easy to say no – to say

that TVCA goals are attained through the mastery of discipline-specific content, not by

competing with it. But is that really so? Is that regarded as being so by faculty?

One might envision a continuum showing the TCVA-curriculum relationship:

Appendix B 2

1 2 3 4 5 6 7 8 9 10

TVCA

components

tacked on to

existing

curriculum

TVCA as the

starting point

that drives

curriculum

development

Where would you place Valencia on this continuum now? Where should it eventually be?

Why?

The Strategic Learning Plan is certainly a robust, multi-faceted, and far-ranging blueprint

for making Valencia an extraordinary learning community. Has there been a problem of

TVCA competing with too much else?

Has the pervasive use of “learning-centered” terminology in the development and

implementation of the Strategic Learning Plan produced any problems of saturation or

cynicism? (Every college has a stolid group that waits for the current educational fad go

the way of all others.)

How do you envision building the infrastructure for extending TVCA integration? What should be the dean role in TVCA integration, and what steps could you take to

achieve the desired type and level of involvement?

Appendix B 3

Among the TVCA strategic principles for discussion are the two that say participation

will be voluntary and will not be used as part of a faculty member’s evaluation. These

make sense during a pilot period, but do you anticipate abandoning them in the process of

achieving a full-scale version of TVCA integration?

Strategic Priority Three: LifeMap

Initial Questions:

• Describe your involvement and/or current connection to the development and

implementation of LifeMap.

• What do you see as the strengths of LifeMap at this time?

• How sustainable is this initiative in terms of:

—Budget

—Administrative support

—Faculty support

—Staff support

—Student usage and student buy-in

—Short-term and long-term results

—Other sustainable issues?

• What are the current challenges or gaps you see in the system?

• Who is the “owner” of LifeMap on your campus?

Consistent Follow-up Questions:

• Describe what you mean by “The Valencia Experience.”

• What would you suggest that might improve LifeMap?

Appendix C 1

Appendix C: List of Individuals Interviewed Name Title 1. Jared Graber Dean, Social Sciences 2. Joan Tiller Assoc VP, Workforce Dev 3. Renee Simpson Director, Admissions and Records 4. Roberta Vandermast Coor. Interdisciplinary Studies / Humanities 5. David Skinner Professor, Psychology 6. Mike Hooks VP Planning 7. Rhonda Glover Institutional Research Name of Interviewer: Tanya Gorman

Appendix C 2

LIST OF INDIVIDUALS INTERVIEWED Name Title 1. Joan Tiller Assoc VP, Workforce Development 2. Martha Williams Coordinator, Student Success 3. Jared Graber Dean, Social Sciences 4. Sue Bouchard Director, Human Resources Name of Interviewer: Elsie Burnett

Appendix C 3

LIST OF INDIVIDUALS INTERVIEWED Budget and Finance Advisory Group

Name Title Location Michael Shugg Faculty East Campus Chris Klinger Dean of Students Osceola Campus Deborah Donahue Academic Advisor Osceola Campus Lorraine Whipple Executive Secretary to the Downtown Center President and District Board of Trustees Joanna Branham Office Manager Winter Park Campus Patrick Nellis Faculty Development East Campus Coordinator Dennis Micare Budget Director Downtown Center Linda Anthon Professor, Speech & English East Campus Sharron Balic’ Superintendent, Plant Collegewide Operations Ruth Prather Provost Winter Park Campus Silvia Zapico Provost Osceola Campus Karen Borglum Dean, Communications West Campus Anthony Beninati Dean, Social Sciences and East Campus Physical Education Joan Andrek Director of Marketing & West Campus Media Relations Mike Bosley Director, Student East Campus Development Lisa Armour Faculty and Faculty West Campus Association President Joan Tiller Assistant Vice President, Downtown Center Workforce Development Name of Interviewer: Byron McClenney

Appendix C 4

LIST OF INDIVIDUALS INTERVIEWED Planning Council

Name Title 1. Ruth Prather Provost Winter Park Campus 2. Dave Williams Dean of Science, East Campus 3. Karen Borglum Dean Communications, West Campus 4. Dan Dutkofski Faculty/ Humanities, West Campus 5. Michael Shugg Faculty/Theatre Technology, East Campus 6. Louise Pitts Faculty/Nursing, West Campus 7. Mike Hooks VP, Planning/Ad Svc; Co-Chair 8. Bill Castellano Co-chair CPC 9. Geraldine F. Thompson Asst. to the President EEO 10. Susan Kelley VP Inst. Advancement, College-wide 11. Chris Klinger Dean of Students, Osceola 12. Bob Austin VP Administrative Services 13. Linda Swaine Manager, Learning Support Servcs, Osceola 14. Ron Nelson Director, Institutional Research Name of Interviewer: Byron McClenney

Appendix C 5

LIST OF INDIVIDUALS INTERVIEWED Learning Council

Name Title Sonya Joseph Dean of Students East Campus Ann Puyana Asst. VP Academic Affairs Collegewide Tim Grogan Dean Math, Science, Bus. Osceola Deborah Donahue Academic Advisor Osceola Ruth Prather Provost Winter Park Silvia Zapico Provost Osceola Tom Adams Manager, Collegewide Collegewide Community Relations Tracy Edwards CLO Collegewide Name of Interviewer: Byron McClenney

Appendix C 6

LIST OF INDIVIDUALS INTERVIEWED Provosts

Name Location Stanley Stone East Campus Ruth Prather Winter Park Campus Silvia Zapico Osceola Campus Karen Borglum for West Campus Council Name of Interviewer: Byron McClenney

Appendix C 7

LIST OF INDIVIDUALS INTERVIEWED Deans

Name Area Location Della Paul Communications East Morgan Phillips Mathematics East Tim Grogan Science, Math, Business Osceola Kevin Mulholland Humanities, Social Science, Osceola & Communications Karen Borglum Commications West Dave Williams Science East Michele McArdle Academic Dean Winter Park Joe Lynn Look Information Technology East Rick Rietveld Humanities, etc. East Ruth Webb Health Related Program West Rosita N. Martinez Humanites, Foreign Languages West IDS Cliff C. Morris Jr. Mathematics West Ron Keiper Science West Name of Interviewer: Byron McClenney

Appendix C 8

LIST OF INDIVIDUALS INTERVIEWED Student Services

Name Area Location Linda Downing Financial Aid Director Sonya Joseph Dean of Students East Joyce Romano Assistant V.P. Educational & Staff Services Tyron S. Johnson Dean of Students West Angela Martincak Dean of Students Winter Park Renee K. Simpson Registrar/Director Admissions& Records Name of Interviewer: Byron McClenney

Appendix C 9

LIST OF INDIVIDUALS INTERVIEWED Faculty Association Board

Name Area Location Michael Shugg Theatre East Campus Ilyse Kusnetz English Winter Park Campus Marlene Temes Humanities/Spanish Osceola Campus Louise Pitts Nursing West Campus Maryke Lee Mathematics West Campus Raymond E. Enger Information Technology/ Osceola Campus Computer Programming Stephanie K. Freuler English/Reading Osceola Campus Lisa Armour Mathematics West Campus Name of Interviewer: Byron McClenney

Appendix C 10

LIST OF INDIVIDUALS INTERVIEWED College Administrators

Name, Title Sanford Shugart, President Mike Hooks, VP Tracy Edwards, Chief Learning Officer Ron Nelson, Institutional Research Name of Interviewer: Byron McClenney

Appendix C 11

LIST OF INDIVIDUALS INTERVIEWED Name Title 1. Ruth Prather Provost Winter Park Campus 2. Dave Williams Dean of Science, East Campus 3. Karen Borglum Dean Communications, West Campus 4. Dan Dutkofski Faculty/ Humanities, West Campus 5. Michael Shugg Faculty/Theatre Technology, East Campus 6. Louise Pitts Faculty/Nursing, West Campus 7. Mike Hooks VP, Planning/Ad Svc; Co-Chair 8. Bill Castellano Co-chair CPC 9. Geraldine F. Thompson Asst. to the President EEO 10. Susan Kelley VP Inst. Advancement, College-wide 11. Chris Klinger Dean of Students, Osceola 12. Bob Austin VP Administrative Services 13. Linda Swaine Manager, Learning Support Services, Osceola 14. Ron Nelson Director, Institutional Research 15. Sandy Shugart President 16. Jared Graber Dean, Social Sciences Name of Interviewer: Steve Mittelstet

Appendix C 12

LIST OF INDIVIDUALS INTERVIEWED Name Title 1. Jared Graber Dean, Social Sciences 2. Joan Tiller Assoc VP Workforce Dev 3. Ann Puyana Asst. VP Academic Affairs 4. Emily Hooker Coor., Title III 5. Tracey Edwards CLO/VP 6. Bob Austin CFO/VP 7. Ron Nelson Director, IR 8. Academic Deans Committee 9. College Learning Council Name of Interviewer: Paul McVeigh

Appendix C 13

LIST OF INDIVIDUALS INTERVIEWED Name Title

1. Mike Hooks VP Planning 2. Sandy Shugart President 3. Bob Austin VP Adm Services 4. Ron Nelson Dir IR 5. Bill Castanello Faculty, Spec Asst Learning

Ctr Initiative 6. Tracey Edwards VPAA 7. Planning Council

Name of Interviewer: David Ugwu

Appendix C 14

LIST OF INDIVIDUALS INTERVIEWED Name Title Winter Park Campus Dr. Ruth Prather Provost, Winter Park Ms. Judy Corderman Coor, Career Center Ms. Jean Marie Furhman Prof, College Prep Read/Eng Ms. Kerry Connard Mgr, TRC East Campus Dr. Stan Stone Provost, East McCoy Center Ms. Carolyn Strandquest Prog Mgr, Cont/Prof Ed Osceola Campus Dr. Silvia Zapico Provost, Osceola Mr. Kevin Mulholland Dean, Comm/Hum/Soc Sci Mr. Chris Klinger Dean of Students, Osceola Ms. Marie Brady Asst to Provost, Osceola Ms. Linda Swaine Mgr, Library Osceola West Campus Ms. Donna Carver Dir Library, West Mr. Bill White Exec Dir Office Info Tech Mr. Hap Aziz Dir, Internet/Instruc Tech Mr. Thomas Adams Mgr, College/Comm Relations Name of Interviewer: Steven Hagstrom

Appendix C 15

LIST OF INDIVIDUALS INTERVIEWED Name Title Deans and Directors

1. Chris Klinger, Dean of Students, Osceola 2. Sonya Joseph, Dean of Students, East 3. Ty Johnson, Dean of Students, West 4. Angela Martincak, Dean of Students, Winter Park 5. Linda Downing, Director of Financial Aid 6. Renee Simpson, Director of Admission & Records 7. Joyce Romano, Assistant Vice President, Educational & Student Services

Career Program Advisers

1. Chris Klinger 2. Tracy Aitcheson 3. Kathy Fedell 4. Sharyn Gaston

LifeMap Student Services Personnel

1. Connie Parrish, Osceola 2. El Holmes, East 3. Barbara Jester, West 4. Tracy Aitcheson, Osceola 5. Laura Thomas, West 6. Kathryn Vaughan, Winter Park 7. Willene Worthen, West 8. Edwin Sanchez, West 9. Luis Burgos, East 10. Laura Hebert, College Transition Program, West 11. Donnie McGovern, College Transition Program, Osceola 12. Falecia Williams, Dual Enrollment, West 13. Linda Downing, West

Name of Interviewer: Pat Long

Appendix C 16

LifeMap Work Team Membership 1. Joyce Romano, Chair, Assistant VP, Educational and Student Services and

Project 2. Director, Learning Support Systems 3. Michael Bosley, Interim Director, Collegewide Student Development 4. Julie Corderman, Counselor, Winter Park 5. Toni DeMaglio, Program Director, Title III, East Campus 6. Aida Diaz, Professor, Humanities, East Campus 7. Jackie DeMartino, Professor, Mathematics, Osceola Campus and Director, Title V 8. Ray Enger, Professor, Mathematics, Osceola Campus 9. Gloria Hines, Counselor, West Campus 10. Sara Honahan, Graduate Student 11. Emily Hooker, Program Director, Title III, West Campus 12. Stephen Howell, Internet Development 13. Ron Keiper, Dean, Science Department, West Campus 14. Tim Lehmann, Professor, Social Science, West Campus 15. Angela Martincak, Dean, Student Services, Winter Park 16. Jocelyn Herrara-Morales, Counselor, East Campus 17. Patrick Nellis, Faculty Development Coordinator

SACS LifeMap Meeting - Students

1. Jennifer Tomlinson 2. Thomas Stout 3. Jamie Thomas 4. Lionel Owens 5. Indira Nauth 6. Amy Camacho 7. Adam Gilley 8. Le’shelle Spencer 9. Tiana Thomas 10. 2 math students

Provosts

1. Stan Stone, Provost, East Campus 2. Karen Borglum, Interim Provost, West Campus 3. Silvia Zapico, Provost, Osceola Campus 4. Ruth Prather, Provost, Winter Park Campus

Teaching & Learning Academy Faculty Leaders

1. Philip Bishop 2. Helen Clarke 3. Tom Byrnes 4. Patrick Nellis 5. Ann Puyana

Name of Interviewer: Pat Long

Appendix C 17

LIST OF INDIVIDUALS INTERVIEWED Name Title TVCA Core Integration

1. Andrew Alexander, Professor of Philosophy 2. Mary Allen, Professor of Speech 3. Linda Anthon, Professor of English 4. Kira Bishop, Activities Director, Title III 5. Philip Bishop, Professor of Humanities & Faculty Fellow 6. for TVCA Integration 7. Melody Boering-Hartnup, Professor of Chemistry 8. Karen Borglum, Dean of Communications, West

Campus 9. Tom Bymes, Professor of Political Science 10. Helen Clarke, Professor of English 11. Aida Diaz, Professor of Spanish 12. Jean-Marie Fuhrman, Professor of College-Preparatory Reading/English 13. Tim Grogan, Dean of Mathematics, Science, and

Business, Osceola Campus 14. Patricia Lopez, Professor of Accounting 15. Elizabeth Morrison, Professor of Mathematics 16. Patrick Nellis, Director of Curriculum

Development, Teaching & Learning 17. Michelle McArdle, Dean of Credit Programs, Winter

Park Campus 18. Cliff Morris, Jr., Dean of Mathematics, West Campus 19. Melissa Pedone, Professor of Mathematics 20. Morgan Phillips, Dean of Mathematics, East Campus 21. Louise Pitts, Professor of Nursing 22. Ann Puyana, Assistant Vice President for

Curriculum Development 23. Jane Renfroe, Professor of English 24. Rick Reitveld, Dean of Humanities, Foreign

Language, and Visual & Performing Arts, East Campus

25. Valerie Russell, Professor of College-Preparatory Reading/English

26. Wendy Schwam, Professor of Humanities Name of Interviewer: Olin Joynton

Appendix C 18

LIST OF INDIVIDUALS INTERVIEWED Name Title Atlas Students

1. Tangela Robinson 2. Lisa Davis 3. Brandy Ricklefts 4. Michael Gyurnek 5. Chris Walsh 6. Melissa Arnold 7. Yolande Frezin 8. Elina Parfait 9. Chevelle Teague 10. Jean Marc Mardesir

Atlas Faculty

1. Tom Arnold 2. Anthony Easley 3. Maryke Lee 4. Kim Long 5. Stephen Howell 6. Boris Nguyen 7. Victor Collazo 8. George Dow

Web CT Students

1. Sean Ali 2. Zhi Poon 3. Wenhuang Wang 4. Waichi Kwong

Name of Interviewer: Martha Hogan

SACS Compliance Audit Report 2003 - Valencia: A Learning College

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Introduction

Section I

Section II

Section III

Section IV

Section V

Section VI

Roster of InstructionalStaff (pdf)

SACS Compliance Audit Report 2003Valencia’s reaffirmation of accreditation process through the Commission on Colleges, Southern Association ofColleges and Schools (SACS) is based on the “alternative” self-study model. In this context an institution preparesand submits two distinct reports: (1) a Compliance Audit Report based on the requirements specified in the Criteriafor Accreditation and (2) a Strategic Topics Report (Becoming a More Learning-Centered College: A SystemsApproach to Design, Implementation, and Evaluation of Institutional Change Strategies).

This website is designed to share the work of our internal SACS Compliance Audit Committee on the development ofthe Compliance Audit Report. During the course of research and writing the committee prepared narrativedescription and identified concerns related to various sections of the Criteria for Accreditation. Information derivedfrom this process was reported to the College Planning Council and, as appropriate referred to various councils,committees, offices and other groups for further review and/or corrective action.





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SACS Strategic Topics Report - Valencia: A Learning College

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Introduction

Strategic Planning Process

Core CompetencyIntegration andAssessment

Implement the LifeMap(developmental advising)system

Design and implement acomprehensive, computerbased learning supportsystem. (Atlas)

Conclusion

Bibliography

SACS Strategic Topics ReportIn 1995, Valencia College launched an institutional transformation initiative focused on collaborating to become more learning-centered. Thework accomplished and the future plans designed under the umbrella of the Valencia Learning-Centered Initiative enabled the college to gainrecognition in 2000 by the League for Innovation in the Community College as one of 12 international Vanguard Learning Colleges. The workdone on the Learning Centered Initiative is the primary focus for the Strategic Topics Report portion of the College’s Alternative Self Study forreaffirmation of accreditation. The links on this web page will direct you to each section of the Strategic Topics Report.

The Strategic Planning Process section of this report documents the first phases of a major transformational change initiative that hassought to move the College from traditional institutional practice to creating a more learning-centered environment.

This report also documents the College’s work on three specific system objectives described below that are aimed at improving studentprogression, completion, and transfer or job placement.

Design and implement a system that integrates the core competencies into the curriculum through faculty development, curriculumdesign, and student assessmentImplement the LifeMap (developmental advising) system.Design and implement a comprehensive, web-based learning support system (Atlas).

As indicated above and throughout the report, this has been a team effort with contributions from many people and much documentation fromacross the college. Principal writers of the report were Bill Castellano, Michael Hooks, Patrick Nellis, Ann Puyana, and Joyce Romano; principalediting and formatting was done by Joan Andrek; and technical support came from Hap Aziz and Priscilla Yamin.

Table of Contents

Introduction


Strategic Topic # 1 – Core Competency Integration and Assessment

Strategic Topic # 2 – Implement the LifeMap (developmental advising) system

Strategic Topic # 3 – Design and implement a comprehensive computer-based learning support system (Atlas)

Conclusion

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Report of ReaffirmationCommittee (pdf)



Frequently AskedQuestions

Related Links

• Online CredentialsProcedures Manual

Valencia’s Reaffirmation of Accreditation ProcessSouthern Association of Colleges and Schools (SACS)

Commission on Colleges

Visiting Committee Dates: March 31 – April 3, 2003

FREQUENTLY ASKED QUESTIONS

What is SACS?Why do we need to be accredited?What is accreditation?What is the alternative self-study model? Who actually conducts the alternative self-study?What is the nature of the visiting team for an “alternative” self-study? What are the standards? How long does this process take? Does the college need to do anything else? How can I help?

What is SACS?

SACS is the Southern Association of Colleges and Schools. It is a private, nonprofit, voluntary accrediting agency. SACS is one of six regionalagencies that maintain a cooperative relationship with the other regions. The national system is decentralized, allowing for local control. SACSis further subdivided into the Commission on Colleges, the Commission on Secondary and Middle Schools, and the Commission on Elementaryand Middle Schools.

Why do we need to be accredited?

There are numerous reasons. Accreditation is a symbol of quality. It shows that the college has performed on at least the same level as otheraccredited institutions in the region. The government often uses accreditation as a standard for determining whether an institution will receivemoney, including financial aid for students. Students also benefit from the help it affords in transferring credits to other institutions.

What is accreditation?

According to the Criteria for Accreditation, "Accreditation…by the Commission on Colleges signifies that the institution has a purposeappropriate to higher education and has resources, programs and services sufficient to accomplish its purpose on a continuing basis.” In otherwords, the college has been shown to meet a rigorous set of standards developed through the member institutions of SACS and theCommission on Colleges.

What is the alternative self-study model?

Valencia has chosen the “alternative” self-study model as a means of achieving reaffirmation of accreditation. The alternative self-studyexplicitly separates compliance assessment from the portion of the self-study that engages broader, more qualitative issues of institutionalgrowth and improvement. The Commission’s expectation with this model is that compliance with the Criteria for Accreditation will be addressedfully in the compliance review, but in a briefer report format than that of the usual comprehensive study. The institution will assess itscompliance with all criteria, providing appropriate analysis and documentation, and determine whether or not the institution is in compliance withthe requirements.

The broadly participatory portion of the alternative self-study addresses strategic topics defined by the institution itself. The Commissionexpects that the plan for self-study will identify specific goals and the chosen topics will be creative, will encounter major issues vital to the long-term improvement of the institution, and will be of sufficient breadth and depth to justify a thorough and sustained study. Valencia’s designatedstrategic topics include:

1. Design and implement a system that integrates the core competencies into the curriculum through faculty development, curriculumdesign and student assessment.

2. Implement the LifeMap (developmental advising) system.3. Design and implement a comprehensive, web-based learning support system.

Who actually conducts the alternative self-study?

Valencia’s Compliance Audit Report, based on the requirements specified in the Criteria for Accreditation, was organized and conducted by anappointed Compliance Audit Committee. The Strategic Topic Reports (Becoming a More Learning-Centered College: A Systems Approach toDesign, Implementation, and Evaluation of Institutional Change Strategies) were organized and prepared by designated teams (TVCAIntegration, LifeMap, Learning Support System) and involved broad-based participation appropriate to the purpose of each initiative. TheCollege Planning Council served as the steering committee for the overall alternative self-study process.

What is the nature of the visiting team for an “alternative” self-study?

At the conclusion of the alternative self-study the institution is visited by a reaffirmation committee composed of two teams: (1) the complianceCriteria for Accreditation












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FAQ - Valencia: A Learning College

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team consists of peer evaluators from other institutions responsible for reviewing all areas of the and the educationalprograms of the institution; (2) the consulting team consists of experts in fields reflective of the institution’s strategic focus. Visits will beconcurrent, will have a single chair, and will produce a single (two-part) report.

What are the standards?

The standards come in the form of requirements or "must" statements that are listed in the Criteria for Accreditation. "Must" statements tell thecollege what it MUST do in order to be accredited. For example, one statement reads as follows: "An institution must have a clearly definedpurpose or mission statement appropriate to collegiate education as well as to its own specific educational role." There are over 400 "must"statements.

How long does this process take?

Valencia began the current process in spring of 1999. The self-study reports were completed in February of 2003. The visiting committee will behere during the period March 31 through April 3, 2003. We anticipate reaffirmation of accreditation in December of 2003.

Does the college need to do anything else?

The process must be repeated every ten years. Valencia was originally accredited in 1973 and reaffirmed in 1983 and 1993. We are expectedto maintain our compliance standards in our regular, ongoing practices. The work of the alternative self-study, based on elements of Valencia’sStrategic Learning Plan, will continue now with the benefit of advice from the SACS visiting committee.

How can I help?

Brief yourself on the progress and outcomes of the alternative self-study by reviewing the compliance audit and strategic topics reportsat http://valenciacollege.edu/sacs/.Address questions or comments to alternative self-study leadership, including: Bill Castellano and Mike Hooks (Self-Study SteeringCommittee and College Planning Council Co-Chairs), Jared Graber (Compliance Audit Director), Patrick Nellis and Ann Puyana (TVCAIntegration Co-Directors), Joyce Romano (LifeMap and Learning Support System Director).As appropriate, provide support and assistance to any members of the visiting compliance or consulting teams.





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SACS Strategic Topics Report - Valencia: A Learning College

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Introduction





Conclusion

Bibliography

SACS Strategic Topics ReportIn 1995, Valencia College launched an institutional transformation initiative focused on collaborating to become more learning-centered. Thework accomplished and the future plans designed under the umbrella of the Valencia Learning-Centered Initiative enabled the college to gainrecognition in 2000 by the League for Innovation in the Community College as one of 12 international Vanguard Learning Colleges. The workdone on the Learning Centered Initiative is the primary focus for the Strategic Topics Report portion of the College’s Alternative Self Study forreaffirmation of accreditation. The links on this web page will direct you to each section of the Strategic Topics Report.

The Strategic Planning Process section of this report documents the first phases of a major transformational change initiative that hassought to move the College from traditional institutional practice to creating a more learning-centered environment.

This report also documents the College’s work on three specific system objectives described below that are aimed at improving studentprogression, completion, and transfer or job placement.

Design and implement a system that integrates the core competencies into the curriculum through faculty development, curriculumdesign, and student assessmentImplement the LifeMap (developmental advising) system.Design and implement a comprehensive, web-based learning support system (Atlas).

As indicated above and throughout the report, this has been a team effort with contributions from many people and much documentation fromacross the college. Principal writers of the report were Bill Castellano, Michael Hooks, Patrick Nellis, Ann Puyana, and Joyce Romano; principalediting and formatting was done by Joan Andrek; and technical support came from Hap Aziz and Priscilla Yamin.

Table of Contents

Introduction


Strategic Topic # 1 – Core Competency Integration and Assessment

Strategic Topic # 2 – Implement the LifeMap (developmental advising) system

Strategic Topic # 3 – Design and implement a comprehensive computer-based learning support system (Atlas)

Conclusion

Bibliography





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Compliance Audit 2003 - Introduction - Valencia: A Learning College

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Introduction

Section I

Section II

Section III

Section IV

Section V

Section VI

Roster of InstructionalStaff

VALENCIA COMMUNITY COLLEGECompliance Audit 2003

Prepared for the Commission on CollegesSouthern Association of Colleges and Schools

Table of Contents

Introduction and Overview

Section I: Principles and Philosophy of Accreditation

Section II: Institutional Purpose

Section III: Institutional Effectiveness

Section IV: Educational Program

Section V: Educational Support Services

Section VI: Administrative Processes

Introduction and Overview

A Brief History of Valencia College

The Orange County Board of Public Instruction and the State Board of Education under authority granted by the 1961 session of the FloridaLegislature founded Valencia Junior College in February 1967. On July 1, 1967, the College Advisory Committee became the Valencia JuniorCollege Board of Trustees and replaced the Orange County Board of Public Instruction as the governing body of the College. In fall 1967, theCharter Class, limited to freshman, began classes in temporary facilities on West Oak Ridge Road, Orlando. The following have been landmarkevents in the history of the College:

1960s

Granted full accreditation by the Southern Association of Colleges and Schools (1969)

1970s

Name changed to Valencia Community College (1971)First permanent campus established (West Campus, 1971)Osceola County added to the College district (1974)Central Campus created (1974)East Campus opened (1975)

1990s

Osceola Campus opened (1997)Winter Park Campus opened (1998)

Valencia, a multi-campus institution with six campuses, centers, and administrative headquarters, includes:

1. West Campus, situated on a 180-acre site at 1800 South Kirkman Road, serving 11,669 students;2. East Campus, situated on a 99-acre site at 701 North Econolockhatchee Trail, serving 12,521 students;3. Osceola Campus, situated on 100 acres at the intersection of Denn John Lane and U.S. 192 in Kissimmee, serving 3,788 student;4. The Winter Park Campus, at 850 West Morse Boulevard, serves 943 students.5. The Technology Innovation Center at McCoy, near Orlando International Airport focuses on both credit programs and continuing

professional education for businesses.6. The Downtown Center, at 190 South Orange Avenue, serves as Valencia’s administrative headquarters.

These facilities provide a variety of educational opportunities to all citizens in the College district.

From these beginnings, Valencia has become an innovative leader in higher education with a national reputation for teaching excellence. Withfour campuses and two centers in the Orlando area, Valencia is now the second largest of Florida’s 28 community colleges, teaching more than50,000 students a year. Armed with practical knowledge, Valencia’s faculty and staff put their energies into a “learning-centered” philosophy thatemphasizes individual student success.












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In an ongoing effort to be responsive to the business community, Valencia builds relationships with high schools, universities and corporatepartners to strengthen academic scholarship and economic development. Valencia has close to 500 corporate education/training partnerships,including those with AT&T, Florida Hospital, Lockheed Martin, NationsBank, Sea World, SmithKline/Beecham, Universal Studios and BritishAirways. The National Alliance of Business named Valencia “National Community College of the Year” in 1998 for its “effective and innovativeleadership” in meeting the workforce needs of business and industry. The recognition is considered one of the country’s most prestigioushigher education awards.

Our selection in 2000 as a Vanguard College is just further affirmation of the effectiveness of our student first philosophy. It’s a philosophywe’ve had for more than 30 years, and it continues to guide us into the future.

Valencia College Statements of Institutional Purpose

Vision

“Valencia College is an extraordinary learning community.”

Values

We value:

Each learner by promoting personal success, high academic standards, civic and personal responsibility and love of learning.Each member of the faculty and staff as a learning leader.The ongoing personal and professional development of learning leaders throughout the community.The mastery of the core competencies – Think, Value, Communicate and Act.The potential of each person to learn.Planning skills that enable students to create, integrate and achieve personal, career and educational goals.An accessible, supportive and safe environment in which people learn and work.A communicative, respectful, collaborative and collegiate culture.A caring and professional relationship among student learners, employees and the community.Diversity and the learning opportunities that it creates.Partnerships for community and workforce development.The purposeful use of technology and other tools that enhance learning.Academic, professional and personal integrity.

Mission

Valencia College provides outcomes-oriented, quality learning opportunities by:

Achieving, measuring and applying the results of learning.Emphasizing critical and creative thinking, effective communication, collaboration and workforce skills.Maintaining an open-minded, nurturing and collaborative environment.Reaching out to potential students and providing affordable, accessible learning opportunities.Fostering enthusiasm for lifelong learning.Motivating learners to define and achieve their goals.Respecting uniqueness and appreciating diversity.Encouraging faculty and staff to continue professional growth.Partnering with businesses, industries, public agencies, civic groups and educational institutions that support learning and promote theeconomic development of Central Florida.

Statutory Purpose

Valencia is a publicly supported, comprehensive community college that continually identifies and addresses the changing learning needs of thecommunity it serves. The College provides:

Associate degree programs that prepare learners to succeed in university studies.Courses and services that provide learners with the right start in their college careers.Associate degree, certificate and professional education programs that prepare learners for entering and progressing in the workforce.

Overview of Compliance Audit Assignments

In the spring of 1999 Valencia College named Dr. Jared Graber, West Campus Dean of Social Sciences as the Director of the SACSCompliance Audit. In the context of the alternative self-study model, Bill Castellano, East Campus Professor of Political Science, Ann Puyana,Interim Vice President, Curriculum Development Teaching and Learning and Dr. Joyce Romano, Assistant Vice President, Educational andStudent Services were named as co-directors for the Strategic Topic portion of the self-study. All of these individuals serve as members of theCollege Planning Council staff and utilized regular meetings of that forum for purposes of ongoing collaboration and communication.

To support the scope and depth of the process an internal Compliance Audit Committee was named to help organize, research and prepare theCompliance Audit Report. Members of the committee were selected for their expertise and familiarity with operational areas related to theCriteria for Accreditation. This group included:

Section I: Principles and Philosophy of AccreditationDr. Jared Graber, Dean, Social Sciences, West Campus

Section II: Institutional PurposePatrick Nellis, Faculty Development Coordinator




Rhonda Glover, Assistant to the Director of Institutional Research

Section IV: Educational ProgramDr. Jared Graber, Dean, Social Sciences, West CampusChris Klinger, Dean of Students, Osceola Campus (Sections 4.2.1, 4.2.5, 4.7)Hap Aziz, Director, Internet and Instructional Technology (Sections 4.5, 4.8.2.4)Paul McNamara, Dean, Valencia Institute (Section 4.6)

Section V: Educational Support ServicesChris Klinger, Dean of Students, Osceola Campus (Sections 5.4, 5.4.1 to 5.4.3.7)Hap Aziz, Director, Internet and Instructional Technology (Sections 5.1.4, 5.1.7, 5.2, 5.3)Donna Carver, Coordinator, Learning Resources Center, West Campus (Sections 5.1 to 5.3)

Section VI: Administrative ProcessesTodd Rogers, Internal Auditor

Organization of the Compliance Audit Report

Working in conjunction with principal college councils, offices, committees, programs, special task forces and faculty groups the ComplianceAudit Committee conducted a multi-year examination of college operations as linked to the Criteria for Accreditation. Each section of this reportincludes a restatement of all requirements from the Criteria for Accreditationas well as a systematic description for each of the following areas:

Audit CommentsA first point of information under each distinctly numbered section of the Criteria for Accreditation will include a statement of either fullcompliance or, as appropriate, an Audit Comment (s) as indicated below.

The College is in full compliance with all requirements of this section of the Criteria for Accreditation.

OR

This section includes Audit Comment(s) # N and # N. Follow-Up describes corrective actions thathave been taken to establish full compliance with the Criteria for Accreditation.

Follow-UpA Follow-Up section will be added to each designated Audit Comment indicating corrective actions that have been taken to achievecompliance. As appropriate, each section will be concluded with the statement: Based on these corrective actions, the Compliance AuditCommittee has determined the College to be in full compliance with this section of the Criteria for Accreditation.

Review and AssessmentThe narrative under each heading will include a brief overview on the development, operation and performance of the institution as related tothe specific requirements of the Criteria for Accreditation. Assessment information will serve as a rationale for determining compliance or, asappropriate, the need for internal audit commentary.

DocumentationSpecific documentation supporting Review and Assessment will be both linked to the Review and Assessment narrative as well as listedfollowing each paragraph of narrative. Documentation will include hard copy references and/or hyperlink locations for files, publications,correspondence and other materials listed.







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Compliance Audit 2003 - Section I: Principles and Philosophy of Accreditation - Valencia: A Learning College

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Introduction

Section I

1.11.21.31.41.51.6

Section II

Section III

Section IV

Section V

Section VI



Section I: Principles and Philosophy of Accreditation

1.1 Institutional Commitment and Responsibilities in the Accreditation Process

The College is in full compliance with all requirements of this sub-section of the Criteria forAccreditation.

Criterion 1.1, Paragraph 1, page 5, lines 1-16The effectiveness of self-regulatory accreditation depends upon an institution's acceptance of certain responsibilities, includinginvolvement in and commitment to the accreditation process. An institution is required to conduct a self-study at the intervalspecified by the Commission and, at the conclusion of the self-study, accept an honest and forthright peer assessment of institutionalstrengths and weaknesses. The Commission requires that the self-study assess every aspect of the institution; involve personnelfrom all segments of the institution, including faculty, staff, students, administration and governing boards; and provide acomprehensive analysis of the institution, identifying strengths and weaknesses. In addition, the Commission requires an adequateinstitutional follow-up plan to address issues identified in the self-study.

Review and Assessment

Valencia College has participated in the self-study process at required intervals for the past three decades.

Previous institutional self-studies were conducted during the periods 1972-73, 1982-83 and 1991-93. The only substantive change procedureinvolved participation in the Substantive Change Review of the Florida Community College System conducted October 9-12, 2000. The Collegecompleted this process successfully and was notified by the Commission on Colleges that the institution’s First Progress Report following thesystem-wide review of electronic distance learning programs required no additional report. In all cases, Valencia College has respondedappropriately to the recommendations and suggestions of Southern Association of Colleges and Schools Visiting Committees as evidenced byself-study reports, follow-up reports and other related correspondence. The institution has consistently demonstrated acceptance, respect andcooperation for the peer assessment process and has made changes based upon formal recommendations and other professional feedback.

Valencia College has spent the past three years conducting a self-study based on the alternative model. Working with appropriate councils,departments, committees, faculty, staff and students the College’s internal Compliance Audit Committee has examined all aspects of collegeoperation pertinent to the requirements of the Criteria for Accreditation. Internal findings were reported as appropriate to the College’s principalcouncils and committees. Throughout the process various constituencies have been kept informed of assessment results, corrective actionsand other changes through memoranda, published reports, electronic postings and various presentations. The College’s strategic topic proposaltitled “Becoming a More Learning-Centered College: A Systems Approach to Design, Implementation and Evaluation of Institutional ChangeStrategies” was formally approved in November 2000. A distinct leadership and planning team was established to guide and implement thiscomponent of the alternative self-study model. As mentioned previously, all self-study directors served as members of the College PlanningCouncil staff to ensure ongoing communication and collaboration regarding the development and completion of self-study reports. Throughoutits history Valencia College has engaged the self-study and peer review processes in good faith and with a firm commitment to the concepts ofinstitutional effectiveness and ongoing improvement.

It is the intent of the College to address the findings of the self-study process with an appropriate follow-up plan designed to correct citeddeficiencies.

DocumentationValencia Self-Study Reports, 1972-73, 1982-83, 1991-93Responses to Visiting Team ReportsLetter from Dr. James T. Rogers, January 11, 2002 on Acceptance of First Progress Report, Substantive Change on System-wide Review ofElectronic Distance Learning ProgramsSACS Alternative Self-Study Committee RostersCompliance Audit Report at http://valenciacollege.edu/sacs/archive/compliance/compliance.aspStrategic Topic Report at http://valenciacollege.edu/sacs/archive/alternative/default.aspCompliance Audit Committee Meeting AgendasWebsites for Alternative Self-Study: http://valenciacollege.edu/sacs/archive/alternative/

Criterion 1.1, Paragraph 2, page 5, lines 17-25An institution must be committed to participation in the activities and decisions of the Commission. This commitment includes awillingness to participate in the decision-making processes of the Commission and adherence to all policies and procedures,including those for reporting changes within the institution. Only if institutions accept seriously the responsibilities of membershipwill the validity and vitality of the accreditation process be ensured.













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Valencia College is fully committed to participation in the activities and decisions of the Commission on Colleges. The College is regularlyrepresented at annual meetings of the Southern Association of Colleges and Schools, the Commission on Colleges Delegate Assembly and theFlorida State Delegation. Information and policy decisions of the Commission are broadly shared through appropriate distribution and websiteposting. The College’s participation in a 2000 Substantive Change Visit for Distance Education exemplifies further commitment to regionalaccreditation activities and requirements. In addition, there are a number of College employees with long records of service as members of theCommission’s Visiting Committee System.

DocumentationCorrespondence with Commission on CollegesDistance Learning Substantive Change ReportSACS/COC Report of the Substantive Change Visiting Committee

Criterion 1.1, Paragraph 3, page 5, lines 26-34, page 6, lines 1-12An institution of higher education is committed to the search for knowledge and its dissemination. Integrity in the pursuit ofknowledge is expected to govern the total environment of an institution. Each member institution is responsible for ensuring integrityin all operations dealing with its constituencies, in its relations with other member institutions, and in its accreditation activities withthe Commission on Colleges. Each institution must provide the Commission access to all parts of its operation and to complete andaccurate information about the institution's affairs, including reports of other accrediting, licensing and auditing agencies. In the spiritof collegiality, institutions are expected to cooperate fully during all aspects of the process of evaluation: preparations for site visits,the site visit itself, and the follow up to the site visit. Institutions are also expected to provide the Commission or its representativeswith information requested and to maintain an atmosphere of openness and cooperation during evaluations, enabling evaluators toperform their duties with maximum efficiency and effectiveness.


As clearly indicated in various statements of purpose, the institution is committed to the search for knowledge and its dissemination. TheLearning-Centered Initiative linked to the key principles of Learning First, Start Right, Learning Leaders, Learning by Design, Learning SupportSystems, Diversity Works and Learning Works establish an institutional culture based on integrity in the pursuit of knowledge.

Valencia College ensures integrity in all operations dealing with its constituencies, in its relations with other member institutions and in itsaccreditation activities with the Commission on Colleges. Various publications, including the Valencia Catalog, the Valencia Policy Manual, andthe Valencia website provide clear and accurate information concerning the structure and operations of the institution. Memberships innumerous local, state, regional, national and international organizations provide evidence of adherence to professional standards in highereducation. A thirty-year history and three successful self-study experiences further demonstrates the College’s commitment to regionalaccreditation through the Commission on Colleges and the Southern Association of Colleges and Schools.

Correspondence requesting permission from the Commission on Colleges pursue the alternative self-study was sent May 30, 2000. AStatement of Assurance was submitted as part of the College’s Alternative Self-Study Proposal. This statement indicates: “Valencia CommunityCollege affirms that it is substantially in compliance with the Criteria for Accreditation and will be able to document such compliance in its auditreport. The College further affirms that it will continue to adhere to the Criteria, policies and procedures of the Commission. The College pridesitself on ensuring the integrity of all its operations, in dealing with its various constituents, in its publications, and in its accreditation activitieswith the Commission on Colleges.”

Valencia College pledges to fully cooperate during all aspects of the process of evaluation and peer review including preparation for site visits,the site visit itself and the follow-up to the site visit.

To ensure maximum effectiveness and efficiency for the evaluation team Valencia College pledges to fully cooperate in the evaluation phase ofthe reaffirmation of accreditation process, provide access to all parts of College operations as well as accurate information concerning theinstitution’s affairs.

DocumentationValencia Catalog, Valencia’s Statements of Institutional Purpose, p. 12 at http://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdfStrategic Learning Plan at http://valenciacollege.edu/lci/essays/plan.pdfValencia Catalog, Valencia’s Roles and Functions, p. 13 at http://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdfValencia Policy 6Hx28: 04-00 on Accreditation at http://valenciacollege.edu/policies/PDF/04-00.pdfSelf-Study ReportsWebsites for Alternative Self-Study: http://valenciacollege.edu/sacs/archive/alternative/Correspondence Requesting Permission for Alternative Self-Study, May 30, 2000Statement of Assurance from Alternative Self-Study ProposalAccrediting, Licensing and Auditing Reports

Criterion 1.1, Paragraph 4, page 6, lines 13-21Each participating institution must be in compliance with its program responsibilities under Title IV of the 1992 Higher EducationAmendments. Failure to comply with Title IV responsibilities will be considered when an institution is reviewed for initial membershipor continued accreditation. In reviewing an institution's compliance with these program responsibilities, the Commission will rely ondocumentation forwarded to it by the Secretary of Education.


The College has complied with program responsibilities under Title IV of the 1992 Higher Education Amendments. The Title IV audit inconducted by the Auditor General’s Office every fiscal year and the results are reported to the federal government. Any significant findings areincluded in the annual Federal Audit Report of the State of Florida (see Section 6.3.6 for additional detail).

DocumentationAnnual Federal Audit Report of the State of Florida

Criterion 1.1, Paragraph 5, page 6, lines 22-25Each institution seeking candidacy, membership or reaffirmation with the Commission on Colleges must document its compliancewith the Conditions of Eligibility as outlined in Section 1.4.

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http://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdf

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Valencia College is in full compliance with the Conditions of Eligibility as outlined in Section 1.4 of the Criteria for Accreditation. Suchcompliance is described and documented in the sections that follow.

1.2 Application of the Criterion


Criterion 1.2, Paragraph 1, page 6, lines 26-56, page 7, lines 1-3The Criteria for Accreditation applies to all institutional programs and services wherever located or however delivered. It is designedto guide institutions in all stages of membership---from initial application through initial accreditation or reaffirmation of accreditation.Compliance with the Criteria for Accreditation is intended to help an institution achieve overall effectiveness and to ensure the qualityof its educational programs. The Commission on Colleges shall apply the Criteria to all applicant, candidate and member institutionsregardless of type of institution, whether for-profit, not-for-profit, private or public. The Commission grants or reaffirms accreditationonly to institutions which comply with the Criteria.Criterion 1.2, Paragraph 2, page 7, lines 4-14

An institution must refrain from making a substantive change, defined as a significant modification in the nature or scope of aninstitution or its programs, except in accordance with the Commission's "Substantive Change Policy for Accredited Institutions" andits attendant procedures. All existing or planned activities must be reported according to the policies, procedures and guidelines ofthe Commission on Colleges and must be in compliance with the Criteria. If an institution fails to follow the procedures outlined in theabove policy, its total accreditation will be placed in jeopardy.


As stated previously, the only substantive change procedure involved participation in the Substantive Change Review of the Florida CommunityCollege System conducted October 9-12, 2000. The College completed this process successfully and was notified by the Commission onColleges that the institution’s First Progress Report following the system-wide review of electronic distance learning programs required noadditional report. All modifications were planned and implemented in accordance with the Commission’s “Substantive Change Policy forAccredited Institutions” and its attendant procedures.

All existing or planned activities for Valencia College have been reported according to the policies, procedures and guidelines of theCommission on Colleges and are in compliance with the Criteria for Accreditation.

DocumentationSubstantive Review on System-wide Review of Electronic Distance Learning Programs Change Reports, October 9-12, 2000Letter from Dr. James T. Rogers, January 11, 2002 on Acceptance of First Progress Report, Substantive Change on System-wide Review ofElectronic Distance Learning ProgramsAnnual Institutional Profiles

Criterion 1.2, Paragraph 3, page 7, lines 15-26The Commission on Colleges takes no position on collective bargaining agreements, neither encouraging nor discouraging them.When an institution's purpose, policies or procedures are modified by collective bargaining agreements, the modifications do notaffect the application of the Criteria, the self-study, the evaluation, or the reporting processes. The impact of a collective bargainingagreement will be included in the accreditation process when appropriate. When accreditation-related recommendations orsuggestions are sent to an institution, they are intended to strengthen the total institution, not to influence collective bargainingnegotiations.

Criterion 1.2, Paragraph 4, page 7, lines 27-30The Commission on Colleges maintains a policy and procedure for considering formal complaints regarding member or candidateinstitutions. (See Commission document "Complaint Policy.")

Criterion 1.2, Paragraph 5, page 7, lines 31-32Each institution must have adequate procedures for addressing written student complaints.


The College employs formal policies and procedures for addressing both Academic Grievances and Appeal of Administrative Decisions. Theprocedures are outlined in the Valencia Catalog as well as the Valencia Student Handbook.

DocumentationValencia Student Handbook, pp. 118-122 at http://valenciacollege.edu/pdf/studenthandbook.pdfValencia Catalog, Appeal of Administrative Decisions and Academic Grievance Process p. 67 at http://valenciacollege.edu/catalog/02-03/pdf/10POLICIES.pdfValencia Policy 6Hx28: 10-13 on Student Academic Grievances at http://valenciacollege.edu/policies/PDF/10-13.pdfValencia Policy 6Hx28: 10-15 on Student Right of Appeal of Administrative Decisions at http://valenciacollege.edu/policies/PDF/10-15.pdf

Criterion 1.2, Paragraph 6, page 7, lines 33-41, page 8, lines 1-5The Commission evaluates not only compliance with specific criteria but also the effectiveness of the institution as a whole and theenvironment in which teaching and learning occurs. Assessment of the overall effectiveness of an institution derived through the peerevaluation process, rather than simple compliance with specific criteria, shall be an overriding factor in the Commission'sdetermination of whether to confer, or to continue, the accredited status of an institution. While peer evaluators representing theCommission must apply professional judgment in assessing compliance with the Criteria and assessing overall effectiveness, thefinal interpretation of the Criteria rests with the Commission.

1.3 Separately Accredited Units


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Criterion 1.3, Paragraph 1, page 8, lines 6-11Accreditation of an institution includes all of its units wherever located. A unit of an institution may be separately accredited if asignificant portion of responsibility and decision-making authority for its educational activities lies within the unit and not in otherunits of the institution or system.

Criterion 1.3, Paragraph 2, page 8, lines 12-25It is the responsibility of the Commission on Colleges to determine, following consultation with the chief executive officer of theinstitution, whether the institution will be considered for accreditation as a whole or whether its units will be considered for separateaccreditation, and how the evaluation will be conducted. A unit of an institution or system is eligible for separate accreditation if it isevident that it has a significant degree of autonomy and possesses the attributes, which will enable it to comply with therequirements of the Criteria for Accreditation. A unit is required to apply for separate accreditation or to maintain separatemembership if, in the judgment of the Commission, the unit exercises this level of autonomy.


The concept of separate unit accreditation does not apply to Valencia Community College.

Criterion 1.3, Paragraph 3, page 8, lines 26-32If an institution seeks separately accredited status for one of its units, it must notify the Executive Director of the Commission onColleges of its intent and follow procedures established by the Commission. In all cases, the Commission on Colleges reserves theright to determine the accreditation status of separate units of an institution.


Valencia College seeks reaffirmation of accreditation as a single institution and will not seek separately accredited status for any unit.

DocumentationCorrespondence Requesting Permission for Alternative Self-Study, May 30, 2000

1.4 Conditions of Eligibility


Criterion 1.4, Paragraph 1, page 9, lines 1-8 Any institution seeking candidacy must document its compliance with each of the thirteen Conditions of Eligibility to be authorizedinitiation of a self-study, or to be awarded candidacy or candidacy renewal. In addition, the institution must provide evidence that it iscapable of complying with all requirements of the Criteria and that it will be in compliance by the end of the period allowed forcandidacy.


Valencia College is not seeking candidacy status.

Criterion 1.4, Paragraph 2, page 9, lines 9-20The Conditions of Eligibility are basic qualifications, which an institution of higher education must meet to be accredited by theCommission on Colleges. They establish a threshold of development required of an institution seeking initial or continuedaccreditation by the Commission and reflect the Commission's basic expectations of candidate and member institutions. Compliancewith the Conditions is not sufficient to warrant accreditation or reaffirmation of accreditation. Accredited institutions must alsodemonstrate compliance with the Criteria for Accreditation, which holds institutions to appropriately higher standards of quality.


Valencia College meets the Conditions of Eligibility as described and documented in the responses to each of the specific conditions below.Compliance with the Criteria for Accreditation including appropriately higher standards of quality is evidenced by the content of the ComplianceAudit Report.

Criterion 1.4, Condition 1 abc, page 9, lines 21-381. In obtaining or maintaining accreditation with the Commission on Colleges, an institution agrees to the following:

a. That it will comply with the Criteria for Accreditation of the College Delegate Assembly consistent with the policies and proceduresof the Commission on Colleges.

b. That the Commission on Colleges, at its discretion, may make known to any agency or member of the public requiring suchinformation, the nature of any action, positive or negative, regarding the institution's status with the Commission.

c. That it will comply with Commission requests, directives, decisions and policies, and will make complete, accurate and honestdisclosure. Failure to do so is sufficient reason, in and of itself, for the Commission to impose a sanction, or to deny or revokecandidacy or accreditation.




Condition 1The College is committed to compliance with the Criteria for Accreditation and with the directives, requirements, decisions and policies of theCommission on Colleges.

The College agrees to make accurate and complete disclosure regarding its operations and recognizes the Commission’s right to make knownthe College’s status in regard to compliance with the criterion statements to any agency or member of the public. Correspondence with theCommission on Colleges and the chair of the visiting committee expressed the College’s willingness to comply with requests issued by theCommission.

The College will provide complete and accurate information that is required to carry out the Commission’s evaluation and reaffirmation ofaccreditation functions.

DocumentationValencia Policy 6Hx28:04-00 on Accreditation at http://valenciacollege.edu/policies/PDF/04-00.pdfLetter to Dr. Jack Allen, Commission on Colleges Regarding Alternative Self-Study, May 30, 2000Memorandum from Dr. Steve Mittelstet, Chair of the Visiting Committee on Agreement on Approach for Conduct of Compliance Audit Reviewand Feedback Report Format and Consultant Review and Feedback Report Format, December 8, 2002

Criterion 1.4, Condition 2, page 10, lines 1-42. The institution must have formal authority from an appropriate government agency or agencies located within the geographicjurisdiction of the Southern Association of Colleges and Schools to award degrees.


Condition 2Valencia Junior College (the original name of the College), was organized in February 1967 by the Orange County Board of Public Instructionand the State Board of Education under authority granted to them by the 1961 session of the Florida legislature (Section 230.58, FloridaStatutes) as follows:

ESTABLISHMENT OF JUNIOR COLLEGES: LEE, LAKE, COLUMBIA, AND ORANGE COUNTIES. Authorization is hereby given for theestablishment of junior colleges to be located in Lee, Lake, Columbia, and Orange counties in accordance with provisions of Section 230.46,Florida Statutes.

In fall 1967, the charter class began classes in temporary facilities at Mid-Florida Technical Institute in Orlando. By April 1969, the CollegeAdvisory Committee and the Orange County Board of Public Instruction had acquired a permanent site, developed a long-range master plan forthe initial campus, and prepared educational specifications for facilities. In accordance with state law, on July 1, 1969, the College AdvisoryCommittee became the Valencia Junior College District Board of Trustees and replaced the Orange County Board of Public Instruction as thegoverning body of the College. From that point forward, the College has been independent of the Florida public school system as a bodycorporate governed by its District Board of Trustees.

The College was granted authority to include Osceola County in its service district by the State Board of Education (SBE) on May 7, 1974, asprovided in Chapter 73.163, Laws of Florida. Three members from Osceola County were subsequently appointed to the District Board ofTrustees. With the five previously authorized Board members from Orange County, the Board was increased to a total of eight trustees.

DocumentationSection 230.58, Florida StatutesSection 230.46, Florida StatutesChapter 73.163, Laws of Florida

Criterion 1.4, Condition 3, Paragraph 1, page 10, lines 5-213. The institution must have a governing board of at least five members, which has the authority and duty to ensure that the missionof the institution is implemented. The governing board is the legal body responsible for the institution. Evidence must be providedthat the board is an active policy-making body for the institution. The board is ultimately responsible for ensuring that the financialresources of the institution are used to provide a sound educational program. The board must not be controlled by a minority ofboard members or by organizations or interests separate from the board. The presiding officer of the board must have no contractual,employment, or personal or familial financial interest in the institution. The majority of other voting members of the board must haveno contractual, employment, or personal or familial financial interest in the institution.


Condition 3Valencia College is governed by an eight-member District Board of Trustees appointed by the governor; approved by four or more members ofthe SBE, which consists of the governor and the cabinet of the state; and confirmed by the Florida Senate in regular session (Section 1001.61,Florida Statutes).

The District Board of Trustees is vested with the responsibility and authority to direct the operation of the College in accordance with the rulesof the SBE and the State Board of Community Colleges (Section 1001.64, Florida Statutes).

The District Board of Trustees has responsibility for establishing the policies of the College that determine the quality and direction of thedevelopment of the College, that establish an effective management for the College, and that assist the president of the institution in carryingout its approved mission, goals, and functions (Policy Manual 6Hx28:01-00). The duties, powers, and responsibilities of the District Board ofTrustees are further delineated in statute and in Policy 6Hx28:01-00.

The District Board of Trustees is ultimately responsible for ensuring that the financial resources of the institution are used to provide a soundeducational program. The District Board of Trustees is specifically authorized by Florida law to adopt rules, procedures and policies consistentwith law and the rules of the State Board of Education and Florida Board of Education, related to its mission and responsibilities as set forth inlaw, its governance, personnel, budget and finance, administration, programs, curriculum and instruction, buildings and grounds, travel andpurchasing, technology, students, contracts and grants, or college property. These rules may supplement those prescribed by the State Boardof Education and the Florida Board of Education if they contribute to the more orderly and efficient operation of the Florida Community CollegeSystem.







The District Board of Trustees is not controlled by a minority of board members or by organizations or interests separate from the board. According to Policy 6Hx28:01-04 on Rules of Procedure for Meetings of the District Board of Trustees, the Chair, or the presiding member inthe absence of the chair, shall conduct all business according to parliamentary rules in Robert’s Rules of Order Newly Revised (or the latestrevision or amendment thereto), unless modified by standing or special rules of the District Board of Trustees. The District Board of Trusteesmay observe special procedures to be followed by small boards, in light of the intent of using parliamentary procedures to maintain order in thedecision making process, not to limit or stifle open discussion. The District Board of Trustees shall strive for consensus, and will work as aresponsible corporate body taking into consideration individual interests and concerns. District Board of Trustees’ decisions and positionstatements will reflect the position of the District Board of Trustees and not any one individual. The Chair shall have the right to vote upon allquestions, motions or recommendations submitted to the District Board of Trustees.

The presiding officer of the Board of Trustees has no contractual, employment, or personal or familial financial interest in the institution.

The majority of other voting members of the District Board of Trustees do not have contractual, employment, or personal or familial financialinterest in the institution.

DocumentationSection 1001.61, Florida StatutesSection 1001.64, Florida StatutesValencia Policy 6Hx28:01-00 on Governance Policies at http://valenciacollege.edu/policies/PDF/01-00.pdfValencia Policy 6Hx28:01-04 on Rules of Procedure for Meetings of the District Board of Trustees at http://valenciacollege.edu/policies/PDF/01-00.pdf

Criterion 1.4, Condition 3, Paragraph 2, page 10, lines 22-28The bylaws of the board or other legal documents must ensure appropriate continuity in the board membership, usually by staggeredterms of adequate length. The bylaws or other legal documents must ensure the independence of the board. Amendment of thebylaws must occur only by vote of the board after reasonable deliberation.


Trustees shall be appointed for terms of four (4) years and may be reappointed. Terms shall expire on May 31 of the year of expiration, or assoon thereafter as the successors shall be qualified to serve. When changes in District Board of Trustees composition and numbers arerequired by law, the Governor shall stagger the length of terms of the District Board of Trustees positions next in line for appointment in such amanner as to provide for future position expiration dates as equal in number as possible in each succeeding year for each county.

As indicated in the previous section, bylaws and operating procedures ensure the independence of the board. Minutes of District Board ofTrustees meetings, available in the Office of the President, provide documentation that the District Board of Trustees, which meets monthlyexcept in December, is the policy-making body for the College but leaves the operating management of the College in the hands of itspresident.

Amendment of the bylaws occurs only by vote of the Board after reasonable deliberation. According to Policy 6Hx28: 01-03 on Minutes of theDistrict Board of Trustees, the President shall obtain District Board of Trustees approval for exceptions to rules of the District Board ofTrustees.

DocumentationValencia Policy 6Hx28:01-00 on Governance Policies at http://valenciacollege.edu/policies/PDF/01-00.pdfValencia Policy 6Hx28:01-02 on General at http://valenciacollege.edu/policies/PDF/01-00.pdfValencia Policy 6Hx28:01-03 on Minutes of the District Board of Trustees at http://valenciacollege.edu/policies/PDF/01-00.pdfMinutes of the District Board of Trustees, President’s Office

Criterion 1.4, Condition 3, Paragraph 3, page 10, lines 29-41, page 11, lines1-14(Not Applicable)

Criterion 1.4, Condition 4, page 11, lines 15-184. The institution must have a chief executive officer whose primary responsibility is to the institution. The chief executive officermust not be the presiding officer of the board.


Condition 4The President of Valencia College, its chief executive officer, is responsible for carrying out the policies of the Board and administering theoperation of the College in the most efficient and effective manner possible. The President is responsible for establishing an administrativeorganizational structure appropriate to the statements of purpose, size, complexity, and goals of the College (Policy Manual 6Hx28.01-00,Section 01-06 on Powers and Duties of the President of the College). The duties, powers, and responsibilities of the President are included inRule 6A-14.0261 and 6A-14.0262 FAC. and in Policy 6Hx28:02-04.

The President serves as the executive officer and corporate secretary of the District Board of Trustees, as well as the chief administrative officerof the College. All components of the institution and all aspects of its operation are responsible to the Board of Trustees through the president(Section 1001.61, Florida Statutes).

DocumentationValencia Policy 6Hx28.01-00 on Governance Policies at http://valenciacollege.edu/policies/PDF/01-00.pdfValencia Policy 6Hx28:01-06 on Powers and Duties of the President of the College at http://valenciacollege.edu/policies/PDF/01-00.pdfFlorida Administrative Code Rule 6A-14.0261Florida Administrative Code Rule 6A-14.0262Valencia Policy 6Hx28:02-04 on Job Descriptions of Personnel of the College at http://valenciacollege.edu/policies/PDF/02-04.pdfSection 1001.61, Florida Statutes

Criterion 1.4, Condition 5, page 11, lines 19-215. The institution must be in operation and have students enrolled in degree programs at the time of the committee visit.




















Condition 5The institution has been in continuous operation since 1967. According to the annualized AA-1A Report in 2001-2002 3,077 students weregraduated with an Associate in Arts degree and 551 students were graduated with an Associate in Science or Associate in Applied Sciencedegree. According to the Student Characteristics Report, for the fall term of 2002 there are 22, 930 students seeking an Associate in Arts,Associate in Science or Associate in Applied Science degree from Valencia. The institution will have substantial numbers of students enrolled indegree programs at the time of the committee visit.

DocumentationAA-1A ReportStudent Characteristics Report (report available in the SACS Resource Rooms)

Criterion 1.4, Condition 6, Paragraph 1, page 11, lines 22-356. The institution must offer one or more degree programs based on at least two academic years at the associate level, at least fouracademic years at the baccalaureate level, or at least one academic year at the post-baccalaureate level. The institution may makearrangements for some instruction to be provided by other accredited institutions or entities through contracts or consortia. However, the institution itself must provide instruction for all course work required for at least one degree program at each level atwhich it awards degrees. Any alternative approach to meeting this requirement must be approved by the Commission on Colleges. Inall cases, the institution must be able to demonstrate that it evaluates all aspects of its educational program.


Condition 6Valencia College offers two-year academic programs leading to the Associate in Arts, Associate in Applied Science and Associate in Sciencedegrees, as well as various certificates. The College provides instruction for all course work offered in degree programs and does not usecontractual or consortial arrangements with other institutions or entities to provide course work for degree programs.

Valencia has broad-based evaluation system that extends throughout the institution. Academic departments and the Office of InstitutionalResearch coordinate on the design, implementation and evaluation of a wide range of assessment data. Further information on the College’sevaluation processes can be found in Section III on Institutional Effectiveness.

DocumentationValencia Catalog, Associate in Arts, Associate in Applied Science and Associate in Science Degrees, pp. 68-176Valencia Schedule of Classes at http://valenciacollege.edu/schedule/Office of Institutional Research Website

Criterion 1.4, Condition 6, Paragraph 2, page 11, lines 36-41, page 12, lines 1-2The institution's degree programs must be compatible with its stated purpose and based upon fields of study appropriate to highereducation. Institutions may experiment in developing and defining new fields of study, but the Commission cannot evaluate formembership an institution that offers only programs which represent fields of study that are outside of the expertise of theCommission's accredited institutions.


The degree and certificate programs offered at Valencia Community College are consistent with the stated purposes of the institution and arebased on fields of study appropriate to higher education.

DocumentationValencia Catalog, Valencia’s Statements of Institutional Purpose, p. 12 at http://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdf

Criterion 1.4, Condition 7, page 12, lines 3-57. The institution must have a clearly defined, published statement of purpose appropriate to an institution of higher education.


Condition 7The Statements of Purpose were developed and are periodically reviewed by College councils and approved by the District Board of Trustees. The Statements of Purpose are included in the Valencia Catalog and Faculty Handbook. The Statements of Purpose clearly reflect the purposeof the institution as determined by the faculty, administration and District Board of Trustees.

DocumentationValencia Catalog, Valencia’s Statements of Institutional Purpose, p. 12 at http://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdfFaculty Handbook or at http://valenciacollege.edu/pdf/hand.pdf

Criterion 1.4, Condition 8, page 12, lines 6-118. The institution must have an appropriate plan, as well as a functioning planning and evaluation process, which identifies andintegrates projected educational, physical and financial development, and incorporates procedures for program review andinstitutional improvement.


Condition 8The College has established a Strategic Learning Plan that includes seven (7) long-range strategic goals (Learning First Start Right, LearningLeaders, Learning by Design, Learning Support Systems, Diversity Works and Learning Works), unit improvement plans and explicit outcomemeasures. The annual planning and evaluation cycle of the College is examined in the Section III of this report on Institutional Effectiveness. The Strategic Learning Plan identifies and integrates future educational, physical and financial development. Procedures have been establishedand implemented for periodic review of all degree programs.

Documentation

http://valenciacollege.edu/schedule/



http://valenciacollege.edu/pdf/hand.pdf







Strategic Learning Plan at http://valenciacollege.edu/lci/essays/plan.pdfReport on the Instructional Effectiveness System, Program Review and Evaluation of the Associate in Arts Degree Program and GeneralEducationProgram Review Documentation for Occupational Programs

Criterion 1.4, Condition 9, page 12, lines 12-139. The institution must have published admission policies compatible with its stated purpose.


Condition 9The College has published its admission policies, which are compatible with its Statements of Institutional Purpose. These policies arereviewed and evaluated on an ongoing basis by appropriate councils and staff. See Section 4.2.1 on Undergraduate Admission for additionaldetails.

DocumentationValencia Catalog, Valencia’s Statements of Institutional Purpose, p. 12 at http://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdfValencia Catalog, Admission and Registration, pp. 15-23 at http://valenciacollege.edu/catalog/02-03/pdf/01ADMISSIONS.pdfAdmissions and Registration Task Force minutes

Criterion 1.4, Condition 10, page 12, lines 14-2710. All undergraduate degree programs of the institution must include a substantial component of general education courses at thecollegiate level. For degree completion in associate programs, the component must constitute a minimum of 15 semester hours orequivalent quarter hours and for baccalaureate programs, a minimum of 30 semester hours or equivalent quarter hours. The credithours must be drawn from and include at least one course from each of the following areas: humanities/fine arts, social/behavioralsciences, and natural sciences/mathematics. The courses must be designed to ensure breadth of knowledge and must not benarrowly focused on those skills, techniques and procedures peculiar to a particular occupation or profession.


Condition 10At Valencia College all undergraduate degree programs include a substantial component of general education courses at the collegiate level.

Valencia College provides programs of study that include a substantial general education core curriculum of at least 15 semester hours forAssociate in Applied Science and Associate in Science degree students and 36 semester hours for Associate in Arts degree students.

This core curriculum is based on required course work from the areas of Communications, Humanities, Mathematics, Science and SocialSciences.

Review by appropriate academic departments and the College-wide Curriculum Committee ensures that all courses offered by the College incredit programs are consistent with the philosophy and goal of the general education core and are not narrowly focused on skills, techniquesand procedures peculiar to a particular occupation or profession. All degree programs include at least one course from the areas ofhumanities/fine arts, social/behavioral sciences and natural sciences/mathematics.

DocumentationValencia Catalog, Graduation Requirements for the Associate in Arts Degree, pp. 70-73 at http://valenciacollege.edu/catalog/02-03/pdf/12AA.pdfValencia Catalog, Graduation Requirements for the Associate in Applied Science and Associate in Science Degrees, p. 110-112SACS 422 Undergraduate Completion Requirements, Designated Skills AreasCurriculum Manual or at http://valenciacollege.edu/pdf/manual01.pdfFaculty Handbook or at http://valenciacollege.edu/pdf/hand.pdf

Criterion 1.4, Condition 11, page 12, lines 28-3511. The number of full-time faculty members must be adequate to provide effective teaching, advising and scholarly or creativeactivity. In each major in a degree program, there must be at least one full-time faculty member with responsibility for supervision andcoordination of the major. In those degree programs for which the institution does not identify a major, this requirement applies to acurricular area or concentration.


Condition 11The number of full-time faculty members is adequate to provide effective teaching, advising and scholarly or creative activity. The full-timefaculty teach the majority of student credit hours generated by the institution. In addition, many faculty members are involved with a wide rangeof academic enhancement activities (see Sections 4.2.4 on Undergraduate Instruction and 4.8.7 on Professional Growth) and are required tocomply with a standard workweek including regularly scheduled office hours.

All degree programs at Valencia College currently have at least one full-time faculty member who has responsibility for supervision andcoordination of program areas for Associate in Applied Science and Associate in Science degrees. The Associate in Arts degree and itsadvisory variations (pre-majors) is supervised and coordinated by multiple full-time faculty and academic deans representing the broad range ofgeneral education course work which comprises the program.

DocumentationValencia Schedule of Classes at http://valenciacollege.edu/schedule/Valencia Policy 6Hx28: 08-02 on Hours of Work for Instructional and Administrative Employees at http://valenciacollege.edu/policies/PDF/08-02.pdfValencia Catalog, College Administration, Faculty and Staff, p. 287-308Personnel Files

Criterion 1.4, Condition 12, page 12, lines 36-4012. The institution must have sufficient learning resources or, through formal agreements or appropriate technology, ensure the



http://valenciacollege.edu/catalog/02-03/pdf/01ADMISSIONS.pdf

http://valenciacollege.edu/catalog/02-03/pdf/12AA.pdf


http://valenciacollege.edu/pdf/manual01.pdf


http://valenciacollege.edu/schedule/





provision of and ready access to adequate learning resources and services to support the courses, programs and degrees offered.


Condition 12Offering a combination of resources and an integrated learning-centered environment that promotes student success, the Learning ResourceCenters (LRC) serve as one-stop, multi-service points for the college community. Campus LRCs support classroom-related research andinformation needs via library, audiovisual, computer and other services. Valencia has LRCs on East, Osceola and West Campuses. TheTechnology Resource Center on the Winter Park Campus provides access to LRC holdings, audiovisual equipment, databases, LINCWeb andthe Internet. Students may use and check out materials at any campus LRC/TRC and also have borrowing privileges at all Florida communitycollege and State University System (SUS) libraries. Valencia’s Learning Resources Centers house and maintain 165,000 books, 980 currentjournal and magazine titles, 138,000 microforms, and 16,000 audiovisual materials (video and audio tapes and CDs). Each campus providescomputer workstations with access to the Internet and over 70 online databases. Librarians and other qualified staff assist at each campusLRC/TRC with research for course assignments, documentation, classroom instruction, interlibrary loan and utilization of other resources,services and technologies.

DocumentationValencia Catalog, Learning Resources Centers (LRCs), p. 36Various LRC Websites:http://valenciacollege.edu/library/http://valenciacollege.edu/library/westhttp://valenciacollege.edu/library/osceolahttp://valenciacollege.edu/library/wp/Personnel Files

Criterion 1.4, Condition 13, Paragraph 1, page 12, line 1, page 13 lines 1-513. The institution must have an adequate financial base to accomplish its purpose at an acceptable level of quality on a continuingbasis. The institution must provide financial statements and related documents (as specified in Section 6.3.6) which accurately andappropriately represent the total operation of the institution.


Condition 13Valencia College is a state-funded institution with an adequate financial base to accomplish its purpose at an acceptable level of quality on acontinuing basis. Funding sources include state funds appropriated by the legislature, tuition and fees, grants and contracts. The College has atotal operating budget for the 2002-2003 fiscal year of $97,243,474. Financial statements including the Statement of Net Assets, Statement ofRevenues, Expenses and Changes in Net Assets and Statement of Cash Flows accurately and appropriately represent College operations.

DocumentationValencia College BudgetStatement of Net AssetsStatement of RevenuesExpenses and Changes in Net AssetsStatement of Cash Flows

Criterion 1.4, Condition 13, Paragraph 2, page 13 lines 6-29Any institution, whether a part of a system or not, which is seeking initial candidacy for membership, candidacy renewal, or initialmembership must include in its application separate institutional audits and management letters for its three most recent fiscal years,including that for the fiscal year ending immediately prior to the date of the submission of the application. Further, it must haveavailable the audit and management letter for the most recent fiscal year ending immediately prior to any committee visit forcandidacy, candidacy renewal, or initial membership. These audits must be conducted by independent certified public accountants oran appropriate governmental auditing agency. An applicant or candidate institution must not show an annual or cumulative operatingdeficit at any time during the application process or at any time during candidacy. Applicant and candidate military institutionsauthorized and operated by the federal government to award degrees must provide financial information, as shall be required by theCommission, from appropriate governmental agencies. This information must accurately represent the total operation of theinstitution and must be sufficient to demonstrate adequate financial support of programs and operations.


The College is audited annually by the Florida Auditor General's Office. The financial audit statement for 2002-2003 is available in the office ofValencia’s Vice President for Administrative Affairs.

The auditors are independent of the College and are regulated by Florida Statutes and rules.

No significant fiscal deficiencies have been reflected in these audits.

Financial requirements for candidacy, candidacy renewal or initial membership do not apply to Valencia College.

Documentation 2002-2003 Financial Audit Statement

1.5 Initial Membership


Criterion 1.5, Paragraph 1, page 14 lines 1-9

http://valenciacollege.edu/library/

http://valenciacollege.edu/library/west/

http://valenciacollege.edu/library/osceola/

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An institution seeking initial membership (accreditation), in addition to fulfilling requirements outlined in the Criteria, must documentits compliance with all Conditions of Eligibility and have been in operation -i.e., have, without interruption, enrolled students in degreeprograms -through at least one complete degree program cycle and have graduated at least one class at the level of the highestdegree offered prior to action by the Commission on Colleges.


This is the fourth self-study undertaken for accreditation or reaffirmation of accreditation purposes by Valencia College. The Commission onColleges of the Southern Association of Colleges and Schools in 1969 granted temporary accreditation; full accreditation was affirmed in 1973,and reaffirmation was granted in 1983 and 1993.

DocumentationHistorical Self-Study Reports

1.6 Representation of Status

This sub-section includes Audit Comment # 1. Follow-Up describes corrective action that has beentaken to establish full compliance with the Criteria for Accreditation.

Criterion 1.6, Paragraph 1, page 14 lines 10-19An institution must be accurate in reporting to the public its status and relationship with the Commission. In catalogs, brochures andadvertisements a member institution must describe its relationship with the Commission only according to the following statement:

(Name of institution) is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866Southern Lane, Decatur, Georgia 30033-4097: Telephone number 404-679-4501) to award (name specific degree levels).


When referring to its status and relationship with the Commission on Colleges of the Southern Association of Colleges and Schools, ValenciaCollege currently uses the following statement: “Valencia College is accredited by the Commission on Colleges of the Southern Association ofColleges and Schools (1866 Southern Lane, Decatur, Georgia, Telephone number 404-679-4502) to award the Associate in Arts and theAssociate in Science degrees.” This statement is reflected in the Catalog, Faculty Handbook, Student Handbook and other College publicationswhere appropriate.

According to the most recent edition of the Criteria for Accreditation this statement should be reworded to state: “Valencia Community College isaccredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 3033-4097: Telephone number 404-679-4501 to award the Associate in Arts, the Associate in Applied Science, and Associate in Science degrees.”

The College does not use the logo or seal of the Southern Association of Colleges and Schools.

Audit Comment # 1

Criterion 1.6, Paragraph 1, page 14 lines 12-19

In catalogs, brochures and advertisements a member institution must describe its relationshipwith the Commission only according to the following statement:

(Name of institution) is accredited by the Commission on Colleges of the SouthernAssociation of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097:Telephone number 404-679-4501) to award (name specific degree levels).

Valencia's Compliance Audit Committee identified a concern with this particular requirement. The narrative below details corrective actions needed to effectively address this concern. The subsequent Follow-Up section describes the College's responses leading to fullcompliance with this sub-section of the Criteria for Accreditation.

The Compliance Audit Committee directs that the Catalog, appropriate brochures and advertisementsdescribe the College’s relationship with the Commission only according to the following statement:“Valencia College is accredited by the Commission on Colleges of the Southern Association ofColleges and Schools (1866 Southern Lane, Decatur, Georgia 3033-4097: Telephone number 404-679-4501) to award the Associate in Arts, the Associate in Applied Science, and Associate inScience degrees.”

Follow-Up: The 2002-2003 Catalog, appropriate brochures and advertisements describe the College’s relationship with the Commission onlyaccording to the following statement: “Valencia Community College is accredited by the Commission on Colleges of the Southern Association ofColleges and Schools (1866 Southern Lane, Decatur, Georgia 3033-4097: Telephone number 404-679-4501) to award the Associate in Arts,the Associate in Applied Science, and Associate in Science degrees.” Based on these corrective actions, the Compliance AuditCommittee has determined the College to be in full compliance with this sub-section of the Criteria for Accreditation.

Documentation Valencia Catalog, Accreditation, inside cover Faculty Handbook, initial page (unnumbered) or at http://valenciacollege.edu/pdf/hand.pdfStudent Handbook, p. 2 at http://valenciacollege.edu/pdf/studenthandbook.pdf











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Compliance Audit 2003 - Section II: Institutional Purpose - Valencia: A Learning College

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Introduction

Section I

Section II

Section III

Section IV

Section V

Section VI


VALENCIA COMMUNITY COLLEGECompliance Audit 2003Section II: Institutional Purpose


Institutional Purpose, Paragraph 1, page 15, lines 1-9An institution must have a clearly defined purpose or mission statement appropriate to collegiate education as well as to its ownspecific educational role. This statement must describe the institution and its characteristics and address the components of theinstitution and its operations. The official posture and practice of the institution must be consistent with its purpose statement.Appropriate publications must accurately cite the current statement of purpose.


Valencia has recently revised statements of purpose (See Introduction and Overview Section of Compliance Audit Report) that werecollaboratively developed by faculty, staff and students during 1999-2000 and approved by the District Board of Trustees on January 16, 2001.

These statements of purpose clearly describe the institution and its characteristics and address the components of the institution and itsoperations. The Vision, Values and Mission Statements reflect the College’s commitment to learning as core activity and outcome, and theStatutory Purpose Statement describes the specific learning opportunities, degrees and certificates that our role as a community college offersto the constituents of our service area. As will be indicated and documented in subsequent sections of the Compliance Audit Report, theofficial posture and practice of the institution is consistent with its Statements of Institutional Purpose.

Valencia Statements of Institutional Purpose (Vision, Values, Mission, Statutory Purpose) are included in College publications, including theCatalog, Faculty Handbook, and the College website.

DocumentationValencia Catalog, Valencia Statements of Institutional Purpose (Vision, Values, Mission, Statutory Purpose), p. 12 athttp://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdfMinutes from January 16, 2001 Board of Trustees Meeting approving Valencia Statements of Institutional Purpose (Vision, Values, Mission,Statutory Purpose)Timeline of Valencia Statements of Institutional Purpose (Vision, Values, Mission, Statutory Purpose) Collaborative DevelopmentFaculty Handbook, pp. 1-3 at http://valenciacollege.edu/pdf/hand.pdfValencia Website at http://valenciacollege.edu/aboutus/whoweare/vision.cfm

Institutional Purpose, Paragraph 2, page 15, lines 10-24The formulation of a statement of purpose represents a major educational decision. It should be developed through the efforts of theinstitution's faculty, administration and governing board. It must be approved by the governing board. An institution must studyperiodically its statement of purpose, considering internal changes as well as the changing responsibilities of the institution to itsconstituencies. The statement of purpose serves as the foundation for all institutional operations, programs and activities.Consequently, the institution must demonstrate that its planning and evaluation processes, educational programs, educationalsupport services, financial and physical resources, and administrative processes are adequate and appropriate to fulfill its statedpurpose.


Valencia’s current Statements of Institutional Purpose were collaboratively developed during 1999-2000 by faculty, administrators, career staffand students, in consultation with the District Board of Trustees. The Board of Trustees approved them on January 16, 2001. The StrategicLearning Plan (SLP), including seven distinct goals (Learning First, Start Right, Learning Leaders, Learning by Design, Learning SupportSystems, Diversity Works and Learning Works), was developed in a similar fashion during 2000-2001 and approved by the Board of Trusteeson November 20, 2001. Campus and College cultures are committed to building inclusive “learning first” communities; resources areintentionally focused heavily at the “front door,” where we know that student success is most critical to future persistence and achievement; atalented, caring and diverse faculty is recruited, hired, and supported in their professional growth and learning-centered work, in order tosignificantly improve and enhance learning outcomes for all students; learning experiences are designed within the integrating framework of ourValencia Student Core Competencies (Think, Value, Communicate, Act), and from performance outcomes inward; resources are adequatelyand effectively allocated for key learning support systems, including technologies, testing and placement, tutoring, career exploration andplanning, and advisement; and the College’s role as trainer of and contributor to a skilled and effective workforce is evidenced in itsprogramming and resource allocations.

Inherent in the planning and evaluation process are ongoing cycles of assessment and improvement that incorporate periodic study of theCollege’s Statements of Institutional Purpose and consider any internal changes as well as the changing responsibilities of the institution to itsconstituencies. Specific action items and related work plans target developing needs and objectives.









http://valenciacollege.edu/aboutus/whoweare/vision.cfm









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Compliance Audit 2003 - Section II: Institutional Purpose - Valencia: A Learning College

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The Strategic Learning Plan (SLP), built upon the Vision, Values, Mission and Statutory Purpose statements, reflects the commitment ofValencia’s resources to demonstrate both appropriate and extraordinary learning results from its educational charge through planning andevaluation processes, educational programs, educational support services, financial and physical resources and administrative processes.

DocumentationValencia Catalog, Valencia Statements of Institutional Purpose (Vision, Values, Mission, Statutory Purpose), p. 12 athttp://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdfMinutes from Jan 16, 2001 Board of Trustees Meeting approving Valencia Statements of Institutional Purpose (Vision, Values, Mission,Statutory Purpose)Timeline of Valencia Statements of Institutional Purpose (Vision, Values, Mission, Statutory Purpose) Collaborative DevelopmentStrategic Learning Plan (SLP) at http://valenciacollege.edu/lci/essays/plan.pdfAction Item Work PlansTimeline of Strategic Learning Plan (SLP) Collaborative DevelopmentMinutes from November 20, 2001 Board of Trustees Meeting approving Strategic Learning Plan (SLP)Valencia Catalog, Valencia Student Core Competencies, pp. 13-14





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Compliance Audit 2003 - Section III: Institutional Effectiveness - Valencia: A Learning College

http://valenciacollege.edu/sacs/archive/compliance/SectionIII/default.asp[6/5/2012 10:34:40 AM]

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Introduction

Section I

Section II

Section III

3.13.23.3

Section IV

Section V

Section VI





Institutional Effectiveness, Paragraph 1, page 17, lines 1-15The concept of institutional effectiveness is at the heart of the Commission's philosophy of accreditation and is central to institutionalprograms and operations. It pervades the Criteria for Accreditation. This concept presumes that each member institution is engagedin an ongoing quest for quality and can demonstrate how well it fulfills its stated purpose. The quality and effectiveness of educationprovided by each member institution are major considerations in accreditation decisions. Although evaluation of educational qualityand effectiveness is a difficult task requiring careful analysis and professional judgment, each member institution is expected todocument quality and effectiveness by employing a comprehensive system of planning and evaluation in all major aspects of theinstitution.

Institutional Effectiveness, Paragraph 2, page 17, lines 16-27The Commission advocates no single interpretation of the concept of institutional effectiveness. It does, however, expect eachmember institution to develop a broad-based system to determine institutional effectiveness appropriate to its own context andpurpose, to use the purpose statement as the foundation of planning and evaluation, to employ a variety of assessment methods, andto demonstrate use of the results of the planning and evaluation process for the improvement of both educational programs andsupport activities. Educational quality will be judged finally by how effectively the institution achieves its established goals.

Institutional Effectiveness, Paragraph 3, page 17, lines 28-31, page 18, lines 1-3It is implicit in every requirement in the Criteria for Accreditation mandating a policy or procedure that the policy or procedure be inwriting, be approved through appropriate institutional processes, be published in appropriate institutional documents accessible tothose affected by the policy or procedure, and be implemented and enforced by the institution.


Valencia College is engaged in an ongoing quest for educational quality and institutional effectiveness, which is recognized in its highlycollaborative planning and evaluation process and its equally collaborative governance structure. The planning and evaluation system iscomprehensive and is carefully outlined in the Strategic Learning Plan (SLP), the College’s primary planning document. Substantial contentwithin the SLP serves as the institution’s detailed guide for achieving educational quality and fulfilling its stated purpose. The strategicmeasures, indicators, action items, assessments, and guiding principles included in the SLP are appropriately positioned within a framework ofthe institutional goals. In addition, Valencia’s vision, values, mission and purpose statements permeate the SLP and all planning and evaluationat the College, which results in a well organized, interrelated and meaningfully designed system.

Understanding that a polished planning document does not guarantee success or positive outcomes, the College ensures accountability througha broad based system that requires participation at all levels, and requires detailed status reports annually on each of the measures delineatedin the SLP. The Strategic Indicators Report (SIR) presents a full accounting of the College’s progress toward achieving each goal. Bothdocuments (SLP and SIR) are distributed widely to college employees, as well as the Board of Trustees, and are integral to all planning effortssuch as budgeting, curriculum development and policy revision. Additional confirmation of the system’s breadth is found in the MissionStatement and Department/Unit Improvement Plans and Initiatives. At the beginning of each year departments (units) develop improvementplans and initiatives within the institutional goals framework, and evaluate and report their progress at year-end. At the core of thesestatements, and by extension, all planning and evaluation processes, lies the College’s commitment to learning. Additional confirmation of theCollege’s sincerity and collaborative approach to institutional effectiveness is found in its decision to schedule two planning/learning days, oneCollege-wide and one campus-based, during its Fall 2001 academic calendar to ensure that all employment levels could participatesimultaneously. The success of the Fall 2001 planning/learning days is corroborated by the decision to continue scheduling College-wideplanning/learning days as indicated in the Fall 2002 academic calendar.

The capstone for Valencia’s planning and evaluation system is the foundational support given it by the newly established (September, 2001)shared governance structure, which consistently guides and sustains its ongoing planning and evaluation efforts. Further, the Strategic LearningPlan and Strategic Indicator’s Report fulfill the institution’s policy requirement for the College Accountability Process.

DocumentationStrategic Learning Plan at http://valenciacollege.edu/lci/essays/plan.pdfValencia Catalog, Statements of Institutional Purpose (Vision, Values, Mission, Statutory Purpose), pp. 12-14 athttp://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdfStrategic Indicator’s ReportMission Statement and Department/Unit Improvement Plans and InitiativesResults and Status: Campus/Division/Department/Program Objectives and StrategiesCollege-wide Planning Day MinutesWest Campus Planning Day Minutes

















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College-wide Governance StructureValencia Catalog, Important College Calendar Dates, p. 2Valencia Policy 6Hx28: 01-07 on College Accountability Process at http://valenciacollege.edu/policies/PDF/01-00.pdf



Criterion 3.1, Paragraph 1, page 18, lines 4-19Educational activities of an institution include teaching, research and public service. Planning and evaluation for these activities mustbe systematic, broad based, interrelated and appropriate to the institution. The institution must define its expected educationalresults and describe its methods for analyzing the results. The institution must

1. establish a clearly defined purpose appropriate to collegiate education

2. formulate educational goals consistent with the institution's purpose

3. develop and implement procedures to evaluate the extent to which these educational goals are being achieved

4. use the results of these evaluations to improve educational programs, services and operations.


Valencia has a systematic, broad based, interrelated, and institutionally appropriate planning and evaluation process for its educationalactivities. Central to this process is the College Planning Council, which oversees and guides College-wide planning and institutionaleffectiveness, resource allocation, and evaluation of programs and services. The broad-based, interrelated scope of the Council’sresponsibilities is reflected in its membership of representatives from each campus as well as from the faculty, administration, career, andprofessional staff employment categories. While the College Planning Council oversees the College-wide process of planning and evaluation,evaluations for individual departments, both academic and non-academic, are conducted annually through unit plans. In addition, academicprogram directors, deans, and students regularly evaluate the instructional component.

Expected educational outcomes are defined in course outlines, course syllabi and the Student Core Competencies, which are published in theValencia Catalog. The Strategic Learning Plan and Strategic Indicator’s Report exhibit methods for analyzing educational results College-wideand fulfill the institutional policy (6Hx28: 01-07) regarding the College Accountability Process. Department improvement plans and initiativespresent methods for analyzing results at the unit level.

The Strategic Learning Plan describes Valencia’s vision, values, mission, and purpose statements, which are clearly defined and appropriate tocollegiate education. This planning manuscript also delineates the College’s seven educational goals as well as the specific strategies andaction agenda items identified to support achievement of each goal. All goals are consistent with the institution’s purpose. Work Teams for theaction agenda items within each goal consist of diverse members of the college who are targeted for work associated with the specific learningstrategies. A separate team for each of the seven goals, called a Goal Team, reviews and evaluates progress made toward attainment of theoverall goal and prepares reports of the results for the College and Board of Trustees. Additionally, The Strategic Indicator’s Report adopts theseven goals as a framework to chronicle the College’s progress toward achieving educational excellence. With progress reports on eacheducational goal and the specific strategic measures that support them, the seven Goal Team reports and The Strategic Indicator’s Report offerthe appropriate breadth for effective analysis of educational programs, services and operations, and demonstrate how results are used forimprovement.

DocumentationCollege Planning Council Purpose and MembershipValencia Catalog, Valencia’s Student Core Competencies, pp. 13-14Department/Unit Improvement Plans and InitiativesAssessment of Instructional DeliveryCourse Syllabus and OutlineStrategic Learning Plan at http://valenciacollege.edu/lci/essays/plan.pdfStrategic Indicator’s ReportValencia Policy 6Hx28: 01-07 on College Accountability Process at http://valenciacollege.edu/policies/PDF/01-00.pdf

Criterion 3.1, Paragraph 2, page 18, lines 20-28The institution must develop guidelines and procedures to evaluate educational effectiveness, including the quality of studentlearning and of research and service. This evaluation must encompass educational goals at all academic levels and research andservice functions of the institution. The evaluation of academic programs should involve gathering and analyzing both quantitativeand qualitative data that demonstrate student achievement.


Guidelines and procedures to evaluate the educational effectiveness of student learning are put forth in course syllabi, course outlines, theStrategic Learning Plan and the Strategic Indicators Report. Guidelines and procedures for evaluating effectiveness in research and serviceare also described in the Strategic Learning Plan. The Department/Unit Improvement Plans and Initiatives documents, both academic andnonacademic, provide additional guidelines and procedures for evaluating the quality of student learning, research and services, and are linkedand aligned within the institutional goals framework. Further, the Strategic Indicators Report provides summary progress reports on actionagenda items for strategic measures that have been identified as indicators of progress and evaluation. Finally, implementation of a system forevaluation of the quality of student learning as represented in the College’s four student competencies (Think, Value, Communicate, Act) is inprogress and is described in the Core Competency (TVCA) Integration Work Plan and Learning by Design Goal Team Report. The Work Planoutlines three phases: (1) develop course outcomes and assessment standards that define and measure student competencies in thesubject/discipline, (2) develop integrated learning modules that employ best practices of teaching and learning as well as assess studentlearning by discipline across different professors’ classrooms, and (3) establish departmental teams to assess both the degree to which core












competencies are embedded into courses and the progress made in attaining student learning outcomes.

Evaluation of educational effectiveness encompasses educational goals at all academic levels and service functions of the institution. Aspresented in the Strategic Learning Plan, Valencia’s seven educational goals are the framework for extensive evaluation. The College ensuresthat evaluations and educational goals are connected and comprehensive in scope by establishing the principle in the first of the seven goals,Learning First, that all decisions will be prefaced by two questions: “How does this enhance student learning?” and “How do we know?” Consciously asking these two questions within the educational goals framework guarantees the appropriate focus for integrating the goals withboth the evaluation processes and decisions for improvement. Positive results from this effort are recognized in various Goal Teams reportsduring 2002 as recommendations frequently emphasized the importance of analyzing and measuring student learning. Evaluation of academicprograms and student achievement is both quantitative and qualitative and includes surveys, grade distribution reports, classroom observation,instructional reports, department/unit objectives, Strategic Indicator’s Report, State Accountability Report, and program reviews.

DocumentationCourse SyllabiCourse OutlinesStrategic Learning Plan at http://valenciacollege.edu/lci/essays/plan.pdfDepartment/Unit Improvement Plans and InitiativesStrategic Indicators ReportCore Competency (TVCA) Integration Work PlanLearning by Design Goal Team Report, pp. 6-7Student Assessment of Instruction SurveyGraduating Student SurveyAlumni Survey Analysis ReportGrade Distribution ReportClassroom Observation/Visitation FormInstructional Report, Fall 2001Department/Unit Improvement Plans and InitiativesAccountability Measures ComparisonProgram Reviews

Criterion 3.1, Paragraph 3, page 18, lines 29-34, page 19, lines 1-8Measures to evaluate academic programs and general education may include the following: evaluation of instructional delivery;adequacy of facilities and equipment; standardized tests; analysis of theses, portfolios, and recitals; completion rates; results ofadmissions tests for students applying to graduate or professional schools; job placement rates; results of licensing examinations;evaluations by employers; follow-up studies of alumni; and performance of student transfers at receiving institutions. The institutionmust evaluate its success with respect to student achievement in relation to purpose, including, as appropriate, consideration ofcourse completion, state licensing examinations, and job placement rates.


Measures or strategic indicators for evaluation of academic programs are stated in the Strategic Learning Plan and results are presented in theStrategic Indicator’s Report. All evaluative measures and outcomes are reported within the framework of the educational goals and related topurpose. The wide-ranging scope of the Strategic Indicator’s Report includes progress reports on a number of important measures includingfacilities, student performance on entry and exit tests, course completion, retention, enrollment and performance in the State University System,state licensure pass rates, and job placement rates. Progress reports for some measures (retention, success, enrollment and performance inthe State University System, state licensure pass rates and job placement rates) include comparative data from Florida’s 28 communitycolleges as reported in the State Accountability and Articulation Reports. Other sources used for evaluation include systematic evaluation ofinstructional delivery by currently enrolled students and periodic targeted studies produced by the Office of Institutional Research. Examples oftargeted studies produced by Institutional Research include Distance Learning Quantitative Data and Analysis, Underprepared Students:Challenges and Opportunities, and Alumni Survey Analysis Report.

DocumentationStrategic Learning Plan at http://valenciacollege.edu/lci/essays/plan.pdfStrategic Indicators ReportInstitutional Research Web SiteAccountability Measure ComparisonInstitutional Research Studies:Distance Learning Quantitative Data Analysis (IR Report N. 2000- 08),Underprepared Students: Challenges and Opportunities (IR Report N. 99-05)Alumni Survey Analysis Report (IR Report 2003-03.)Student Assessment of Instruction Survey

3.2 Planning and Evaluation: Administrative and Educational Support Services


Criterion 3.2, Paragraph 1, page 19, lines 9-23In addition to providing evidence of planning and evaluation in its educational program, the institution must demonstrate planningand evaluation in its administrative and educational support services. For each administrative and educational support service unit,the institution must

1. establish a clearly defined purpose which supports the institution's purpose and goals

2. formulate goals which support the purpose of each unit







3. develop and implement procedures to evaluate the extent to which these goals are being achieved in each unit

4. use the results of the evaluations to improve administrative and educational support services.


Valencia demonstrates planning and evaluation in its administrative and educational support services as well as its academic programs.Although educational planning and evaluation processes have been somewhat integrated with administrative and educational support servicesprocesses for many years, in 2001 the institution launched a new governance structure that ensures full integration of all planning andevaluation processes College-wide. The inclusive nature of the new governance structure is witnessed best in the membership of the newlyestablished College Planning Council. The Chief Planning Officer and a faculty member co-chair this group. Additional members demonstratethe all-encompassing nature of the council: Chief Financial Officer, Institutional Advancement Officer, Academic Deans, Provosts, ChiefLearning Officer, Dean of Students, faculty members, classified staff, and professional staff. This structure ensures that planning and evaluationpermeates every unit within the educational, administrative, and educational support systems of the institution.

Each administrative and educational support unit prepares an annual Mission Statement and Improvement Plans and Initiatives. Theseplanning and evaluation documents include a clearly defined purpose that supports and decisively integrates the institution’s purpose andgoals. All institutional goals, as presented in the Strategic Learning Plan, are mirrored in each unit’s Improvement Plans and Initiatives report.Within each institutional goal, directors determine objectives that support both the unit’s purpose and the institution’s purpose and goals. At theend of each year, unit directors evaluate and document their progress toward achieving the goal in the Results and Status,Campus/Division/Department/Program Objectives and Strategies reports. These unit reports demonstrate that results gained from this planningand evaluation process are being used to improve administrative and educational support services. The Student Services unit at OsceolaCampus set forth a goal of staffing the Career Center for ten hours per week to accommodate drop-in students.

DocumentationCollege Planning Council Purpose and MembershipStrategic Learning Plan at http://valenciacollege.edu/lci/essays/plan.pdfMission Statement and Improvement Plans/Initiatives: Human ResourcesResults and Status, Campus/Division/Department/Program Objectives and Strategies:Human Resources (Administrative)Mission Statement and Improvement Plans/Initiatives: Student Services, Osceola CampusResults and Status, Campus/Division/Department/Program Objectives and Strategies:Student Services, Osceola Campus (Educational Support Services)

Criterion 3.2, Paragraph 2, page 19, lines 24-27Each unit, in its planning and evaluation processes, should consider internal and external factors and should develop evaluationmethods which will yield information useful to the planning processes of that unit.


All units consider internal and external factors appropriately in their planning and evaluation process and develop evaluation methods whichyield information useful to the planning process of that unit. For example, the Human Resources (HR) unit plan for 2001-2002 considers salarycomparisons with other Florida community colleges (external), use of temporary employment agencies to increase diversityapplicants/employees (external), and several internal factors such as updates to HR forms and computerization of applicant processing. Theplan also provides for evaluation of the unit through employee survey.

DocumentationDepartment/Unit Mission Statement and Improvement Plans/Initiatives:Human Resources

3.3 Institutional Research


Criterion 3.3, Paragraph 1, page 20, lines 1-7Institutional research must be an integral part of the institution's planning and evaluation process. It must be effective in collectingand analyzing data and disseminating results. An institution must regularly evaluate the effectiveness of its institutional researchprocess and use its findings for the improvement of its process.


Institutional Research (IR) reports to the Vice President for Planning and Educational Services and is an essential participant in the College’splanning and evaluation processes. The Director of Institutional Research is a member of the College Planning Council Staff. Other examplesthat confirm the department’s integration with the institution’s planning and evaluation processes include preparation of data and reportsregarding topics such as enrollment planning and staffing, student performance, grants acquisition, academic program review, faculty load data,precision scheduling, FTE planning and projection, and a number of periodic studies and assessments that contribute to policy analysis andrevision. The Office’s considerable efforts to produce the Strategic Indicator’s Report, which provides an evaluation of the College’s progresstoward achieving its established goals and serves as the Accountability of the College reported to Valencia’s Board of Trustees, also verifies thedepartment’s essential, comprehensive involvement with the planning and evaluation process.

The department is both effective in collecting and analyzing data as well as disseminating results, which is clear in reviewing its annotatedInventory of Institutional Reports and web site postings. The office collects data and information from a number of internal and external sourcesand distributes results widely in a variety of formats including printed reports and electronic files, mail messages, and web site postings. Forexample, IR systematically administers surveys to currently enrolled, graduating, and alumni students. Such surveys request studentevaluations of support services such as Admissions, Advising, Student Services, Financial Aid, and Learning Resource Centers, as well asassessments on various categories of their instructional experiences. IR analyzes results and disseminates summary reports for each of the





surveys. Other examples of systematic distributions to the institution include daily registration enrollment bulletins, an annual Statistical HistoryBook, class size and faculty load reports (Instructional Report) by term, annual High School Feedback Report, and Student CharacteristicsReport each term.

Evaluation of the effectiveness of the Institutional Research Office is conducted through three separate methods: survey of college constituents,performance review by the Vice President for Planning and Educational Services, and invited email responses via the department’s web page. Findings are used to improve the department’s processes and are documented in subsequent surveys of the function as well as in formalperformance reviews. One suggestion from the Fall 2000 survey of the Office of Institutional Research resulted in the production of the unit’sannotated Inventory of Institutional Reports.

DocumentationJob Description for Director of Institutional ResearchCollege Planning Council Staff MembershipPatterns of Enrollment by FTICs by Week of Registration, IR Report N.2002-08 (enrollment planning and staffing)Grade Distribution (student performance)Grant Data Spreadsheet (grants acquisition)Program Review SpreadsheetInstructional Report Session 2, 2002, IR Report 2002-18 (faculty load data/precision scheduling)FTE ProjectionsInstitutional Research Inventory of Institutional ReportsIR Web SiteSurveys and IR Studies:Currently Enrolled Students, IR Report 2002-06 Graduating Student Survey, IR Report 2000-07Alumni Student Survey, 2003-03Statistical History BookAnnual High School Feedback Reports, IR Reports 2002-10, 2002-11, 2002-12Student Characteristics ReportEvaluation of Institutional Research Office, IR Report 2003-04Performance Evaluation for Director of Institutional Research

Criterion 3.3, Paragraph 2, page 20, lines 8-17The institutional research process may be centralized or decentralized but should include the following activities: ongoing timely datacollection, analysis and dissemination; use of external studies and reports; design and implementation of internal studies related tostudents, personnel, facilities, equipment, programs, services and fiscal resources; development of data bases suitable forlongitudinal studies and statistical analyses; and related activities in support of planning, evaluation and management.


Valencia’s Office of Institutional Research is a centralized function whose productivity in data collection, research, and analysis is ongoing, andis confirmed by an extensive array of published Institutional Reports, both scheduled and ad hoc, which are disseminated to college constituentsvia the department’s website or college mail systems. As mentioned above (see Review and Assessment response to Criterion 3.3, Paragraph1, page 20, lines 1-7), IR presents data and information collected by student survey and maintains a strong connection to the planning andevaluation process in several ways including its production of the Strategic Indicator’s Report and the IR reports it provides college managersregarding enrollment management, student performance, and instructional staffing. External data is integrated within studies and reports whereappropriate. Most State reporting requirements (student, personnel, facilities, and workforce development) are either completed or coordinatedby this unit, which broadens the department’s access and knowledge of both internal and external data for comparative purposes. Additionally,the department designs and conducts longitudinal studies of various student cohort groups with particular emphasis on enrollment patterns andthe success, retention, and completion rates of these groups. One such study tracked the progression of ESL students to College-Preparatoryand College-Level courses.

DocumentationInstitutional Research Inventory of Institutional ReportsState Reports ListingProgression of ESL Students to College-Preparatory and College-Level Courses, IR Report 99-11

Criterion 3.3, Paragraph 3, page 20, lines 18-20Institutions must assign administrative responsibility for conducting institutional research, allocate adequate resources, and allowaccess to relevant information.


Valencia assigns administrative responsibility for conducting institutional research, allocates adequate resources for its productivity, and allowsaccess to relevant information. As indicated in the College’s organizational chart, the Vice President for Planning and Educational Servicesprovides administrative guidance to the institutional research function and its Director. The job description for the Director of InstitutionalResearch provides a general overview of the responsibilities born by the department, while Mission Statement and ImprovementPlans/Initiatives (unit) plans for the department reflect specific details by year. Financial resources for Institutional Research are developedduring the annual College-wide budgeting and planning period, are reported in the College budget, and are adequate. Human resourcesinclude the Director, one part-time employee, and six full-time employees. The department is physically housed in an area shared with theadministrative computing function of the College. Benefits of this physical proximity enhance access to relevant data through computernetworks, databases, and programming staff. Institutional Research staff members are essential participants in the design/implementation ofthe College’s Student Learning Support System and will be primary data collectors from the system.

DocumentationValencia College Organizational ChartJob Description, Director of Institutional ResearchMission Statement and Improvement Plans/Initiatives: Institutional ResearchValencia College Budget, Institutional Research



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Compliance Audit 2003 - Section IV Compliance - Valencia College

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Introduction

Section I

Section II

Section III

Section IV

4.14.24.2.14.2.24.2.34.2.44.2.54.44.54.64.74.84.8.14.8.24.8.2.14.8.2.44.8.34.8.54.8.64.8.74.8.84.8.94.8.104.94.9.14.9.2

Section V

Section VI



Section IV: Educational Program


Educational Program, Paragraph 1, page 21, lines 1-17The Commission expects each member institution to focus its resources and energies on the education of its students consistent withits purpose. Effectiveness in all educational programs, delivery systems, and support structures should be the primary goal of everyinstitution. An effective institution of higher education demonstrates attention to curricular consistencies, pedagogical competence,student accomplishment, intellectual inquisitiveness, personal and professional development, ethical consciousness, academicfreedom, faculty support, and an environment conducive to learning. It prepares its students to function in an increasingly diverse,complex and global society by imparting to them not only a mastery of a body of knowledge and technical skills but also by providingopportunities for them to develop enhanced communication skills and the ability to reason critically.


As stated throughout the Compliance Audit Report Valencia College focuses its resources and energies on the education of its studentsconsistent with its purpose.

In terms of design and operation the College demonstrates attention to curricular consistencies, pedagogical competence, studentaccomplishment, intellectual inquisitiveness, personal and professional development, ethical consciousness, academic freedom, faculty support,and an environment conducive to learning.

Through various programs, courses, activities and other learning opportunities the College prepares its students to function in an increasinglydiverse, complex and global society by imparting to them not only a mastery of a body of knowledge and technical skills but also by providingopportunities for them to develop enhanced communication skills and the ability to reason critically.

DocumentationCompliance Audit Report at http://valenciacollege.edu/sacs/archive/compliance/compliance.aspValencia Policy ManualValencia Catalog at http://valenciacollege.edu/catalog/

Educational Program, Paragraph 2, page 21, lines 18-25

The principles of institutional effectiveness as outlined in Section III pertain to all academic programs and units of the institution. It isexpected that each program or unit will establish goals which derive from and support the purpose of the institution, evaluate itssuccess in achieving these goals, and demonstrate the use of the evaluation in making appropriate modifications in resources,programs and services.


The principles of institutional effectiveness as outlined in Section III pertain to all academic programs and units of the College. Each program orunit establishes goals that derive from and support the purpose of the institution, evaluates its success in achieving these goals, anddemonstrates the use of the evaluation in making appropriate modifications in resources, programs and services. Appropriate sub-sections of theCompliance Audit Report address the design and implementation of planning, evaluation and use of results for continuous improvement.

DocumentationCompliance Audit Report at http://valenciacollege.edu/sacs/archive/compliance/compliance.aspStrategic Learning Plan at http://valenciacollege.edu/lci/essays/plan.pdfUnit Plans

Educational Program, Paragraph 3, page 21, lines 26-32It is implicit in every requirement in the Criteria for Accreditation mandating a policy or procedure that the policy or procedure be inwriting, be approved through appropriate institutional processes, be published in appropriate institutional documents accessible tothose affected by the policy or procedure, and be implemented and enforced by the institution.


Mandated policies and procedures are written, approved through appropriate institutional processes, published in appropriate institutionaldocuments accessible to those affected by the policy or procedure, and implemented and enforced by the institution.

DocumentationValencia Policy Manual














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Valencia Catalog at http://valenciacollege.edu/catalog/Faculty Handbook at http://valenciacollege.edu/pdf/hand.pdfStudent Handbook at http://valenciacollege.edu/pdf/studenthandbook.pdfCredentials Procedures Manual at http://faculty.valenciacollege.edu/forms/credentialsmanual.htmCollege-wide Curriculum Manual at http://valenciacollege.edu/pdf/manual01.pdf



Criterion 4.1, Paragraph 1, page 22, lines 1-8All aspects of the educational program must be clearly related to the purpose of the institution. The institution must provide acompetent faculty, adequate library/learning resources, and appropriate computer resources, instructional materials/equipment andphysical facilities. The student enrollment and financial resources of an institution must be sufficient to support an effectiveeducational program.


Valencia Community College’s Statements of Institutional Purpose including vision, values, mission and statutory purpose are an integral part ofthe educational program. All aspects of the educational program are systematically linked to stated purposes. Specific connections betweenpurpose and function are described in Section III of the Compliance Audit Report on Institutional Effectiveness as well as the various componentsof Section IV of the Compliance Audit Report on the Educational Program.

Provision of a competent faculty is addressed in Criterion 4.8 on Faculty, adequate library learning resources in Criterion 5.1 on Library and OtherLearning Resources, computer services in Criterion 5.2 on Instructional Support, instructional materials/equipment in Criterion 5.3 on InformationTechnology Resources and Systems and physical resources in Criterion 6.4 on Physical Resources. Sufficiency of student enrollment andfinancial resources to support the educational program are addressed in Criterion 6.3 on Financial Resources.

Student enrollment and financial resources of the College support an effective educational program. Beginning with 567 credit students in 1967,College enrollment grew to more than 54,191students in 2002. Of this number, Valencia has registered more than 43,440 credit students andapproximately 10,751 CPE (noncredit) students in courses. For 2002, the total College operating budget was $95.8 million of which $49.6 millionwas received from state funds and $35.4 million from student fees. Grant revenues reached $17.2 million. Although the College has fared wellwith capital outlay monies in the past several years, increases in operating funds have been minimal. Nonetheless, faculty, both full- and part-time, and staff at the College have received raises in each of the last 28 years. To support instruction, the College purchased approximately $6.9million in equipment and $1.5 million in software during 2002 from all fund sources. The College receives its capital outlay funding through theState Board of Education based on a state funding formula. As a result of its growth, the College has received capital outlay funding for theOsceola Campus Technical Science Building 3, West Campus Culinary Arts Building 9, as well as remodeling funds for various West Campusbuildings to be used to update these facilities for technology (internet access, smart classrooms, etc.) in lecture halls, classrooms, andlaboratories.

DocumentationInstructional ReportEnrollment DataCollege Budgets2002 Annual Financial Report

Criterion 4.1, Paragraph 2, page 22, lines 9-12In addition, the institution must ensure appropriate levels of student achievement and equivalent quality of programs regardless ofmethod of instruction or location of program.


Valencia College ensures appropriate levels of student achievement and equivalent quality of programs regardless of method of instruction orlocation of program through numerous procedures and assessment mechanisms including common course outlines and learning outcomes,approved course syllabi, curriculum development and review, formal articulation agreements, instructional evaluation systems (faculty planningand evaluation, classroom visitation, student assessment of instruction), review of course syllabi and outlines, grade distribution reports andstate-generated performance data. This criterion is examined in greater depth in other sub-sections including: Criterion 4.2.3 on UndergraduateCurriculum, Criterion 4.2.4 on Undergraduate Instruction and Criterion 4.5 on Distance Learning Programs.

DocumentationValencia Catalog, Statements of Institutional Purpose (Vision, Values, Mission, Statutory Purpose), p. 12 at http://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdfDocumentation from Section III of Compliance Audit Report on Institutional Effectiveness athttp://valenciacollege.edu/sacs/archive/compliance/SectionIII/default.aspCommon Course OutlinesCourse SyllabiStudent Assessment of Instruction DataEvaluation Data

4.2 Undergraduate Program

4.2.1 Undergraduate Admission

This sub-section includes Audit Comments #2 and #3. Follow-Up describes corrective actions that




http://faculty.valenciacollege.edu/forms/credentialsmanual.htm






have been taken to establish full compliance with the Criteria for Accreditation.

Criterion 4.2.1, Paragraph 1, page 22, lines 13-23General admission policies must be established by the governing board on recommendation of the administration. The board isresponsible for deciding the size and character of the student body. Implementation of specific admission policies, however, is theresponsibility of the administration and faculty of the institution. The unit responsible for administering the policies must be clearlyidentified. In those institutions in which various subdivisions maintain separate admission requirements, there must be institution-widecoordination of all admission policies and procedures.


The District Board of Trustees has established general institutional admission policy (Valencia Policy 6Hx28: 10-01 on Admission) based onrecommendations of the College administration.

The size of the student body depends directly on the Board of Trustee’s approval of the College’s operating and facilities budgets. Budgetallocations and facilities are key factors in determining the number of faculty and scope of curricular programs offered to students.

Administration and faculty of the College share responsibility for implementing selected admission policies in such areas as Health-Relatedprograms, Film Production and Criminal Justice (CJI). The staffs of the College’s Admissions and Advising Offices work closely with one anotherand with Academic Deans and Program Managers to ensure that specific admission requirements are consistently enforced. These selectedadmission requirements are reviewed on an annual basis by the Admission and Registration Task Force.

As noted on the institutional organization chart for administrative functions, the Vice-President for Planning and Educational Services and theDirector of Admissions and Records have primary responsibilities for administering admission polices. The Admission and Registration TaskForce coordinates all admission policies and procedures maintained by separate subdivisions within the institution.

DocumentationValencia Policy 6Hx28: 10-01 on Admission at Valencia Policy 6Hx28: 10-01 on AdmissionValencia Catalog, inside cover at http://valenciacollege.edu/catalog/02-03/pdf/Accredition.pdfAdmissions and Registration Task Force MinutesDepartmental and Program Meeting MinutesValencia Policy 6Hx28:02-20 on Duties, Powers and ResponsibilitiesOrganizational ChartValencia Catalog, Selected Admission Programs, pp. 15-24 at http://valenciacollege.edu/catalog/02-03/pdf/01ADMISSIONS.pdf

Criterion 4.2.1, Paragraph 2, page 22, lines 24-28, page 23, lines 1-5Admission policies must be consistent with the educational purposes of the institution. They must include qualitative and quantitativerequirements that identify students who demonstrate reasonable potential for success at the institution. An institution admittingstudents with deficiencies in their preparation for collegiate study must offer appropriate developmental or remedial support to assistthese students. Diagnostic testing should be an important element of a developmental or remedial program.


The College’s admission policy (Valencia Policy 6Hx28: 10-01 on Admission) supports the educational purposes of the institution. This support isdelineated in the College Catalog (Valencia’s Vision, Values and Mission Statements).

The College’s admission policy consists of qualitative and quantitative requirements that provide access to students who demonstrate reasonablepotential for success. The College requires that to be eligible for admission as a regular degree-seeking student, the student must hold astandard high school diploma or general education diploma (GED). In addition, programs such as Assessment, College Preparatory and LearningLabs document the commitment and intent of the College to the Criteria for Accreditation.

Students who do not meet minimum assessment scores for college-level coursework are required to complete appropriate remedial courseworkto overcome these deficiencies. The College provides extensive programs and services to assist students in successfully completing theirremediation. This commitment is demonstrated in the Learning Centered Initiative that includes: the Under Prepared Student Taskforce, StudentSupport Labs/Student Success Centers, College Prep, Assessment and CPT Review Program.*

*Under Florida Statue, students may elect to pursue alternative remediation methods but must successfully reassess and pass a placementassessment prior to continuing to enroll in college-level coursework.

DocumentationValencia Catalog, Admission, pp. 15-24Valencia Policy 6Hx28: 10-01 on Admission at Valencia Policy 6Hx28: 10-01 on AdmissionValencia Catalog, Vision, Values and Mission Statement, p. 12Valencia Policy 6Hx28: 04-00 on AccreditationValencia Catalog, Admission, pp. 15-24Valencia Catalog, Assessment and Placement pp. 42-48 Valencia Catalog, College Prep, (see Index for numerous entries)Under Prepared Student Task Force MinutesStudent Handbook, Valencia College as a Learning-Centered Institution, p. 60, Student Learning Labs, pp. 110-124 athttp://valenciacollege.edu/pdf/studenthandbook.pdf

Criterion 4.2.1, Paragraph 3, page 23, lines 6-9Each institution must regularly evaluate its admission policies. It is the responsibility of the institution to ensure that its recruitingactivities and materials accurately and truthfully portray the institution.


The Admissions and Registration Task Force reviews the admission policies at least three times a year. The Student Services Issues Committeealso evaluates policies once a year through the catalog review and update process.

http://valenciacollege.edu/generalcounsel/policydetail.cfm?RecordID=178


http://valenciacollege.edu/catalog/02-03/pdf/Accredition.pdf

http://valenciacollege.edu/catalog/02-03/pdf/01ADMISSIONS.pdf








Recruiting activities and materials for admission accurately and truthfully portray the institution. The Office of Marketing and Media Relations andthe Enrollment Management Center work collaboratively to ensure all materials reflect a truthful portrayal of the College. In November 2002, theMarketing and Media Relations Office began a comprehensive publications audit. This audit is designed to evaluate accuracy, timeliness andcomprehensiveness of all publications, and to revise or eliminate those publications no longer appropriate or in keeping with the College’srecruitment and admission activities.

DocumentationAdmission and Registration Task Force MinutesStudent Services Issues Committee Meeting MinutesInternal AuditorEnrollment Management Report

Criterion 4.2.1, Paragraph 4, page 23, lines 10-15To be admitted to degree programs, applicants must show evidence of high school graduation or other successful experiences whichreasonably predict their ability to make satisfactory progress at the institution. Each institution must assess and justify theappropriateness of experiences offered in lieu of a high school diploma.


Students admitted to degree programs must show evidence of high school graduation or other successful experiences, which reasonably predicttheir ability to make satisfactory progress at the institution. Admission policy (Valencia Policy 6Hx28: 10-01 on Admission) allows students to beadmitted to the College without a high school diploma or GED as a non-degree seeking provisional status student, but final admission is notgranted until appropriate documentation is on file at the College. Students are notified if their admission records are deficient, and their recordsare electronically flagged for follow-up.

Provisional status students are restricted to college preparatory and selected technical courses.

DocumentationValencia Catalog, Admission Requirements, pp. 15-22Valencia Policy 6Hx28: 10-01 on Admission at Valencia Policy 6Hx28: 10-01 on Admission

Criterion 4.2.1, Paragraph 5, page 23, lines 16-22Procedures established for implementation of institutional admission policies must be followed in the admission of all students. Theinstitution must provide evidence that it selects students whose interests and capabilities are consistent with the admission policies.An institution's admission and retention policies should not be compromised to maintain a desired enrollment.


The College ensures consistent implementation of institutional admission policy through publication of policy in the Valencia Catalog, anddissemination of policy through the Postsecondary Transition programs and the High School Liaison program.

The College ensures its admission policy is consistent with student interest and capabilities through assessment, career services and PostSecondary Transition programs. The College has developed a formal assessment and placement program to evaluate a student’s level ofpreparation in English, mathematics and reading. The College has developed an extensive Postsecondary Transition and Career program toassist 7th thru 12th grade students determine their career and education goals prior to entering post secondary education. The College alsoprovides a complete Career Services program on each of its campuses that provides information, career assessment and career advising to allstudents. With the recent inception of Valencia’s integrated student information system (Atlas), students can access career information via theInternet.

DocumentationValencia Catalog, Provisional Students, p. 16Postsecondary Transition HandbookAdmission/Registration Task Force Meeting MinutesInternal AuditorState Auditor Report (Financial Aid)Valencia Catalog, Assessment and Placement, pp. 42-48Valencia Catalog, Student Services, pp. 35-38Postsecondary Transition HandbookCareer Center BrochureApplication (Section 4 Educational Goal)Student Handbook at http://valenciacollege.edu/pdf/studenthandbook.pdf

Criterion 4.2.1, Paragraph 6, page 23, lines 23-34An institution must clearly define and publish its policy on the admission of transfer students. The policy must include the following:the requirement for official transcripts of credits earned from all institutions of higher education previously attended; qualitative andquantitative criteria determining the acceptability of transfer work; criteria regarding the award of advanced standing, whether by creditearned at another institution, by advanced placement examinations, or through experiential learning; and conditions governingadmission in good standing, admission on probation, and provisional admission.


The College publishes its transfer admission policies in the Valencia Catalog. The College also maintains reference materials on how individualcourses may be accepted for transfer credit.

College admission policy (Valencia Policy 6Hx28: 10-01 on Admission) and the Valencia Catalog include the following: the requirement for officialtranscripts of credits earned from all institutions of higher education previously attended; qualitative and quantitative criteria determining theacceptability of transfer work; criteria regarding the award of advanced standing, whether by credit earned at another institution, by advancedplacement examinations, and conditions governing admission in good standing, admission on probation, and provisional admission. The Collegeprovides information on how students request experiential learning credit. The College maintains an Experiential Learning Credit Reference











Handbook that guides Academic Deans in evaluating and documenting related procedures.

DocumentationValencia Catalog, Admission Requirements, pp. 15, 16-19, 21-22Valencia Catalog, Educational Enhancements (AP, CLEP, Credit by Examination - Local), p. 53-58 DANTES, Dual Enrollment, ExperientialLearning and Tech PrepValencia Policy 6Hx28: 10-01 on Admission at Valencia Policy 6Hx28: 10-01 on Admission

Criterion 4.2.1, Paragraph 7 (123), page 23, lines 35-41, page 24, lines 1-11Institutions which award credit based on advanced placement or other examinations; training provided by non-collegiate institutions,such as armed forces and service schools; professional certification; or experiential learning must meet the following conditionsgoverning the award of such credit:

1. The amount of credit awarded is clearly stated and is in accord with commonly accepted good practice in higher education.

2. Credit is awarded only in areas offered within the current curriculum of the institution, and is appropriately related to the student'seducational programs.

3. Decisions regarding the awarding of credit and the determination of such credit are made by qualified faculty members at theinstitution, or according to procedures and standards approved by qualified faculty. The institution demonstrates that assessmentprocedures verify that the credit awarded is appropriate.


1. The College has stated all conditions governing granting of credit based on advanced placement or other exams; training provided by non-collegiate institutions, such as armed forces and service schools; professional certifications; or experiential learning. Both the ValenciaCatalog and Articulation Handbook provide information on what types of credit can be awarded and what the procedures are for applyingfor this credit.

2. The Vice-President for Planning and Educational Services and the Assistant Vice-President for Workforce Development are responsiblefor developing and maintaining articulation agreements between various agencies and Valencia. These agreements are published in theArticulation Handbook.

3. The Academic Deans are responsible for evaluating and awarding credits for experiential learning. The Departmental Offices areresponsible for distributing procedures and guidelines for applying for experiential learning credits.

DocumentationValencia Catalog, Educational Enhancements, pp. 53-58Articulation HandbookExperiential Learning Credits Handbook

Criterion 4.2.1, Paragraph 8, page 24, lines 12-29In awarding credit for prior experiential learning, the institution must (1) award credit only for documented learning which demonstratesachievement of all outcomes for specific courses in an approved degree program; (2) award credit only to matriculated students,identify such credit on the student's transcript as credit for prior experiential learning and, upon request from another institution,document how such learning was evaluated and the basis on which such credit was awarded; (3) ensure that credit for prior experientiallearning does not duplicate credit already awarded or remaining courses planned for the student's academic program; (4) adopt,describe in appropriate institutional publications, implement and regularly review policies and procedures for awarding credit forexperiential learning; and (5) clearly describe, and establish the validity of, the evaluation process and criteria for awarding credit forprior experiential learning.


The College awards experiential learning credit in accordance with commonly accepted good practices in higher education. Valencia uses thestandards ACE and SACS prescribe to grant credits for experiential learning.

1. The College verifies that credit is awarded only for documented learning which demonstrates achievement of all outcomes for specificcourses in an approved degree program through portfolio evaluation by a faculty member and Academic Dean. This process is delineatedin the Valencia Catalog and the Experiential Learning Credit Packet.

2. The Registrar or designee verifies the student is a matriculated student and awards experiential learning credit. This credit is notated on astudent’s transcript and a copy of the faculty request for awarding credit is maintained in the students file. In 2002 a committee wasformed to develop a process for documenting how credits were awarded. This process is outlined in the Experiential Learning CreditHandbook.

3. The Registrar or designee ensures that credit for prior experiential learning does not duplicate credit already awarded or remainingcourses planned for the student’s academic program;

4. The College describes the procedures for requesting experiential learning credits in the Valencia Catalog and the Experiential LearningCredit Packet. The Director of Admissions has established an annual review process, including annual interaction with the AcademicDeans, to ensure compliance with the five conditions on awarding of experiential learning credit stipulated in the Criteria for Accreditation. This process was implemented at the July 9, 2002 Instructional Affairs Committee meeting.

5. The College redesigned the process and criteria for awarding experiential learning credit during the 2002-2003 academic year and willreview the overall system during the 2003-2004 academic year as part of an ongoing institutional effectiveness cycle.

The Compliance Audit Committee directs the College review policy and procedure for awarding experiential learning credit to ensure the abovefive conditions are met and asks the Director of Admissions and Records to annually review the policies and procedures for awarding theexperiential learning credit with the Academic Deans to establish the validity of the experiential learning credit evaluation process.

Audit Comment #2

Criterion 4.2.1, Paragraph 8, page 24, lines 12-13 and 23-26In awarding credit for prior experiential learning, the institution must (4) adopt, describe in








appropriate institutional publications, implement and regularly review policies and proceduresfor awarding credit for experiential learning.


The Compliance Audit Committee directs the College review policy and procedure for awardingexperiential learning credit to ensure the five conditions stipulated in the Criteria for Accreditation aremet and asks the Registrar to annually review the policies and procedures for awarding theexperiential learning credit with the Academic Deans to establish the validity of the experientiallearning credit evaluation process.

Follow-Up: The Registrar has established an annual review process, including annual interaction with the Academic Deans, to ensure the fiveconditions on awarding of experiential learning credit stipulated in the Criteria for Accreditation are met. This process was implemented at theJuly 9, 2002 Instructional Affairs Committee meeting referenced above. Based on these corrective actions, the Compliance Audit Committeehas determined the College to be in full compliance with this section of the Criteria for Accreditation.

DocumentationValencia Catalog, Experiential Learning, p. 54Experiential Learning Credit Request Packet

Audit Comment #3

Criterion 4.2.1, Paragraph 8, page 24, lines 12-13 and 26-29In awarding credit for prior experiential learning, the institution must (5) clearly describe, andestablish the validity of, the evaluation process and criteria for awarding credit for priorexperiential learning.


The Compliance Audit Committee directs that reference materials and procedures be developed toguide the Academic Deans in evaluating and documenting experiential learning credit.

Follow-Up: Reference materials and procedures for the awarding of experiential credit were developed, critically evaluated and approved forimplementation by the Instructional Affairs Committee at it’s July 9, 2002 meeting. Based on these corrective actions, the Compliance AuditCommittee has determined the College to be in full compliance with this sub-section of the Criteria for Accreditation.

Criterion 4.2.1, Paragraph 9, page 24, lines 30-33The institution must inform transfer students of the amount of credit which will transfer, preferably prior to their enrollment, but at leastprior to the end of the first academic term in which they are enrolled.


Before the end of the first academic term in which they enroll, Valencia Community College informs degree-seeking students of the number oftransfer credits they will receive if they submit appropriate transcripts prior to the start of their first academic term. By then, the College will haveevaluated all transcripts and included in the students’ records the number of credits Valencia will accept. To be sure students are properlyinformed, the Admissions Office sends written transfer evaluations to home addresses. Beginning in the fall term 2002 students will be able tocheck their academic record including status of transfer credits via the web. The Admissions staff of the College uses standardized procedures toprocess the transcripts of transfer students.

DocumentationValencia Catalog, Admission Requirements, pp. 15, 16-19, 21-22Sample Written Transfer Evaluation

Criterion 4.2.1, Paragraph 10, page 24, lines 34-41, page 25, lines 1-5Coursework transferred or accepted for credit toward an undergraduate degree must represent collegiate coursework relevant to the degree withcourse content and level of instruction resulting in student competencies at least equivalent to those of students enrolled in the institution's ownundergraduate degree programs. In assessing and documenting equivalent learning and qualified faculty, an institution may use recognizedguides which aid in the evaluation for credit. Such guides include those published by the American Council on Education, the AmericanAssociation of Collegiate Registrars and Admissions Officers, and the NAFSA: Association of International Educators.


A course-by-course comparison shows that the College is able to identify similarities and differences between courses and thus assign or notassign credit, depending upon course content and student performance. To assess and document comparable learning provided by qualifiedfaculty, Valencia uses recognized guidelines published by SACS, ACE, the American Association of Collegiate Registrars and AdmissionsOfficers (AACRAO), and the National Association of Foreign Student Advisors (NAFSA).

DocumentationValencia Policy 6Hx28: 10-01 on Admission at Valencia Policy 6Hx28: 10-01 on AdmissionValencia Catalog, Admission Requirements, pp. 15, 16-19, 21-22




Criterion 4.2.1, Paragraph 11, page 25, lines 6-10There must be clearly defined policies regarding the academic dismissal, suspension and readmission of students. Readmission ofstudents dismissed or suspended for academic reasons must be consistent with the academic policies of the institution.


Valencia College has a commitment to strong academic standards and clearly publishes policies on student enrollment and success. The Collegehas defined a policy (Valencia Policy 6Hx28: 10-00 on Academic Standards) regarding academic warning, probation, suspension, dismissal, andreadmission of students. Students are notified about their academic status through their student records on Atlas and students facing suspensionor dismissal are notified by certified mail. Due to the College’s focus on learning centered principles and the implementation of a new studentsystem these policies and procedures will be reexamined in 2003.

Readmission policies for dismissed or suspended students are consistent with Valencia’s other academic policies and printed in the ValenciaCatalog and Student Handbook.

DocumentationValencia Policy 6HX28: 10-00 on Academic Standards at Valencia Policy 6Hx28: 10-00 on Academic StandardsValencia Catalog, Academic Standards, Warning, Probation, Suspension, Dismissal, p. 66Student Handbook, Academic Standards of Satisfactory Progress, p. 118 at http://valenciacollege.edu/pdf/studenthandbook.pdf

4.2.2 Undergraduate Completion Requirements

This sub-section includes Audit Comments # 4 and # 5. Follow-Up describes corrective actions thathave been taken to establish full compliance with the Criteria for Accreditation.

Criterion 4.2.2, Paragraph 1, page 25, lines 11-20In each degree program, there must be an appropriate sequence of courses leading to the degree. An institution must publish therequirements for each degree it awards. The requirements must be appropriate to the degree offered and must specify the total credits,the number and distribution of general education credits, the number of credits to be earned in the major or area of concentration, thenumber of electives, standards for satisfactory progress, and other degree requirements.


Valencia College offers the Associate in Arts, Associate in Science and Associate in Applied Science degrees. An appropriate sequence ofcourses leading to the degree is specified in all cases. The Associate in Arts degree requires a minimum of 60 college-level credit hours including36 hours of general education and 24 hours of electives. Variations on this program include pre-majors designed for transfer students withprospective interests in specific academic fields. Each pre-major includes the courses necessary to satisfy general education requirements forthe Associate in Arts degree as well as the Statewide Common Course Prerequisites for the specific major (which count as elective credits for theAssociate in Arts degree). The Associate in Science and Associate in Applied Science degrees require a minimum of 60 college-level credithours. Each program consists of a major that includes a core group of courses known as the area of specialization. Students must complete aminimum of 30 college-level credit hours in the major and at least 15-18 college-level credit hours in general education.

All degree requirements are published in the Valencia Catalog.

Faculty and staff for consistency and compliance with institutional purpose, state mandates, professional requirements and the Criteria forAccreditation regularly review degree requirements as an ongoing mechanism for the preparation of future year Valencia Catalogs. In addition, anAssociate in Arts/General Education review process and Associate in Science and Associate in Applied Science advisory committees are in placeto systematically collect feedback, recommend changes and monitor ongoing improvement of degree programs. The Valencia Catalog clearlyspecifies the total credits, the number and distribution of general education credits, the number of credits to be earned in the major or area ofconcentration, the number of electives, standards for satisfactory progress and other degree requirements.

DocumentationValencia Catalog, University Parallel Program: Associate in Arts Degree, pp. 69-105Valencia Catalog, Career Programs, pp. 107-176Career Programs, Program Information SheetsValencia Catalog, Academic Standards, Warning, Probation, Suspension, Dismissal, p. 66Valencia Policy, 6Hx28: 10-00 on Academic Standards of Satisfactory Progress at Valencia Policy 6Hx28: 10-00 on Academic StandardsAdvisory Committees Meeting MinutesReport on the Instructional Effectiveness System, Program Review and Evaluation of the Associate in Arts Degree Program and GeneralEducation

Criterion 4.2.2, Paragraph 2, page 25, lines 21-28Undergraduate degree programs must contain a basic core of general education courses. A minimum of 15 semester hours forassociate programs and a minimum of 30 semester hours for baccalaureate programs are required for degree completion. The coremust include at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and naturalsciences/mathematics.


All undergraduate degree programs contain a basic core of general education courses.

There are two approaches to general education for the Associate in Arts program. The first is 36 hours of academic credit, which serve as thecore of the curriculum. The 36 hours are selected from five core areas including Communications, Humanities, Mathematics, Science and SocialSciences. The second approach is the 24-semester hour Interdisciplinary Studies Honors program and completion of SPC 1600 (Fundamentalsof Speech), POS 2041 (U.S. Government) and a six-semester hour mathematics requirement. Associate in Science and Associate in AppliedScience degrees include a minimum of 15 credit hours of general education course work drawn from the areas of Communications, Humanities,












Science or Mathematics and Social Sciences.

All degree programs include at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and naturalsciences/mathematics.

DocumentationValencia Catalog, University Parallel Program: Associate in Arts Degree, pp. 69-105Valencia Catalog, Career Programs, pp. 107-176Career Programs, Program Information Sheets

Criterion 4.2.2, Paragraph 3, page 25, lines 29-32The institution must demonstrate that its graduates of degree programs are competent in reading, writing, oral communication,fundamental mathematical skills and the basic use of computers.


Program designs for all degrees are carefully monitored and recorded on a comprehensive spread sheet (SACS 422 Undergraduate CompletionRequirements, Designated Skills Areas) to ensure that graduates are competent in reading, writing, oral communication, fundamentalmathematical skills and the basic use of computers. Each area is reinforced through either a specific course or embedded into the competenciesof courses required in specific programs. Embedded skills must be linked to substantive work that is systematically evaluated and included indetermining the final course grade.

Reading and writing skills are reinforced in all course work. ENC 1101 (Freshman Composition I) is required in all programs. Oral communication skills are ensured either through completion of SPC 1600 (Fundamentals of Speech) or an oral communication unit ofa designated program requirement.Fundamental mathematical skills are ensured either through completion of a mathematics course or assessment testing.The institution continues to monitor the appropriateness of embedded skills in oral communication and the basic use of computers for alldegrees. Competence in the basic use of computers is ensured either through completion of computer science/computer programmingcourse work, other computer technology based course work or POS 2041 (U.S. Government) that includes a specially designed, requiredcomputer skills unit based on student adaptation and mastery of Internet resources, computer presentation software or other computer-generated learning materials. In all cases computer-based learning activities are described in course syllabi, clearly related to courseobjectives, formally evaluated and linked to the determination of the final course grade.

The Compliance Audit Committee directs that the institution carefully examine embedded curriculum in the AA program. In addition, a similarreview should be applied to all AS and AAS programs where embedded skills are used to meet this requirement. This scenario is furthercomplicated when a student attempts to transfer a designated course or related course from another institution as it is highly unlikely that suchcourses were designed with embedded skills. In such cases the Compliance Audit Committee directs that the student be required to complete orshow evidence of having completed a traditional course designed for the purpose of developing competence in oral communication and/or thebasic use of computers.

Audit Comment # 4

Criterion 4.2.2, Paragraph 3, page 25, lines 29-32The institution must demonstrate that its graduates of degree programs are competent inreading, writing, oral communication, fundamental mathematical skills and the basic use ofcomputers.


The Compliance Audit Committee directs that the institution continue to monitor all degree programsto ensure that graduates are competent in reading, writing, oral communication, fundamentalmathematical skills and the basic use of computers. Recent research indicates a high risk ofrecommendation for the practice of embedding mandated skills in courses not specifically designedfor the purposes of developing competence in oral communication and the basic use of computers. The Compliance Audit Committee directs that the institution carefully examine embedded curriculumin the AA program. In addition, a similar review should be applied to all AS and AAS programswhere embedded skills are used to meet this requirement. This scenario is further complicated whena student attempts to transfer a designated course or related course from another institution as it ishighly unlikely that such courses were designed with embedded skills. In such cases the ComplianceAudit Committee directs that the student be required to complete or show evidence of havingcompleted a traditional course designed for the purpose of developing competence in oralcommunication and/or the basic use of computers.

Follow-Up: A formal proposal to correct concerns was prepared for the March 2002 Curriculum Committee meeting. The College’s internalspreadsheet on SACS 4.2.2 Mandated Skills has been updated to account for course and program additions and modifications. In April 2002 theCurriculum Committee approved modifications to appropriate course descriptions on placement of skills and learning units linked to oralcommunication and the basic use of computers. In addition, the Instructional Affairs Committee approved a plan to add ENC 1101 to coursesembedding the basic use of computers competency through a specific learning unit. The Instructional Affairs Committee further determined theappropriate scope of coursework for transfer students related to oral communication (any speech-related course) and basic use of computers(any computer-related course or approved proficiency test). At its April 2002 meeting the Curriculum Committee approved a proposal to modifyENC 1101 by including a learning activity designed to ensure skill in the basic use of computers. The College’s internal spreadsheet on SACS4.2.2 Mandated Skills has been updated to account for this course modification by adding ENC 1101 to the Basic Use of Computers column forall programs. In addition, the College has designed and implemented a system for review of appropriate syllabi and continuous updating of the



spreadsheet on SACS 4.2.2 Mandated Skills. All courses involving embedded skills must include learning units which are directly related tocourse content, are formally evaluated and have a direct impact on the final course grade. Based on these corrective actions, the ComplianceAudit Committee has determined the College to be in full compliance with this sub-section of the Criteria for Accreditation.

DocumentationValencia Catalog, University Parallel Program: Associate in Arts Degree, pp. 68-105Valencia Catalog, Career Programs, p. 107-176Career Programs, Program Information SheetsSACS Criterion 4.2.2, Undergraduate Completion Requirements, Mandated Skill Areas Syllabus Review Data for Basic Use of ComputersManual 1 - Mandated Skills for Basic Use of Computers for Dental Hygiene, Engineering Related, Communications, Film, Fire Science, Graphics,MusicManual 2 - Mandated Skills for Basic Use of Computers for NursingManual 3 - Mandated Skills for Basic Use of Computers for Nursing - Continued, Political Science, ParalegalManual 4 - Mandated Skills for Basic Use of Computers for Political Science - Continued, Respiratory Care, Sonography, TheaterSyllabus Review Data for Oral CommunicationManual 1 - Mandated Skills for Oral Communication for Computer Engineering, Cardiovascular, Engineering Related, Graphics, NursingManual 2 - Mandated Skills for Oral Communication for Nursing, Horticulture, Office Systems Technology, Respiratory Care, Sonography, Theater

Criterion 4.2.2, Paragraph 4, page 25, lines 33-37An institution must clearly define what is meant by a major or an area of concentration and must state the number of credits requiredfor each. An adequate number of hours with appropriate prerequisites must be required in courses above the elementary level.


Valencia College clearly defines the scope and content of all degree programs including the number of credits required for each. There is noformal major for the Associate in Arts degree. The use of the concept of a “pre-major” does not designate a major field of study in the traditionalsense, but rather serves as a planning tool for prospective transfer interests. This term is also clearly defined in the Valencia Catalog. To ensureclarity and consistency the institution continues to monitor the Catalog and other relevant publications in regard to references to pre-majors. Students seeking the Associate in Science or Associate in Applied Science degrees follow a degree plan that specifies courses and number ofcredits for various occupational areas.

An adequate number of hours with appropriate prerequisites in courses above the elementary level are required in all programs.

Audit Comment # 5

Criterion 4.2.2, Paragraph 4, page 25, lines 33-34An institution must clearly define what is meant by a major or an area of concentration.


The Compliance Audit Committee directs that the institution clearly define what is meant by a majoror an area of concentration with particular emphasis on the clarification of the term “pre-major” anddiscontinue reference to pre-majors as programs.

Follow-Up: These concerns have been factored into the Valencia Catalog production process for 2002-2003. Appropriate descriptionsspecifying what is meant by a major or an area of concentration with particular emphasis on the clarification of the term “pre-major” and deletionof references to pre-majors as programs have been made. Based on these corrective actions, the Compliance Audit Committee hasdetermined the College to be in full compliance with this sub-section of the Criteria for Accreditation.

DocumentationValencia Catalog, Degrees, p. 68Valencia Catalog, Pre-Majors at Valencia, pp. 79-105Valencia Catalog, Graduation Requirements for the Associate in Arts Degree, pp. 69-79 at http://valenciacollege.edu/catalog/02-03/pdf/12AA.pdfValencia Catalog, Graduation Requirements for the Associate in Applied Science and Associate in Science Degrees, pp. 110-112

Criterion 4.2.2, Paragraph 5, page 25, lines 38-39, page 26, lines 1-2For degree completion, at least 25 percent of semester credit hours, or the equivalent quarter hours, must be earned through instructionby the institution awarding the degree.


Graduation requirements for all degrees specify that at least 25 percent of the college-level credit hours required for the degree must becompleted at Valencia College.

DocumentationValencia Catalog, Degrees, p. 68Valencia Catalog, Graduation Requirements for the Associate in Arts Degree, pp. 69-79 at http://valenciacollege.edu/catalog/02-03/pdf/12AA.pdfValencia Catalog, Graduation Requirements for the Associate in Applied Science and Associate in Science Degrees, pp. 110-112

Criterion 4.2.2, Paragraph 6, page 26, lines 3-9All courses, other than those identified by the institution as developmental/remedial, offered by an institution for credit must beacceptable as requirements or electives applicable to at least one of its own degree or certificate programs or must be clearly identifiedon transcripts as not applicable to any of the institution's own degree or certificate programs.








All courses, other than those identified by the institution as developmental/remedial, offered by Valencia College for credit are acceptable asrequirements or electives applicable to at least one of its own degree or certificate programs.

DocumentationValencia Catalog, Degrees, p. 68Valencia Catalog, Graduation Requirements for the Associate in Arts Degree, pp. 69-79 at http://valenciacollege.edu/catalog/02-03/pdf/12AA.pdfValencia Catalog, Graduation Requirements for the Associate in Applied Science and Associate in Science Degrees, pp. 110-112

4.2.3 Undergraduate Curriculum

This sub-section includes Audit Comment # 6. Follow-Up describes corrective actions that havebeen taken to establish full compliance with the Criteria for Accreditation.

Criterion 4.2.3, Paragraph 1, page 26, lines 10-14

Curricula must be directly related and appropriate to the purpose and goals of the institution and the diplomas, certificates or degreesawarded; to the ability and preparation of the students admitted; and to the financial and instructional resources of the institution.


Valencia College systematically and directly relates curricular offerings to the purposes and strategic goals of the institution and the diplomas,certificates or degrees awarded; to the ability and preparation of the students admitted; and to the financial and instructional resources of theinstitution. In reviewing and developing curricula faculty and staff carefully cross-reference prospective changes with the College’s variousStatements of Purpose (vision, values, mission, statutory purpose), established learning competencies (think, value, act, communicate) and otherstate-based competencies. To make these perspectives operational, the College has developed a curriculum process that requires departmentsto furnish course outlines that include not only discipline-based outcomes but also Valencia’s Student Core Competencies, and competenciesspecified by the College Level Academic Skills Program (CLASP). Courses and programs must meet requirements of the state common coursedesignations, which clearly identify courses that may or may not be offered in lower and upper division. A sophisticated system of assessmentcoupled with appropriate prerequisite designations ensures that curricula is effectively linked to the ability and preparation of the studentsadmitted. In addition, initiators of curricular changes are required to complete proposals that examine a wide range of resource and planningneeds.

DocumentationValencia Catalog, Valencia’s Statements of Institutional Purpose, p. 12 at http://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdfValencia Catalog, Valencia Student Core Competencies, pp. 13-14Valencia Catalog, Assessment and Placement, pp. 42-48Curriculum Proposal Forms at http://faculty.valenciacollege.edu/forms/

Criterion 4.2.3, Paragraph 2, page 26, lines 15-19The institution must have a clearly defined process by which the curriculum is established, reviewed and evaluated. This process mustrecognize the various roles of the faculty, the administration and the governing board.


At Valencia College, the process employed to establish, review and evaluate the curriculum is clearly defined in the Faculty Handbook,Curriculum Manual and web-based Resource Folder for Academic Departments.

This process is an important responsibility of the faculty, administration and governing board. The College-wide Curriculum Committee is thebody responsible for curriculum review and oversight. All new courses, major modifications to existing courses, and deletion of courses must beapproved through discussion and specific action of the committee. Degree programs are reviewed, discussed, and approved by the College-wideCurriculum Committee and the Executive Council. The President appoints members of the College-wide Curriculum Committee for two-yearterms. Beyond the committee membership, voter eligibility lists for individual curriculum proposals are automatically generated by the College-wide Curriculum Committee secretary and are based on current tenured and tenure track faculty status. Every credit course is broadly defined bya College-wide course outline developed and approved by the faculty who teach the courses on the various campuses. The course outline setsthe minimum competencies necessary for satisfactory performance (e.g., a grade of "C" or better) in the course. Individual faculty members areresponsible for determining and implementing the exact course content for individual courses they teach. This exact course content is explained inthe course syllabus prepared by the faculty member and distributed to each student enrolled in the course. Thus, by a combination of College-wide cooperation and individual effort, faculty members determine and manage the specific courses in the College curriculum. Determination ofdegree programs is the joint responsibility of faculty, discipline leaders, appropriate academic administrators, the College-wide CurriculumCommittee, the College Learning Council, the Executive Council, the President and the District Board of Trustees. Degree programs consist of aspecific sequence of college level credit courses to be completed by students prior to award of the degree. Determination of degree requirementsinvolves a review of state laws and rules, accreditation requirements, needs of the graduates, intended application of the degree after graduation,university requirements, and business and industry needs. As a process enhancement to overall curriculum review and evaluation the Collegegenerates an annual memorandum entitled Programs and Course Descriptions Review. This communication requests that each academicdepartment on each campus carefully examine program and course information in the current year Catalog and begin the process of filingcurriculum modification proposals in preparation for the future year Catalog production process. It is the responsibility of the academicadministration to ensure the proper procedures are followed for all curriculum matters and to provide supervision to the instructional process atthe College. The faculty and administration work closely with the College-wide Faculty Association, the Instructional Affairs Committee, theCurriculum Committee, the Learning, Planning and Executive Councils and the President to provide leadership and support for an excellentcurriculum that meets the needs of Valencia students.

While in compliance with the Criteria for Accreditation, recent assessment of the overall curriculum process has determined the need for improvedsystems for the ongoing evaluation of courses and programs. Changes in the College’s strategic planning process and council structure coupledwith more efficient interaction between and among academic departments are being examined to establish a more systematic and in-depth



http://faculty.valenciacollege.edu/forms/




approach to curriculum evaluation. See Follow-Up Section for Criterion 4.2.3 for new initiatives and completion of Report on InstructionalEffectiveness System, Program Review and Evaluation, Associate in Arts Degree Program and General Education.

Audit Comment # 6

Criterion 4.2.3, Paragraph 2, page 26, lines 15-19The institution must have a clearly defined process by which the curriculum is established,reviewed and evaluated. This process must recognize the various roles of the faculty, theadministration and the governing board.


Based on recent changes in strategic goals and organizational design there is a need for improvedsystems for the ongoing evaluation of courses and programs which are closely linked with planning,governance structure, articulation and academic departments. Therefore, the Compliance AuditCommittee directs the creation of a clearly defined process by which the curriculum is evaluated thatrecognizes the various roles of faculty, administration and the governing board.

Follow-Up: In terms of occupational programs (AS and AAS), the College has always maintained a comprehensive and clearly defined processby which the curriculum is evaluated that recognizes the various roles of faculty, administration, advisory committees and the governing board. Inaddition, as a process enhancement to overall curriculum review and evaluation the College generates an annual memorandum entitled Programsand Course Descriptions Review. This communication requests that each academic department on each campus carefully examine program andcourse information in the current year Catalog and begin the process of filing curriculum modification proposals through the CurriculumCommittee in preparation for the future year Catalog production process. An area in need of more systematic evaluation was the College’s AAprogram as well as the General Education Core within that program. In response to this need a formal work plan (Strategic Learning Plan Goal 4,Action Item 4) establishing a systematic AA and General Education Program Review was submitted to the College Learning Council. Thisprocess was designed to determine program effectiveness and provide methods for continuous improvement. In August 2002, a meeting of theGoal 4, Action Item 4 Work Team was held. A formal survey instrument on AA and General Education Program Review and Evaluation wasrefined and assessed at that time. Input items were reviewed by the work team and compliance needs designated as yes, no, or needs furtherstudy. Completion of this institutional effectiveness cycle was achieved in October of 2002 and documented with a Report on the InstructionalEffectiveness System, Program Review and Evaluation of the Associate in Arts Degree Program and General Education. The final report,including recommendations for continuous improvement, was presented at the November 2002 meeting of the College Learning Council. Basedon these corrective actions, the Compliance Audit Committee has determined the College to be in full compliance with this sub-sectionof the Criteria for Accreditation.

DocumentationCurriculum Manual at http://valenciacollege.edu/pdf/manual01.pdfResource Folder for Academic Departments at http://faculty.valenciacollege.edu/forms/Faculty Handbook, Curriculum or at http://valenciacollege.edu/pdf/hand.pdfPrograms and Course Descriptions Review MemorandumReport on Instructional Effectiveness System, Program Review and Evaluation, Associate in Arts Degree Program and General Education.

Criterion 4.2.3, Paragraph 3, page 26, lines 20-28For each major in a degree program, the institution must assign responsibility for program coordination, as well as for curriculumdevelopment and review, to persons academically qualified in the field. At least one full-time faculty member with appropriatecredentials, as defined in Section 4.8.2, must have primary teaching assignment in the major. In those degree programs for which theinstitution does not identify a major, the above requirements apply to a curricular area or a concentration.


For each curricular area in which it offers a major in a degree program, Valencia assigns responsibility for course or program oversight,coordination, development and review to persons academically qualified in the field.

Since the College awards the Associate in Arts degree without a major, only Associate in Applied Science and Associate in Science degreeprograms relate to this requirement, which the College meets first by appointing a program director for each program and second, by appointingan advisory committee composed of practicing professionals and qualified faculty members and administrators. Faculty program directors, subjectto faculty qualifications required to teach in the areas, provide course and program oversight, coordination, development and review. Theadvisory committees sanction course development and program review. These advisory committees also provide oversight for all new courses orcourse and program modifications. For each Associate in Applied Science and Associate in Science degree program, the College assigns atleast one full-time faculty member having appropriate credentials as defined in Criterion 4.8.2.1.

DocumentationValencia Catalog, Advisory Committees, pp. 279-285Faculty Personnel FilesList of Program Directors

Criterion 4.2.3, Paragraph 4, page 26, lines 29-34The governing board must be responsible for approving the number and types of degrees; the number and nature of departments,divisions, schools or colleges through which the curriculum is administered; and the extent to which the institution should offerdistance learning programs.







The District Board of Trustees approves the number and types of degrees and the number and nature of departments, divisions, schools, orcolleges through which Valencia administers the curriculum and the extent to which the institution should offer distance learning programs.Valencia is a lower-division institution with a District Board of Trustees that has charged the President in the Policy Manual with "carrying out ... asound educational program." The Catalog includes the number and type of degrees approved by the Board. The Board must approve all jobdescriptions, departments and campuses. Through the President, the Board has established the College-wide Curriculum Committee in ValenciaPolicy 6Hx28: 03-00 on Councils and Committees. The College adds or deletes degree programs through the curriculum process previouslydescribed.

DocumentationCurriculum Manual at http://valenciacollege.edu/pdf/manual01.pdfFaculty Handbook, Curriculum or at http://valenciacollege.edu/pdf/hand.pdfValencia Catalog, Degrees, p. 68Valencia Policy 6Hx28: 03-00 on Councils and Committees

Criterion 4.2.3, Paragraph 5, page 26, lines 35-39, page 27, lines 1-2The administration and faculty must be responsible for the development of academic programs recommended to the governing board.They are also responsible for implementing and monitoring the general curriculum policy and the academic programs approved by theboard. There should be an institution-wide process to coordinate programmatic and curricular changes.


At Valencia, administration and faculty have developed academic programs and recommendations for submission to the Board and haveimplemented and monitored the general curricular policy and academic programs approved by the Board. The Board has delegated responsibilityfor the educational program to the President, who has charged appropriate faculty and staff to appoint and lead the Curriculum Committee. Faculty and administration propose courses and programs to the Curriculum Committee, which forwards its recommendations to the President,who may concur and present them to the Board for approval. Subsequent printings of the Catalog include Board-approved changes to theacademic programs.

DocumentationCurriculum Manual at http://valenciacollege.edu/pdf/manual01.pdfFaculty Handbook, Curriculum or at http://valenciacollege.edu/pdf/hand.pdfValencia Catalog, Degrees, p. 68Valencia Policy 6Hx28: 03-00 on Councils and Committees

Criterion 4.2.3, Paragraph 6, page 27, lines 3-11The institution should avoid the unwarranted proliferation of course offerings and degree programs. The development of new educationalprograms should be considered only after the institution has completed a needs assessment and has identified resources to support theprograms. The institution should proceed only after careful review by appropriate faculty and administrative bodies, approval by the governingboard, and any necessary review and approval by state or other agencies.


Valencia College avoids the unwarranted proliferation of course offerings and degree programs.

All curricular changes, including the additions of courses and programs, begin with a required emphasis on the purpose of the change and reviewof needs assessment data. In addition, all programs, as a part of the curriculum development and review process are subject to a resourceimpact assessment in the areas of library and learning resources, facilities, equipment, supplies and staff.

As indicated throughout this sub-section, new programs proceed only after careful review by appropriate faculty and administrative bodies,approval by the governing board, and any necessary review and approval by state or other agencies.

DocumentationCurriculum Manual at http://valenciacollege.edu/pdf/manual01.pdfFaculty Handbook, Curriculum or at http://valenciacollege.edu/hand.pdfCurriculum Proposal Forms at http://faculty.valenciacollege.edu/forms/

Criterion 4.2.3, Paragraph 7, page 27, lines 12-22Curricula intended to provide basic preparation for students who will subsequently transfer to another institution must be designed toconsider the institutions to which these students transfer. Associate and baccalaureate degree-granting institutions should workcooperatively to develop articulation agreements. The agreements should be evaluated periodically to ensure an equitable and efficienttransfer of students. "Inverted," "two plus two" and similar programs must include an adequate amount of advanced coursework in thesubject field.


Valencia's curriculum is designed to provide basic preparation for students who will subsequently transfer to another institution. The purpose andattributes of such receiving institutions are carefully considered in this process. The Associate in Arts degree is designed for transfer to the upperdivision. Since the vast majority of Valencia graduates transfer to the University of Central Florida (UCF), a member of the Florida StateUniversity System (SUS), Valencia's curriculum considers articulation with the SUS in general and with UCF in particular. An articulationagreement among state universities and community colleges, described in more detail in the Valencia Catalog, is designed to make transfer asproductive for students as possible. More specialized transfer variations are also applied to some Associate in Science degree programs. Finally,practices at receiving institutions directly affect curriculum decisions. For example, Valencia shaped its foreign language competency requirementin response to the general directive for state universities to require foreign language for admission to selected majors. In addition, as studentscomplete the general education requirement for the Associate in Arts degree, they also complete the mathematics and writing requirements(Gordon Rule) established for all students in Florida's public institutions of higher learning. Students graduating with an Associate in Sciencedegree may, in certain instances, be admitted into the upper division of the State University System if they complete general educationrequirements.

Beyond the Florida State University System, the College maintains articulation agreements with four-year institutions both inside and outside















Florida that accept technical courses. For example, agreements have been established with five historically black colleges and universities: Florida A & M University, Bethune-Cookman College, Talladega College, Clark Atlanta University and Tuskeegee University. In addition,articulation agreements in engineering have been established with the University of Miami and Florida of Technology.

Valencia College has no formal inverted or "two-plus-two" arrangements with other institutions.

DocumentationValencia Catalog, Community College Associate in Arts Transfer Guarantees, p. 78Valencia Catalog, AS to BA/BS Transfer Programs, p. 109List of Associate in Science AS to BA/BS Transfer ProgramsValencia Catalog, Foreign Language Proficiency Requirement, p. 73Valencia Catalog, Gordon Rule, p. 75Various Articulation Agreements

Criterion 4.2.3, Paragraph 8, page 27, lines 23-32Institutions which enter into programmatic partnerships with secondary schools which result in the award of college credit, such astechnical and dual enrollment programs, must ensure that the credit awarded is at the collegiate level and is in compliance with theCriteria and with Section IV in particular. Partnerships must be evaluated regularly by the participating institution of higher education. The participating institution must assume full responsibility for the academic quality and integrity of partnerships as measured by theCriteria.


Principal programmatic partnerships with secondary schools are associated with the College’s Dual Enrollment program. This program isauthorized under Florida Statute 1007.27/1007.271 as an articulated acceleration mechanism. Valencia’s Dual Enrollment program is acooperative effort between the College and the Orange and Osceola school systems as well as certain private and home schools. Eligibilityrequirements for participation in the program include a cumulative unweighted grade point average of 3.0, counselor recommendation, parentsignature, appropriate assessment scores for college-level work (SAT, ACT or CPT). Cosponsored course work is articulated to avoidunnecessary duplication and ensure that credit awarded is at the collegiate level and in compliance with the Criteria for Accreditation. Facultyselected to teach in the Dual Enrollment program must meet credentialing requirements as established in Criterion 4.8. Dual enrollment faculty areevaluated through a direct classroom visitation during their first teaching assignment as well as ongoing conferencing with the appropriateacademic dean and/or high school site administrator.

Programmatic partnerships are regularly evaluated as part of the formal articulation agreements that support this program.

In accepting such agreements the College assumes full responsibility for the academic quality and integrity of partnerships as measured by theCriteria for Accreditation.

DocumentationDual Enrollment HandbookFlorida Statue 1007.27/1007.271List and Hard Copy of Dual Enrollment Articulation AgreementsDocumentation of Evaluation of Faculty

4.2.4 Undergraduate Instruction

This sub-section includes Audit Comments # 7, # 8 and # 9. Follow-Up describes corrective actionsthat have been taken to establish full compliance with the Criteria for Accreditation.

Criterion 4.2.4, Paragraph 1, page 27, lines 33-37Instructional techniques and policies must be in accord with the purpose of the institution and be appropriate to the specific goals of anindividual course. Instruction must be evaluated regularly and the results used to ensure quality instruction.


Instructional techniques and policies at Valencia are consistent with the purposes of the institution and are appropriate to the specific goals of acourse. As indicated, Statements of Purpose (Vision, Values, Mission, Statutory Purpose) and Valencia Student Core Competencies (think, value,act, communicate) are linked to instructional design and delivery systems. In addition, the roles and functions of the College refer to the "transferfunction ..., the technical education function ..., the economic development function…, the general education function ..., and the college-preparatory function." Instructional techniques and policies must, then, be appropriate for a comprehensive lower-division program furnishingcollege preparatory, general education, transfer and technical educational opportunities. As a foundation for all classes, the College has astandard method for developing a course outline for each course taught. Faculty teaching sections of any credit course may vary markedly ininstructional technique, but they must assure that to receive a grade of C or higher the students exhibit appropriate outcomes. The Collegebalances the quality assurance afforded by the course outlines by acknowledging the professor's academic freedom. While professors acceptresponsibility for seeing that students demonstrate an agreed-upon set of outcomes, they enjoy academic freedom in determining how to teachthose competencies. Depending upon facilities, department policy, financial constraints and professional preference, professors may offer coursesin a traditional classroom, laboratory, or computer-equipped classroom, or in seminar, self-paced, television or online formats. All told, theinstructional modes and techniques reflect the diversity of students and faculty.

To continuously improve instruction, the College routinely collects and evaluates evidence from students' assessment of each section of eachclass taught. Using the "Student Assessment of Instruction" form, each student has the opportunity to provide explicit responses on theinstructional process. In addition, academic departments employ the "Classroom Visitation" form to review faculty performance in classroomsettings. Feedback from these assessment instruments is factored into annual faculty evaluations with full-time professors and periodic facultyconferences with part-time professors. In addition to information it generates locally, the College regularly consults state reports to monitor theresults of its instruction on the following measures: CLAST reports, indicators of excellence, placement and transfer data and reports, variousprogram review data elements and information collected from statewide examinations such as Nursing and other programs requiring licensure. To



assess overall effectiveness of instruction at the College, state reports and several internal documents are combined to determine yearly progressmade on several measures in the annual Instructional Report. Assembled jointly with the Office of Institutional Research and issued yearly tofaculty and staff, the report helps the College chart its progress toward excellence in instruction.

DocumentationValencia Catalog, Statements of Institutional Purpose, p. 12 at http://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdfValencia Catalog, Valencia’s Roles and Functions, p. 13 at http://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdfCurriculum ManualFaculty Handbook at http://valenciacollege.edu/pdf/hand.pdfCourse OutlinesValencia Policy 6Hx28: 05-00 on Academic Freedom at http://valenciacollege.edu/policies/PDF/05-00.pdfValencia Policy 6Hx28: 08-10 on Tenure, Assessment and Evaluation at http://valenciacollege.edu/policies/PDF/08-10.pdfStudent Assessment of Instruction FormClassroom Visitation FormInstructional Report

Criterion 4.2.4, Paragraph 2, page 27, lines 38-39, page 28, lines 1-6Students must be provided written information about the goals and requirements of each course, the nature of the course content, andthe methods of evaluation to be employed. Methods of instruction must be appropriate to the goals of each course and the capabilitiesof the students. Experimentation with methods to improve instruction must be adequately supported and critically evaluated.


Valencia students and faculty have a clear understanding of the goals and requirements of each course, the nature of course content andmethods of evaluation. All faculty provide students with a course syllabus containing common elements approved by appropriate councils andother governing bodies. Valencia Policy 6Hx28: 08-21 describes the syllabus. The Curriculum Manual and the Faculty Handbook include a modelsyllabus. Through its variety of courses, the College offers an assortment of instructional methods to meet the capabilities of a diverse studentbody. Included in the instructional methods used at the College are individual classroom or traditional classroom techniques, open labs, tutoringcenters, typical laboratory settings, individualized courses in mathematics and a variety of other instructional techniques, including field trips,lecture/discussion, case studies, independent study, as well as non-traditional educational delivery systems such as telecourses, online courses,internships and independent study. In addition, Valencia serves students through experiential learning, credit by examination, and support forstudents with disabilities.

To ensure that instructional methods are appropriate to their capabilities, students assess each course. Faculty, deans and other administratorsshare these data through evaluation processes designed for immediate assessment and continuous improvement.

Valencia adequately supports and critically evaluates experimentation with methods of improving instruction. Such support comes through Staffand Program Development activities, grant-funded projects, both College and department initiatives. There are numerous examples of suchsupport and evaluation of experimentation including participation in the National for Staff and Program Development (NISOD), the ChairAcademy, the American Association of Community Colleges (AACC) and other organizational conferences. The College also supports a widerange of diverse professional growth and development opportunities designed to enhance instructional methods through action research projectsand other collaborative efforts. These include: the Teaching and Learning Academy for pre-tenured faculty, Destination 2002, Directions (Title IIIGrant, West Campus), Direcciones (Title V Grant, Osceola Campus), Think-Value-Communicate-Act (TVCA) Integration Project and LeadershipValencia. In addition, the College has for many years designated a portion of the Staff and Program Development budget as set aside funding forfaculty and staff making formal presentations at professional conferences. See links under Documentation for specific details.

DocumentationValencia Policy 6Hx28: 08-21 on College-wide Course Outline and Syllabus at http://valenciacollege.edu/policies/PDF/08-21.pdfCurriculum ManualFaculty Handbook at http://valenciacollege.edu/pdf/hand.pdfCourse Syllabi (Department Offices)Staff and Program Development DataGrant DataBudget Data on Special ProjectsValencia Policy 6Hx28:07-07 on Procedures for SPD Funding at http://valenciacollege.edu/policies/PDF/07-07.pdfGrants Management HandbookTeaching and Learning Academy at: http://valenciacollege.edu/journeys/faculty/tla/Destination 2009 at: http://www.valencaicc.edu/faculty/development/programs/destination/Directions (Title III Grant, West Campus) at: http://valenciacollege.edu/faculty/development/Programs/directions3/default3.shtmDirecciones (Title V Grant, Osceola Campus) at: http://faculty.valenciacollege.edu/development/programs/direcciones5/default5.aspThink-Value-Communicate-Act (TVCA) Integration Project at: http://faculty.valenciacollege.edu/pbishop/tvca/tvca-home.htmValencia EDGE at: http://valenciacollege.edu/edge/

Criterion 4.2.4, Paragraph 3, page 28, lines 7-12An institution must use a variety of means to evaluate student performance. The evaluation must reflect concern for quality andproperly discern levels of student performance. An institution must publish its grading policies and its grading practices must beconsistent with policy.


A wide variety of means are used to evaluate student performance, including exams and quizzes, presentations, internships, labs, portfolios andreports as well as licensure exams. Supplementing these traditional means of student evaluation are selected standardized tests andcomprehensive examinations. An annual report identifies indicators of instructional effectiveness, including, but not limited to, the following: Associate in Arts, Associate in Applied Science and Associate in Science program review elements; College Level Academic Skills Test (CLAST)and other test scores; grade distribution reports; indicators of excellence elements; revenue and expenditure data; cost analysis data; retentionand placement information; articulation with high schools, universities, and business and industry; and a separate report for non-traditionaleducation courses and a separate section dealing with continuing professional education. In addition to these comprehensive College-widemeasures, the Communications Departments administer a common ENC 1101 final examination that resembles the CLAST essay. Reading











http://valenciacollege.edu/journeys/faculty/tla/

http://www.valencaicc.edu/faculty/development/programs/destination/

http://valenciacollege.edu/faculty/development/Programs/directions3/default3.asp

http://faculty.valenciacollege.edu/development/programs/direcciones5/default5.asp

http://faculty.valenciacollege.edu/pbishop/tvca/tvca-home.htm

http://valenciacollege.edu/edge/



faculty use a standardized final for students exiting College-Prep Reading II. Similarly, the Mathematics Departments use standardized finalexaminations in courses with large enrollments.

At Valencia, evaluation of students reflects concern for quality and properly discerns levels of student performance. The College evaluates theperformance of students upon admission, at the end of each course and at exit. Upon application, degree-seeking students must undergoassessment for correct placement by presenting scores for a state-approved assessment instrument or other approved standardized assessmenttests. Once the College places students properly, professors regularly evaluate student performance. College policy requires that throughout theterm professors regularly inform students of their progress. At or about mid-term, the professor informs students making below C in writing. Additional policy requires professors to give final exams to all students enrolled for credit. A specific section of the Valencia Catalog is dedicatedto Grades and GPA, Grade Forgiveness and Academic Grievance Process (Final Grades). This information is derived from formal policies onGrades (Final) and Student Academic Grievances.

For the most part, grading practices in individual courses are consistent with stated policy. However, there are concerns with some syllabi fromthe College’s Graphics Technology program where D grades have been eliminated from the grading scheme.

Audit Comment # 7

Criterion 4.2.4, Paragraph 3, page 28, lines 10-12An institution must publish its grading policies and its grading practices must be consistentwith policy.


The Compliance Audit Committee directs that the institution’s grading practices be made consistentwith policy in all courses.

Follow-Up: Grading procedures employed by GRA courses in the Graphics Technology program have been modified for consistency withestablished policy on Grades. Based on these corrective actions, the Compliance Audit Committee has determined the College to be infull compliance with this sub-section of the Criteria for Accreditation.

DocumentationCourse Syllabi (Department Offices)Annual Instructional Effectiveness ReportValencia Catalog, Assessment and Placement, pp. 42-48Valencia Policy 6Hx28: 05-11 on Grades (Progress) at http://valenciacollege.edu/policies/PDF/05-11.pdfValencia Policy 6Hx28: 05-12 on Final Exams at http://valenciacollege.edu/policies/PDF/05-12.pdfValencia Catalog, Grades, p. 63Valencia Catalog, Academic Grievance Process, p. 67Valencia Policy 6Hx28: 05-13 on Grades (Final) at http://valenciacollege.edu/policies/PDF/05-13.pdfValencia Policy 6Hx28: 10-13 on Student Academic Grievances at http://valenciacollege.edu/policies/PDF/10-13.pdf

Criterion 4.2.4, Paragraph 4, page 28, lines 13-18The institution must evaluate the effectiveness of its instructional program by a variety of techniques, which may include the following:use of standardized tests and comprehensive examinations, assessment of the performance of graduates in advanced programs oremployment, and sampling of the opinions of former students.


In addition to the variety of evaluation techniques already mentioned, evaluation of the effectiveness of instructional programs at Valenciaincludes assessment of performance of graduates in advanced programs or employment and sampling of opinions of former students.

The Strategic Indicators Report includes indicators of student success in the State University System. A state entity, Florida Education Trainingand Placement Information Project (FETPIP), now directs colleges to participate in the statewide database and discourages them from conductingsurveys of former students. The employment status of recent Associate in Arts, Associate in Applied Science and Associate in Science degreegraduates is determined annually through FETPIP and supplemented with local follow-up surveys.

DocumentationStrategic Indicators ReportFETPIP ReportAppropriate surveys of graduates

Criterion 4.2.4, Paragraph 5, page 28, lines 20-29Courses offered in non-traditional formats, e.g., concentrated or abbreviated time periods, must be designed to ensure an opportunityfor preparation, reflection and analysis concerning the subject matter. At least one calendar week of reflection and analysis should beprovided to students for each semester hour, or equivalent quarter hours, of undergraduate credit awarded. The institution mustdemonstrate that students completing these programs or courses have acquired equivalent levels of knowledge and competencies tothose acquired in traditional formats.


In most instances courses offered in non-traditional formats, e.g., concentrated or abbreviated time periods are designed to ensure opportunity forpreparation, reflection and analysis concerning the subject matter as well as equivalent levels of knowledge and competencies to those acquiredin traditional formats. However, the college’s Winter Park Campus offers an array of courses in concentrated or abbreviated time periodsincluding four-week blocks and a one-week Spring Break option. Concerns have been expressed on the adequacy of these time frames for








appropriate preparation, reflection and analysis concerning the subject matter as well as equivalent levels of knowledge and competencies tothose acquired in traditional formats. Additional concern has been expressed regarding two education courses offered during the one-weekSpring Break format (EDF 2005, Introduction to Education and EDF 2710, Teaching Diverse Populations) as both of these courses involve astate-mandated field experience to supplement other course requirements.

Audit Comment # 8

Criterion 4.2.4, Paragraph 5, page 28, lines 19-22Courses offered in non-traditional formats, e.g., concentrated or abbreviated time periods,must be designed to ensure an opportunity for preparation, reflection and analysis concerningthe subject matter.


The Compliance Audit Committee directs that all courses offered in non-traditional formats, e.g.,concentrated or abbreviated time periods be designed to ensure an opportunity for preparation,reflection and analysis concerning the subject matter.

Follow-Up: Shorter time frame Spring Break courses previously offered through the Winter Park Campus have been discontinued. At this time allcourses offered are designed to ensure an opportunity for preparation, reflection and analysis concerning the subject matter. Based on thesecorrective actions, the Compliance Audit Committee has determined the College to be in full compliance with this sub-section of theCriteria for Accreditation.

Audit Comment # 9

Criterion 4.2.4, Paragraph 5, page 28, lines 26-29The institution must demonstrate that students completing these programs or courses haveacquired equivalent levels of knowledge and competencies to those acquired in traditionalformats.


The Compliance Audit Committee directs that the institution demonstrate that students completingcourses offered in non-traditional formats, e.g., concentrated or abbreviated time periods haveacquired equivalent levels of knowledge and competencies to those acquired in traditional formats.

Follow-Up: Shorter time frame Spring Break courses previously offered through the Winter Park Campus have been discontinued. As suchcourses now are offered based on significantly longer time frames and include the same array of learning activities and assessment methods astraditional courses previously discussed and generate equivalent levels of knowledge and competencies to those acquired in traditional formats. Based on these corrective actions, the Compliance Audit Committee has determined the College to be in full compliance with this sub-section of the Criteria for Accreditation.

DocumentationCourse Syllabi (Department Offices)Winter Park Campus, Weekend Credit Course Schedule

Criterion 4.2.4, Paragraph 6, page 28, lines 30-34Effective instruction depends largely upon the maintenance of an environment conducive to study and learning. Therefore, aninstitution of higher education must provide for its students a learning environment in which scholarly and creative achievement isencouraged.


Valencia provides students with a learning environment that encourages scholarly and creative achievement. Valencia's various Statements ofPurpose clearly support study, learning, scholarly and creative achievement. The College provides a number of programs which further the aimsof scholarship and creative achievement including, but not limited to, a nationally recognized honors program; a nationally recognizedinterdisciplinary studies program (IDH); learning laboratories for individualized instruction in mathematics, communications and writing; an award-winning student newspaper, The Valencia Source and literary publications including the juried Phoenix, Exempli Gratia and The Econoclast. Students are able to gain scholastic recognitions through co-curricular activities such as: Phi Theta Kappa International Honor Society, theNational Dean's List, USA TODAY All-USA Academic Team Competition, Brain Bowl, Forensics Debate Team, and Phi Beta Lambda BusinessFraternity. Other provisions include speaker’s forums, a leadership course, Gordon-Rule courses, CLAST, scholarships for Valencia Collegegraduates, articulation agreements with five historically black colleges and universities, top 10 percent honors scholarships for recent high schoolgraduates, performing arts activities, a nationally recognized film program, a state-of-the art Hospitality Management and Culinary Arts facility, awell-respected Nursing program and special student awards (e.g. creative writing, IDH, science). Regularly scheduled art exhibits, a populartheater season, and a year-round schedule of musical performances provide students many opportunities to develop creative abilities.

DocumentationValencia Catalog, Statements of Institutional Purpose, p. 12 at http://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdf




Valencia Catalog, Honors Program, pp. 73-74Valencia Catalog, IDH Program, p. 74PhoenixExempli GratiaThe Econoclast

Criterion 4.2.4, Paragraph 7, page 28, lines 36-40In certain professional, vocational and technical programs (for example, allied health programs), clinical and other affiliations withoutside agencies may be necessary. In all such cases, learning experiences for which credit is awarded must be under the ultimatecontrol and supervision of the educational institution.


In programs where clinical experiences and affiliation with outside agencies are essential, the College ultimately controls and supervises learningexperiences for which it awards credit.

In all instances, the College requires that a written agreement be on file between outside agencies and the College. Written agreements areavailable in appropriate departmental offices and in the Articulation Handbook.

DocumentationArticulation AgreementsArticulation HandbookAgreements (Department of Health-Related Programs)

Criterion 4.2.4, Paragraph 8, page 28, line 41, page 29, lines 1-5The institution must demonstrate that an effective relationship exists between curricular content and current practices in the field ofspecialization.An institution must demonstrate that program length, clock hours or credit hours, and tuition and fee charges areappropriate for the degrees and credentials it offers.


Valencia College demonstrates that an effective relationship exists between curricular content and current practice and programs designed toprepare students for a specialized profession. The College follows state curricular frameworks for technical education programs as identified bythe Florida Division of Workforce Development. These requirements include, but are not limited to, use of an advisory committee comprised ofindividuals from specialized professional areas, periodic surveys accomplished by individuals in the community in specialized professions andsuch institutional requirements as course outlines, syllabi and completion of curriculum forms. The College receives reports from standardizedtests such as the Statewide Nursing Test, dental hygiene, and other examinations used to modify the curriculum.

The Florida Legislature and the Valencia College District Board of Trustees establish required fees. Program length, contact or credit hours forvarious degrees and certificates are established in conjunction with appropriate Florida Statutes (Time to Degree Legislation) and State Board ofEducation Rules (Gordon Rule, etc.). The Associate in Arts degree requires a minimum of 60 college-level credit hours including 36 hours ingeneral education and 24 hours of electives. The Associate in Applied Science Degree and the Associate in Science Degree require a minimumof 60 college-level credit hours including 30 college-level credit hours in an area of specialization and 15-18 college-level credit hours in generaleducation. Applied Technology Diploma programs require prescribed technical courses and a minimum of 11 college credits. TechnicalCertificate programs require prescribed technical courses and may require general education courses for a minimum of 12 college credits. Vocational certificate programs require prescribed vocational credit courses and basic skills proficiency achieved through college-preparatorycourses. The Advanced Technical Certificate, an extension of a specific Associate in Science degree program, consists of at least 9 but less than45 credit hours of college-level course work.

DocumentationAdvisory Committee MinutesAppropriate Curriculum Forms at http://faculty.valenciacollege.edu/forms/Valencia Catalog, Fees, pp. 25-26Valencia Catalog, University Parallel Program: Associate in Arts Degree, pp. 69-105Valencia Catalog, Career Programs, Associate in Applied Science Degrees, Associate in Science Degrees, Applied Technology Diploma,Certificates, pp. 107-176

4.2.5 Academic Advising of Undergraduate Students


Criterion 4.2.5, Paragraph 1, page 29, lines 6-17Each institution must conduct a systematic, effective program of undergraduate academic advising. A qualified advisor should beassigned early in the student's program and should recognize the individuality of students and their particular needs and goals.Advisors should be proficient in using data to help determine students' major fields of interest, should have access to each advisee'srecords, and should have appropriate training or background and experience to carry out their responsibilities effectively. An institutionmust ensure that the number of advisees assigned to faculty or professional staff is reasonable.


Valencia College has developed a system of services and programs to provide students with a systematic and effective program of academicadvising. LifeMap is Valencia’s name for the developmental advising system. LifeMap is a student-centered approach that fosters an advisingalliance among students, faculty, and other college professionals. LifeMap has been systematically infused into all student services functions fromrecruitment to orientation to advisement. The College’s developmental advising system, LifeMap provides students the opportunity to meet withan educational advisor during orientation that occurs before a student even enrolls in their first term of classes. Many different populations ofstudents such as: honors, students with disabilities, Associate of Science degree seekers, etc. are assigned a specific advisor. Students not




assigned a specific advisor can continue to see the orientation advisor or may choose to see any available advisor. All advisors are trained in theconcepts of LifeMap to insure students’ particular needs and goals are met. Training is also provided in the use of the College’s studentinformation system, Atlas, which is an electronic tracking system for student records.

Academic advising is a cooperative effort of educational advisors, counselors and student services personnel and is a specific obligation definedin the appropriate job description. All staff serve students in completing educational plans and registration and certain staff have been assignedspecific population to monitor and advise in a more in-depth manor. This division of labor in conjunction with an annual staffing review ensuresthat the advising load is reasonable and efficient.

DocumentationValencia Catalog, LifeMap, p. 35Student Handbook, LifeMap, p. 65 at http://valenciacollege.edu/pdf/studenthandbook.pdfRoad Rules Orientation BookletLifeMap Website at http://valenciacollege.edu/lifemapRegistration and Advising UpdatesStaff Listing of Special PopulationsProgram SheetsAdvising UpdatesOrientation PacketCounseling ManualsStaffing RequestOrientation Report

Criterion 4.2.5, Paragraph 2, page 29, lines 18-22An effective orientation program must be made available to all full-and part-time undergraduate students. Orientation and advisementprograms must be evaluated regularly and used to enhance assistance to students.


The College has developed an extensive orientation program that is available to all full-time and part-time students.

To ensure quality and effectiveness of the New Student Orientation the college has created a College-wide Orientation Committee tosystematically evaluate and update the orientation program. Evaluation and changes made by the Orientation Committee are presented to thePlanning and Educational Services staff for implementation of enhancements. The Planning and Educational Services staff also evaluate theCollege’s advisement program and monitor enhancements to the program.

DocumentationOrientation PacketsValencia Catalog, New Student Orientation, p. 35Orientation Evaluation ReportWait Time Reports

4.4 Publications


Criterion 4.4, Paragraph 1, page 37, lines 5-8The content and design of publications produced and distributed by an institution must be accurate and consistent in describing theinstitution and rigorously adhere to principles of good educational practice.


College publications are reviewed to ensure that they accurately reflect the institution and consistently maintain the highest professional writingand design standards. The content and design of publications are developed according to Valencia policy, as established by the District Board ofTrustees, Florida Statutes, and the College's comprehensive marketing plan. Marketing and graphics staffs receive the SACS Criterion 4.4 onPublications. The marketing staff regularly reviews the effectiveness of Valencia publications and promotional materials. Through surveys, follow-up interviews and personal contacts the marketing staff solicits information from staff, students and professionals in the marketing field. During each production and distribution cycle College publications are carefully reviewed for accuracy and consistency in describing the institutionand rigorously adhere to principles of good educational practice.

DocumentationValencia Policy 6Hx28:04-23 on College Publications at http://valenciacollege.edu/policies/PDF/04-23.pdfPrincipal College Publications include:Valencia Catalog or at http://valenciacollege.edu/catalog/Credit Class Schedule or at http://valenciacollege.edu/Schedule/default.cfmValencia Enterprises Schedule (Click 'View Course Calendar' link in Featured Programs here: http://www.valenciaenterprises.org/Faculty Handbook or at http://valenciacollege.edu/pdf/hand.pdfStudent Handbook or at http://valenciacollege.edu/pdf/studenthandbook.pdf

Criterion 4.4, Paragraph 2, page 37, lines 9-20An institution must make available to students and the public accurate, current catalogs or other official publications containing thefollowing information: entrance requirements and procedures; admissions criteria and policies, including the admission of transferstudents; rules of conduct; academic calendar; degree completion requirements; full-time faculty and degrees held; costs and financialobligations; refund policies; and other items relative to attending the institution or withdrawing from it. (See Commission document"Institutional Advertising, Student Recruitment and Representation of Accredited Status.")


http://valenciacollege.edu/lifemap

http://valenciacollege.edu/asdegrees



http://valenciacollege.edu/Schedule/default.cfm

http://www.valenciaenterprises.org/






The Valencia Catalog contains current and accurate information on entrance requirements and procedures; admissions criteria and policies,including the admission of transfer students; rules of conduct; academic calendar; degree completion requirements; full-time faculty and degreesheld; costs and financial obligations; refund policies; and other items relative to attending the institution or withdrawing from it.

Some concerns have been expressed on the accuracy of published information on full-time faculty and degrees held. Auditing procedures areongoing to ensure that Catalog information and related web postings on full-time faculty and degrees held is both current and accurate.

Audit Comment # 10

Criterion 4.4, Paragraph 2, page 37, lines 9-11 and 15-16An institution must make available to students and the public accurate, current catalogs orother official publications containing the following information: full-time faculty and degreesheld.


The Compliance Audit Committee directs that the institution make available to students and thepublic accurate and current information on full-time faculty and degrees held (appropriate job titles,academic degrees listed from validated international institutions or regionally accredited institutionsonly). This concern should directly address the Catalog, other formal publications and websites.

Follow-Up: The 2002-2003 Valencia Catalog has been carefully reviewed and modified to ensure accuracy in regard to information on full-timefaculty and degrees held. Based on these corrective actions, the Compliance Audit Committee has determined the College to be in fullcompliance with this sub-section of the Criteria for Accreditation.

DocumentationValencia Catalog or at http://valenciacollege.edu/catalog/

4.5 Distance Learning Programs


Criterion 4.5, Paragraph 1, page 37, lines 21-29, page 38, lines 1-5The Commission recognizes the legitimacy of distance learning, such as that conveyed through off-campus classroom programs,external degree programs, branch campuses, correspondence courses, and various programs using electronically-based instructionoffered geographically distant from the main campus. An institution must formulate clear and explicit goals for its distance learningprograms and demonstrate that they are consistent with the institution's stated purpose. Further, an institution must demonstrate that itachieves these goals and that its distance learning programs are effective and comply with all applicable Criteria. (See Commissionpolicy statement "Distance Education: Definitions and Principles.")


Valencia College’s mission is to serve students in its service district. Valencia’s distance learning plan articulates clear and explicit goals fordistance learning programs that are consistent with the institution’s stated purpose. The Curriculum Committee Subcommittee on DistanceLearning created the following purpose statement for distance learning courses:

Valencia College is committed to providing the highest quality of instruction and learning in its service district. Valencia Community College isfurther committed to ensuring ease-of-access to all classes regardless of distance learning format, and to ensuring that appropriate levels ofachievement and equivalent quality of programs are consistent regardless of method of instruction or location of program.

Valencia’s distance learning courses are designed to respond to the characteristics and contexts of learners while upholding establishedacademic standards. Goals and objectives for distance learning delivery, including evaluation are found in the departmental reports located in theCollege-wide Curriculum Committee Statement of Guiding Principles and Recommended Implementation for Online Instruction. The College hasa Distance Learning Advisory Group (DLAG) that develops recommendations on needs concerning infrastructure, support, instruction, evaluation,and technology and provides general direction in the pursuit of the distance learning purposes. In addition, the Curriculum Committee and theEducational Technology Committee (ETC) are also involved in making recommendations for strengthening distance learning courses. The ETCrecommended enhancements to the network infrastructure and telephone systems that have been approved and implemented at Valencia. Thecommittee also recommended that a new student information system be secured and implemented, and in January of 2002, the Atlas systemdebuted for a pilot group of students. Atlas was then fully deployed in July 2002, providing a number of enhancements to student services,including the provision of College-wide e-mail to all enrolled students in order to facilitate communications between faculty and students and theintegration of the online course management system.

The Strategic Learning Plan provides an overall structure for strengthening the College including its distance learning courses. ValenciaCommunity College has an established process for determining the effectiveness of its distance learning courses, including assessment of studentlearning outcomes. A statement of principles of good practice was developed and approved by the Curriculum Committee to guide thedevelopment and delivery of distance learning courses.







Audit Comment # 11

Criterion 4.5, Paragraph 1, page 37, lines 26-29, page 38, lines 1-5An institution must formulate clear and explicit goals for its distance learning programs anddemonstrate that they are consistent with the institution's stated purpose. Further, aninstitution must demonstrate that it achieves these goals and that its distance learningprograms are effective and comply with all applicable Criteria. (See Commission policystatement "Distance Education: Definitions and Principles.")


The Compliance Audit Committee directs that the institution formulate clear and explicit goals for itsdistance learning programs, demonstrate that these goals are consistent with the institution's statedpurpose, and be able demonstrate the achievement of these goals.

Follow-Up: The College clarified distance learning goals and assessment in conjunction with the Substantive Change Review of the FloridaCommunity College System conducted October 9-12, 2000. The College completed this process successfully and was notified by theCommission on Colleges that the institution’s First Progress Report following the system-wide review of electronic distance learning programsrequired no additional report. Following this interim approval the College continued to refine and update goals and planning mechanisms as wellas assessment procedures for distance learning offerings. Several substantive actions related to distance learning goals have beenimplemented. First, in September 2002, the College integrated the WebCT course management system with the Atlas portal system, providingsingle sign-on access of online courses for students. Additionally, the integration allows all courses to provide information (syllabi, courseoutlines, assignments, etc.) to students via the Internet. Second, the Office of Information Technology has authored several documentsinstructing students and faculty on the use of the WebCT course management system. These documents are distributed to students and facultyprior to the start of each term. Third, at the recommendation of the Distance Learning Advisory Group (DLAG), the Office of InformationTechnology will expand its student orientation services to include the production and distribution of CD-ROM and web-based materials. Fourth,the Office of Information Technology will offer technical orientations to students prior to the beginning of each term.

In conjunction with ongoing distance learning goals, the College is reviewing alternative distance learning delivery models including mixed-modeand hybrid online courses. An updated distance learning plan is being authored by the Office of the Vice President for Academic Affairs and aconsulting firm (Collegis, Inc.). This plan will define the types of integration most appropriate for the College’s current distance learning deliverymethodologies. Based on these corrective actions, the Compliance Audit Committee has determined the College to be in full compliancewith this sub-section of the Criteria for Accreditation.

DocumentationCollege-wide Curriculum Committee Statement of Guiding Principles and Recommended Implementation for Online InstructionCurriculum Committee Subcommittee on Distance Learning: Recommendations on Purpose, Orientation, Planning and Operation Strategic Learning Plan at http://valenciacollege.edu/lci/essays/plan.pdfOnline and Telecourse Student Assessment of Instruction formsDistance Learning Advisory Committee (DLAG) Communications and DataSubstantive Change Review of the Florida Community College SystemSubstantive Change Review of the Florida Community College System, First Progress Report and Correspondence

4.6 Continuing Education, Outreach and Service Programs

This sub-section includes Audit Comments # 12 and # 13. Follow-Up describes corrective actionsthat have been taken to establish full compliance with the Criteria for Accreditation.

Criterion 4.6, Paragraph 1, page 38, lines 6-15The demands placed on individuals in today's society require many to engage in life-long education. Most institutions of higher education haveincorporated into their purpose an extension and public service component to provide for life-long learning opportunities. These opportunities areoften referred to as continuing education, extension education, outreach, or public and community service programs. Such programs may becredit or non-credit, may be offered on or off campus, and may be offered through a variety of delivery systems.

Criterion 4.6, Paragraph 2, page 38, lines 16-19Continuing education and outreach and service programs must be clearly related to the purpose of the institution. All continuingeducation programs, both credit and non-credit, must be evaluated regularly.


Continuing education/non-credit programs are administered, managed and evaluated under a comprehensive and distinct division of the Collegeidentified as Valencia – corporate and continuing education. Valencia is comprised of six departments including Business open-enrollmentprograms, Health Professions, Professional Skills Development, Information Technology, the Center for Global Languages, and CorporateTraining (a business to business component). Valencia focuses exclusively on professional training and development, certifications, re-licensuretraining, advanced technology, targeted allied health professions, and language programs. While a clearly defined division of the college, Valenciafunctions as an integral component in support of the College’s purpose, values, vision, mission and Strategic Learning Plan (SLP).

Using a standardized document, participants evaluate Valencia courses, including off-site corporate training at the conclusion of each course.Program managers review each evaluation to assess learning, improve instructional delivery, and instructor performance. Evaluation based uponinstitutional “Indicators of Progress” (an integral component of the Strategic Learning Plan) is an ongoing activity. Evaluation conferences with theValencia Director are conducted following each term. As part of this process programs are also reviewed in terms of financial and enrollmentperformance. A formal evaluation instrument, incorporating guidelines from the C.E.U Guidelines and Criteria, is under consideration to reflect the






reorganization and evolution of the continuing education division and relevance to current processes and procedures.

Audit Comment # 12

Criterion 4.6, Paragraph 2, page 38, lines 18-19All continuing education programs, both credit and non-credit, must be evaluated regularly.


The Compliance Audit Committee directs that the institution develop a program evaluation documentfor non-credit continuing education programs that assesses program delivery, market relevance,learning and instruction, financial performance and reflects the measures of the “Indicators ofProgress” as cited in the Strategic Learning Plan. Evaluation cycles should be regular andconsistent.

Follow Up: Valencia Program Managers produce performance evaluation reports at the end of each term and a comprehensive year-end report.The reports detail financial performance, student enrollment, direct delivery costs, operating margin and revenue by market segment. Thecomprehensive program review and data analysis facilitates resource management and program planning. The reports are distributed throughoutthe College both for information and critical review and comment. Consistent with principles of institutional effectiveness, the staff of Valencia hasformed a work team with the charge to develop an instrument that, in addition to assessing financial performance, evaluates coursecompetencies, compliance with C.E.U. guidelines, program delivery, instruction and instructional support, and learning outcomes. Future cycles ofevaluation will be more comprehensive by incorporating the financial evaluation with the functional assessment instrument. Based on thesecorrective actions, the Compliance Audit Committee has determined the College to be in full compliance with this sub-section of theCriteria for Accreditation.

DocumentationValencia Catalog, p. 60Strategic Learning Plan – Goal 7 Learning WorksValencia Marketing Plan and 2002 UpdateCourse Evaluation FormsValencia Performance Reports

Criterion 4.6, Paragraph 3, page 38, lines 20-22All continuing education and outreach and service programs offered for credit must comply with the requirements of the Criteria, andwith Section IV in particular.


Selected Office Systems Technology (OST) courses, delivered through the Professional Skills Development program are offered for academiccredit. The delivery methodology and awarding of credit comply with the requirements of the Criteria, Section IV.

DocumentationValencia Course Schedule

Criterion 4.6, Paragraph 4, page 38, lines 23-30For non-credit continuing education programs, the institution should follow national guidelines for the recording of ContinuingEducation Units. (See Commission on Colleges' document C.E. U.: Guidelines and Criteria.) For outreach and service programs, aninstitution must provide the resources and services necessary to support the programs and must evaluate the programs regularly.


The College generally follows national guidelines for recording C.E.U.s for non-credit courses. Program Managers assign C.E.U.s to courses inaccordance with such guidelines. However, Program Managers have not been thoroughly exposed to nor educated on the Commission’sdocument C.E. U.: Guidelines and Criteria. C.E.U.s are recorded on each student’s “Certificate of Completion” awarded upon completion of thenon-credit course. The college student information system (mainframe database) captures C.E.U.s electronically and produces a C.E.U.verification report. Program Managers verify the report for accuracy. Admissions and Records maintain the verified report file. While the currentstudent information system retains student information electronically, the system is not capable of producing a non-credit student transcript. Withthe anticipated implementation of a state-of-the-art software system, the College will be able to generate transcripts for non-credit studentscomplete with C.E.U. documentation.

Valencia manages one outreach/service program – Displaced Homemakers, also known as Career Directions. For over twenty years, Valenciahas been awarded grant funding for this highly regarded and well-managed program. Displaced Homemakers serves a specific population ofindividuals age 35 years or older who have become “displaced” (in terms of returning to the workplace) as a result of death or disability of aspouse, divorce or separation. This program has served as many as 300 participants in a program year. Participants receive multiple servicesincluding career counseling and personality assessments, an intensive two-week course in employability skills, computer skills, participate inmock interviews, career fairs, referrals to social service agencies, and post-placement support. The program is supported by grant fundingthrough the local workforce board and substantial in-kind resources and services from the College. These resources and services include officespace for program employees, telephone and mail services, advertising in College publications, classroom space, use of computer labs, CareerCenter access, tuition waivers for continuing education courses, in-kind administrative and instructional support. The program is evaluatedregularly through monthly summary reports and formal mid-year and year-end reports. Reports include specific demographic and performancedata in terms of the number of new and continuing participants, education and training outcomes/enrollments and completions, workforcepreparation services, job placement and retention, and financial management services. As indicated, the College provides adequate resources insupport of all outreach programs and evaluates the programs regularly.




Audit Comment # 13

Criterion 4.6, Paragraph 4, page 38, lines 23-27For non-credit continuing education programs, the institution should follow nationalguidelines for the recording of Continuing Education Units. (See Commission on Colleges'document C.E. U.: Guidelines and Criteria.).


The Compliance Audit Committee directs that the Valencia directors, program managers, and supportstaff become aware of and educated in the Commission’s document: The Continuing Education Unit:Guidelines. Through this initiative Valencia will be able to apply and manage the ContinuingEducation Unit for both the College and the students.

Follow-Up: Program Managers were issued a copy of the Commission’s C.E.U. guidelines document for independent study, understanding andcompliance per this recommendation. Further action to support the intent of this recommendation was initiated June 13, 2002 and is currently inprogress. A work team was assigned to ensure compliance with the Criteria for Accreditation. The work team is charged with the development ofan institutional document that addresses administrative and program criteria based upon the Commission’s document: The Continuing EducationUnit: Guidelines. The document will specify: (1) how Valencia administers, awards and records the C.E.U., (2) how courses are determined forC.E.U. award eligibility, (3) minimum attendance/completion criteria for C.E.U. award, (4) which courses, workshops and seminars are awardeligible, and (5) a process for assessing learning per the guidelines. The anticipated completion date for the charge is November 2002. Uponcompletion of their work, the work team will conduct additional formal training for Valencia staff.

Based on these corrective actions, the Compliance Audit Committee has determined the College to be in full compliance with this sub-section of the Criteria for Accreditation.

DocumentationCourse Number Request PackageC.E.U Guidelines Document - DraftC.E.U. Transcript Printout from AtlasCertificate of CompletionDisplaced Homemaker’s Grant ApplicationDisplaced Homemaker’s Mid-Year and Year-End ReportsDisplaced Homemaker’s Marketing Brochure

Criterion 4.6, Paragraph 5, page 38, lines 31-34, page 39, lines 1-2An institution planning to initiate, through continuing education or outreach programs, a degree program must inform the ExecutiveDirector of the Commission on Colleges in advance of program implementation. (See Commission document "Substantive ChangePolicy for Accredited Institutions.")


The College does not offer a degree program through the continuing education division nor does it plan to do so.

Criterion 4.6, Paragraph 6, page 39, lines 3-15An institution must not award academic credit for work taken on a non-credit basis without appropriate documentation that the non-credit coursework is equivalent to a designated credit experience. In such cases, the institution must document that the credit awardedfor non-credit coursework represents collegiate coursework relevant to the degree, with course content and level of instructionresulting in student competencies equivalent to those of students in the institution's own degree programs; and coursework taught byfaculty members qualified to teach at the appropriate degree level. All credit- bearing continuing education courses and activities mustcomply with the requirements of the Criteria.


The College does not award academic credit for work taken on a non-credit basis nor does it intend to do so.

Selected Office Systems Technology (OST) courses, delivered through the Professional Skills Development program, are offered for academiccredit. Course delivery and the awarding of credit comply with the requirements of the Criteria, specifically Section IV.

DocumentationValencia Institute Course ScheduleList of courses offered for creditRoster of Instructional StaffFaculty Personnel Files (Human Resources)

4.7 Student Records


Criterion 4.7, Paragraph 1, page 39, lines 16-30



The institution must have adequate student records for both credit and non-credit courses. Official student academic records for creditand non-credit courses should be maintained and stored in one central office at the institution. Complete back-up files, such asfacsimiles, microfilm or electronic data banks, should be maintained continually, one set of which should be stored in a secure areaoutside the records office, preferably in a different building or at an off-site location. The institution must take all steps necessary toensure the security of its student records, including storage in a secure vault or fireproof cabinet. Since computer generated and storedrecords present unique security problems, the institution should have in place special security measures to protect and back up thedata.


Valencia College maintains extensive student records including personal history, test scores, financial history, financial aid status and academichistory of all credit students within its student information system (mainframe database). Currently, non-credit student information is stored in bothpaper version and electronic versions. The electronic database maintains personal history and all other records are paper version stored in oneof the two records offices. In 2002, with the implementation of the Atlas/SCT Banner system, the non-credit and credit student records began tobe maintained in the same system, providing increased capabilities to the non-credit programs and developing a complete academic historyincluding both credit and non-credit coursework for every student.

Valencia ensures the security of student records by maintaining and storing records three different ways: paper version, electronic version andfilmed version. Paper records at the College include currently received information for active students (prior to being filmed). These paperrecords are stored in one of the College’s records offices that are rooms with separate smoke detection system in a steel and cement structure. The filmed archival records are stored in a fireproof vault at an off-site location. Electronic records are stored by the Office of InformationTechnology in a freestanding fireproof structure.

DocumentationLetter from Registrar Denoting Location of Off-Site VaultLetter from Facilities

Criterion 4.7, Paragraph 2, page 39, lines 31-34, page 40, lines 1-3The institution must have policies concerning what constitutes the permanent record of each student, as well as policies concerningretention and disposal of records. It must establish and publish information-release policies with respect the rights of individualprivacy, the confidentiality of records, and the best interests of the student and institution.


Valencia College has established policy regarding student records based on Statute 20, United States Code, Section 123g. This policy defineswhat a student’s record contains, privacy rights and regulations, and proper disposal of student records.

This policy is published in the Valencia Catalog, application, Student Handbook and the Faculty Handbook.

DocumentationValencia Catalog, Privacy Rights of Students, p. 20ApplicationFaculty Handbook at http://valenciacollege.edu/pdf/hand.pdfValencia Policy 6Hx28: 10-09 on Student Records at http://valenciacollege.edu/policies/PDF/10-09.pdf

4.8 Faculty


Criterion 4.8, Paragraph 1, page 40, lines 4-14The selection, development and retention of a competent faculty at all academic levels is of major importance to the educational qualityof an institution. The commitment of faculty to institutional purposes determines in large measure the effectiveness of the totaleducational program. An institution must provide evidence that it has employed faculty members qualified to accomplish its purpose.Because of the importance of the faculty, the Commission on Colleges and its committees will give special attention to all criteriapertaining to faculty during institutional evaluations.


Valencia College has an established, consistent and systematic process for the recruitment, selection and assignment of all faculty. Appropriatesupervisors as well as specialized Campus Credentials Review Committees and a College Faculty Credentials Oversight Committee continuouslyexamine faculty rosters for effective performance and compliance with standards on academic and professional preparation.

DocumentationValencia Policy Manual (Sections 6Hx28: 08-00, 08-01, 08-02, 08-03, 08-04, 08-07)Employee Selection ManualWeb Application Information at http://valenciacollege.edu/admissionsResource Folder for Academic Departments (Credentials Section) at http://faculty.valenciacollege.edu/forms/Samples of Faculty Position PostingsSearch Committee Instructions, Guidelines and Procedural Documents

4.8.1 Selection of Faculty







http://valenciacollege.edu/admissions




Criterion 4.8.1, Paragraph 1, page 40, lines 15-23An institution must show that it has an orderly process for recruiting and appointing its faculty. This process will normally involvedeveloping a pool of qualified candidates and interviewing those who appear to be best qualified. Institutions are encouraged to recruitand select faculty with highest degrees earned from a broad representation of institutions. Recruitment and appointment proceduresmust be described in the faculty handbook or other published documents.


Valencia College has an established, consistent and systematic process for the recruitment, selection and assignment of all faculty.

A dedicated section on Recruitment and Appointment of Faculty Members is provided in the College-wide Faculty Handbook. Additionalinformation on faculty recruitment and appointment is provided in the Valencia College Policy Manual (6Hx28: 08-01).

DocumentationCollege-wide Faculty Handbook or at http://valenciacollege.edu/pdf/hand.pdfValencia Policy 6Hx28: 08-01 on Recruitment of Administrative and Instructional Employees at http://valenciacollege.edu/policies/PDF/08-01.pdf

Criterion 4.8.1, Paragraph 2, page 40, lines 24-32It is expected that an institution will employ faculty members whose highest earned degree presented as the credential qualifying thefaculty member to teach at the institution is from a regionally accredited institution. If an institution employs a faculty member whosehighest earned degree is from a non-regionally accredited institution within the United States or an institution outside the United States,the institution must show evidence that the faculty member has appropriate academic preparation.


Credentials review procedures at the department level require a formal check of the accreditation status for all institutions listed on facultyemployment and credentials applications.

Faculty members whose highest earned degree is from an institution outside the United States are required to secure a formal evaluation ofequivalency report from an approved transcript review service. The college absorbs the cost of this report for both full-time and part-time faculty.This report serves as evidence of appropriate academic preparation. Valencia College does not employ faculty members whose credentialingdegree is from a non-regionally accredited institution within the United States unless the individual applicant can be credentialed as an exceptionbased on outstanding professional experience and demonstrated contributions to the teaching discipline.

DocumentationCredit Faculty Credentials Procedures at http://valenciacollege.edu/faculty/forms/credentials/Credit Faculty Credentials Application at http://valenciacollege.edu/faculty/forms/faccred/forms.cfmInternational Credentials Procedures at http://valenciacollege.edu/faculty/forms/credentials/intcredeval.cfmFebruary 20, 2001 Letter from Michael Break, Assistant Vice President, Human Resources RE: Evaluation of Foreign Transcripts

Criterion 4.8.1, Paragraph 3, page 41, lines 1-4Institutions must ensure that each faculty member employed is proficient in oral and written communication in the language in whichassigned courses will be taught.


Faculty selection and assignment procedures at the department level require a formal interview with the appropriate dean and/or program directorto ensure proficiency in oral communication in the language in which assigned courses will be taught. Faculty credentialing procedures requirecompletion of a formal writing sample to ensure proficiency in written communication in the language in which assigned courses will be taught.The academic department and Campus Credentials Review Committees evaluate writing samples.

DocumentationCredit Faculty Credentials Procedures at http://valenciacollege.edu/faculty/forms/credentials/Writing Sample Application Addendum

4.8.2 Academic and Professional Preparation


Criterion 4.8.2, Paragraph 1, page 41, lines 5-9For the purpose of applying the Criteria, a full-time faculty member is one whose major employment is with the institution, whoseprimary assignment is in teaching and/or research, and whose employment is based on a contract for full-time employees.


The explicit requirements of sub-section 4.8.2.1 on Academic and Professional Preparation – Associate provide the substructure for all forms andprocedures related to faculty selection, credentialing and assignment. Historical concerns, effective academic management and currentaccountability generated the need for a comprehensive and highly systematic approach to faculty credentialing. Key elements of this approachinclude socialization, assessment, recording, ongoing review and auditing of faculty selection, preparation and teaching assignments. The sheersize and scope of our faculty combined with the geographic separation of campuses underscored the need for a clear, consistent andcomprehensible approach to the explicit requirements outlined in the Criteria for Accreditation. In response, the College began a long- rangeeffort to refine and improve credentialing process and procedure. Perhaps the most challenging aspect of this effort was the need to establish ahighly focused technical and ethical perspective on credentialing requirements. Such socialization, at all levels of the institution, required ongoingorientation, information and training. In addition, there was a need to improve credentialing procedures through numerous redesign initiativesrelated to credentials applications, administrative awareness, campus-based review committees, a Credentials Procedures Manual and an






http://valenciacollege.edu/faculty/forms/faccred/forms.cfm

http://valenciacollege.edu/faculty/forms/credentials/intcredeval.cfm




ongoing audit system.

DocumentationFaculty Personnel Files (Human Resources Office)Roster of Instructional Staff at http://valenciacollege.edu/facultyreports/Credentials Procedures Manual at http://faculty.valenciacollege.edu/forms/credentialsmanual.htm

Criterion 4.8.2, Paragraph 2, page 41, lines 10-12Both full-time and part-time faculty must meet the following criteria for academic and professional preparation.


Requirements on the academic and professional preparation are the same for both full-time and part-time faculty. See sub-section 4.8.2.1 belowfor detailed overview on particular types of teaching assignments.

Audit Comment # 14

Criterion 4.8.2, Paragraph 2, page 41, lines 10-12Both full-time and part-time faculty must meet the following criteria for academic andprofessional preparation.


The Compliance Audit Committee directs that the College continue to examine personnel files andcarefully monitor the complete faculty database in order to meet the explicit requirements of this sub-section.

Follow-Up: Over the past several years the College has engaged in intensive efforts to achieve full compliance with Criteria 4.8.2 and 4.8.2.1.Carefully designed procedures, forms, review and auditing systems have been implemented and modified in response to continuous feedback.Established procedures and systems will remain in place for ongoing monitoring of all faculty credentials requirements and related teachingassignments. In regard to the setting of minimum requirements for particular teaching assignments the College has chosen to employconservative interpretations of the Criteria for Accreditation and, as appropriate, has based requirements on external research as well ascommunication with our assigned Associate Executive Director, Dr. David Carter and the SACS Consulting Network. Based on these efforts andsystems, and subject to review by the Visiting Committee, it is the opinion of the Compliance Audit Committee that the College has achievedsignificant compliance with the explicit requirements of this sub-section. As the process of faculty selection, credentialing and assignment isongoing, the Compliance Audit Committee directs that the College continue to examine personnel files and carefully monitor thecomplete faculty database in order to meet the explicit requirements of this sub-section.

4.8.2.1 Associate

This sub-section includes Audit Comment # 15. Narrative tables and Follow-Up describe correctiveactions that have been taken to establish full compliance with the Criteria for Accreditation. Forreasons of efficiency, Audit Comment # 15 is placed at the end of this sub-section.

Criterion 4.8.2.1, Paragraph 1, page 41, lines 13-25In an associate program, full-time and part-time faculty members teaching credit courses in the following areas: humanities/fine arts;social/behavioral sciences; and natural sciences/mathematics must have completed at least 18 graduate semester hours in the teachingdiscipline and hold at least a master's degree, or hold the minimum of a master's degree with a major in the teaching discipline. Inexceptional cases, outstanding professional experience and demonstrated contributions to the teaching discipline may be presented inlieu of formal academic preparation in the above areas. Such cases must be justified by the institution on an individual basis.


Valencia College has an established, consistent and systematic process for the credentialing and assignment of all faculty. Appropriatesupervisors as well as specialized Campus Credentials Review Committees and a College Faculty Credentials Oversight Committee continuouslyexamine faculty rosters for effective performance and compliance with standards on academic and professional preparation. Validation materialsincluding individual credentials applications, transcripts, writing samples and other documentation as needed are placed in personnel files. Additional oversight is linked with a continuously updated faculty credentials database as well as periodic auditing of selected academic areas.Full-time and part-time faculty members teaching credit courses in the following areas: humanities/fine arts; social/behavioral sciences; andnatural sciences/mathematics are carefully reviewed for compliance with requirements on academic and professional preparation. Anyinconsistencies discovered through research and auditing procedures, whether based on inappropriate preparation or missing documentation, arecommunicated to the department dean for appropriate action. At the time of this report full-time and part-time faculty members teaching creditcourses in the following areas: humanities/fine arts; social/behavioral sciences; and natural sciences/mathematics were generally in compliancewith requirements on academic and professional preparation. Cases not in compliance and corrective actions taken to achieve full complianceare indicated in the table below.

Worksheet for Non-Compliance with Faculty Credentialing CriteriaFor Use with Visiting Committees

(Adapted for Internal Research and Preparation)

The Valencia Compliance Audit Committee found that the following faculty members did not comply with faculty credentialing criteria for the





reasons noted. The institution has responded to the findings and taken corrective action as appropriate.

Name of Faculty Member Department or

Courses Taught

Reason for Non-Compliance

And Corrective Action

P Mears BSC 1005L Bachelor’s degree in biology. Does not have amaster’s degree in discipline or master’sdegree with 18 gsh in discipline; no justificationpresented.

Action: Teaching assignment has beendiscontinued following fall 2002 term.

T Buehrer BSC 1026 Does not have a master’s degree in disciplineor master’s degree with 18 gsh in discipline; nojustification presented.

Action: Teaching assignment has beendiscontinued following spring 2003 term.

DocumentationFaculty Personnel Files (Human Resources Office)Roster of Instructional Staff at http://valenciacollege.edu/facultyreports/Credentials Procedures Manual at http://faculty.valenciacollege.edu/forms/credentialsmanual.htmValencia College Catalog as appropriate for faculty qualifications dataFaculty Personnel Files (Human Resources Office)College Faculty Credentials Oversight Committee Audit MemorandaValencia Catalog as appropriate for faculty qualifications data

Criterion 4.8.2.1, Paragraph 2, page 41, lines 26-30The Commission encourages interdisciplinary courses and recognizes that appropriate credentials for teaching may vary. Theinstitution must document and justify the academic and professional preparation of faculty members teaching in such courses orprograms.


The College’s Interdisciplinary Studies curriculum is designed as an honors program in general education humanities (see Valencia CollegeCatalog, Interdisciplinary Studies – Honors, p. 74). Faculty members affiliated with this program meet credentialing requirements in the areas onwhich the curriculum is based including humanities, English, science or social sciences.

DocumentationFaculty Personnel Files (Human Resources Office)Roster of Instructional Staff at http://valenciacollege.edu/facultyreports/Valencia Catalog, Interdisciplinary Studies – Honors, p. 74Valencia Catalog as appropriate for faculty qualifications dataInterdisciplinary Studies - Honors Credentialing Requirements athttp://valenciacollege.edu/faculty/forms/disciplines/interdisciplinary%20studies%20honors.htm

Criterion 4.8.2.1, Paragraph 3, page 41, lines 31-37, page 42, lines 1-3Each full-time and part-time faculty member teaching courses in professional, occupational and technical areas other than physicalactivities courses that are components of associate degree programs designed for college transfer, or from which substantial numbersof students transfer to senior institutions, must have completed at least 18 graduate semester hours in the teaching discipline and holdat least a master's degree, or hold the minimum of the master's degree with a major in the teaching discipline.


Full-time and part-time faculty members teaching credit courses in professional, occupational and technical areas other than physical activitiescourses that are components of associate degree programs designed for college transfer, or from which substantial numbers of students transferto senior institutions are carefully reviewed for compliance with requirements on academic and professional preparation. Any inconsistenciesdiscovered through research and auditing procedures, whether based on inappropriate preparation or missing documentation, are communicatedto the department dean for appropriate action. At the time of this report full-time and part-time faculty members teaching credit courses inprofessional, occupational and technical areas other than physical activities courses that are components of associate degree programs designedfor college transfer, or from which substantial numbers of students transfer to senior institutions are generally in compliance with requirements onacademic and professional preparation. Cases not in compliance and corrective actions taken to achieve full compliance are indicated in the tablebelow.



The Valencia Compliance Audit Committee found that the following faculty members did not comply with faculty credentialing criteria for thereasons noted. The institution has responded to the findings and taken corrective action as appropriate.

Name of Faculty Member Department or Reason for Non-Compliance




http://valenciacollege.edu/faculty/forms/disciplines/interdisciplinary%20studies%20honors.htm



Courses Taught And Corrective Action

D Burlinson ART 2800 C Does not have a master’s degree in disciplineor master’s degree with 18 gsh in discipline; nojustification presented.


J Lucas HFT 2223 Does not have a master’s degree in disciplineor master’s degree with 18 gsh in discipline; nojustification presented.


DocumentationFaculty Personnel Files (Human Resources Office)Roster of Instructional Staff at http://valenciacollege.edu/facultyreports/College Faculty Credentials Oversight Committee Audit MemorandaCredentials Procedures Manual at http://valenciacollege.edu/faculty/forms/credentials/Valencia Catalog as appropriate for faculty qualifications data

Criterion 4.8.2.1, Paragraph 4, page 42, lines 4-15Each full-time and part-time faculty member teaching credit courses in professional, occupational and technical areas that arecomponents of associate degree programs not usually resulting in college transfer, or in the continuation of students in seniorinstitutions, must possess appropriate academic preparation or academic preparation coupled with work experience. The minimumacademic degree for faculty teaching in professional, occupational and technical areas must be at the same level at which the facultymember is teaching. The typical combination is a baccalaureate degree with appropriate work experience.


Full-time and part-time faculty members teaching credit courses in professional, occupational and technical areas that are components ofassociate degree programs not usually resulting in college transfer, or in the continuation of students in senior institutions are carefully reviewedfor compliance with requirements on academic and professional preparation. Any inconsistencies discovered through research and auditingprocedures, whether based on inappropriate preparation or missing documentation, are communicated to the department dean for appropriateaction. In response to the creation of various private and state-mandated Associate in Science to Bachelor of Science articulation agreementsthe institution has undertaken a careful review of faculty credentialing in the context of such articulated programs. The purpose of this review is toclearly designate the transfer status of all course work and ensure that teaching assignments are based on the appropriate credentialingrequirements. At the time of this report full-time and part-time faculty members teaching credit courses in professional, occupational and technicalareas that are components of associate degree programs not usually resulting in college transfer, or in the continuation of students in seniorinstitutions are in compliance with requirements on academic and professional preparation.

DocumentationFaculty Personnel Files (Human Resources Office)Roster of Instructional Staff at http://valenciacollege.edu/facultyreports/College-wide Credentials Oversight Committee Audit MemorandaCredentials Procedures Manual at http://faculty.valenciacollege.edu/forms/credentialsmanual.htmValencia Catalog as appropriate for faculty qualifications data

Criterion 4.8.2.1, Paragraph 5, page 42, lines 16-21In exceptional cases, outstanding professional experience and demonstrated contributions to the teaching discipline may be presentedin lieu of formal academic preparation for faculty members teaching both transfer and non-transfer courses in these areas. Such casesmust be justified by the institution on an individual basis.


Full-time and part-time faculty members who do not meet degree and course work criteria may be designated as Credential Status CE(Credentialed as an Exception). In this context a special portfolio is prepared to document outstanding professional experience and demonstratedcontributions to the teaching discipline. This material is part of the faculty credentials application and is placed in the faculty member’s personnelfile. Teaching assignments based on this credentialing status require the approval of the President. Any inconsistencies discovered throughresearch and auditing procedures, whether based on inappropriate preparation or missing documentation, are communicated to the departmentdean for appropriate action. At the time of this report full-time and part-time faculty members who do not meet degree and course work criteriahave been designated as Credential Status CE (Credentialed as an Exception) based on appropriate documentation, review and approvalprocedures. Cases not in compliance and corrective actions taken to achieve full compliance are indicated in the table on the next page.





Courses Taught









A Sardina FSS 1203C Does not have a master’s degree in disciplineor master’s degree with 18 gsh in discipline; nojustification presented. Application forcredentialing by exception (Status CE) hasbeen submitted.

Action: Pending review, teachingassignment to be limited to non-transferculinary arts course work following fall 2002term.

Joseph Utera FSS 2251 Credentialing by Exception (Status CE)application did not meet standards foroutstanding professional experience anddemonstrated contributions to the teachingdiscipline.

Action: Teaching assignment limited tonon-transfer culinary arts course work (FSS1246C and 2247C) following fall 2002 term.

R Kelley PEM 1141, PEM 2442 No degree indicated.

Action: Review possibility of credentialingby exception (Status CE) or teachingassignment to be discontinued followingspring 2003 term. Status CE approved byEast Campus Committee, pending approvalby College Faculty Credentials OversightCommittee.

DocumentationFaculty Personnel Files (Human Resources Office)Roster of Instructional Staff at http://valenciacollege.edu/facultyreports/College-wide Credentials Oversight Committee Audit MemorandaCredentials Procedures Manual at http://faculty.valenciacollege.edu/forms/credentialsmanual.htmValencia Catalog as appropriate for faculty qualifications data

Criterion 4.8.2.1, Paragraph 6, page 42, lines 22-29It is the responsibility of the institution to keep on file for all full-time and part-time faculty members documentation of academicpreparation, such as official transcripts and, if appropriate for demonstrating competency, official documentation of professional andwork experience, technical and performance competency, records of publications, certifications and other qualifications.


For all full-time and part-time faculty members the institution requires documentation of academic preparation including official transcripts and, asappropriate for demonstrating competency, official documentation of professional and work experience, technical and performance competency,records of publications, certifications and other qualifications. Any inconsistencies discovered through research and auditing procedures, whetherbased on inappropriate preparation or missing documentation, are communicated to the department dean for appropriate action. At the time ofthis report documentation of academic preparation including official transcripts and, as appropriate for demonstrating competency, officialdocumentation of professional and work experience, technical and performance competency, records of publications, certifications and otherqualifications is appropriately filed for all full-time and part-time faculty. For eleven (11) individuals there was a need replace unofficial materialswith updated credentials applications, official transcripts and other forms of original documentation. In all cases needed materials have beenrequested and will be appropriately placed in personnel files prior to the arrival of the SACS Visiting Committee.

DocumentationFaculty Personnel Files (Human Resources Office)Roster of Instructional Staff at http://valenciacollege.edu/facultyreports/College Faculty Credentials Oversight Committee Audit MemorandaCredentials Procedures Manual at http://faculty.valenciacollege.edu/forms/credentialsmanual.htmValencia Catalog as appropriate for faculty qualifications data

Criterion 4.8.2.1, Paragraph 7, page 42, lines 30-40Non-degree diploma or certificate occupational courses are typically taught by faculty members with some college or specializedtraining, but with an emphasis on competence gained through work experience. While competency requirements may vary, they shouldbe clearly defined by each institution. In all cases, faculty members must have special competence in the fields in which they teach. It isthe responsibility of the institution to keep on file documentation of work experience, certifications and other qualifications if these areto substitute for or supplement formal academic preparation.


Faculty members who teach non-degree diploma or certificate occupational courses are required to have special competence in the fields inwhich they teach. The institution documents such competence through work experience, certifications and other qualifications if these are tosubstitute for or supplement formal academic preparation. Any inconsistencies discovered through research and auditing procedures, whetherbased on inappropriate preparation or missing documentation, are communicated to the department dean for appropriate action. At the time of







this report faculty members who teach non-degree diploma or certificate occupational courses are have special competence in the fields in whichthey teach. As appropriate, the institution has documented such competence through work experience, certifications and other qualifications tosubstitute for or supplement formal academic preparation.


Criterion 4.8.2.1, Paragraph 8, page 42, line 41, page 43, lines 1-4Faculty members who teach basic computation and communication skills in non-degree occupational programs must have abaccalaureate degree and, ideally, should have work or other experience which helps them relate these skills to the occupational field.


Faculty members who teach basic computation and communication skills in non-degree occupational programs are required to hold abaccalaureate degree. Any inconsistencies discovered through research and auditing procedures, whether based on inappropriate preparation ormissing documentation, are communicated to the department dean for appropriate action. At the time of this report all faculty members who teachbasic computation and communication skills in non-degree occupational programs hold a baccalaureate degree.


Criterion 4.8.2.1, Paragraph 9, page 43, lines 5-9Faculty members who teach adult basic education courses below the collegiate level must have a baccalaureate degree, and alsoshould have attributes or experiences which help them relate to the particular needs of the adults they teach.


The College does not offer adult basic education courses below the collegiate level.

Criterion 4.8.2.1, Paragraph 10, page 43, lines 10-14Faculty members who teach in remedial programs must hold a baccalaureate degree in a discipline related to their teaching assignmentand have either teaching experience in a discipline related to their assignment or graduate training in remedial education.


Faculty members who teach in remedial programs (English, English as a Second Language for Academic Purposes, reading, mathematics) arerequired hold a baccalaureate degree in a discipline related to their teaching assignment and have either documented teaching experience in adiscipline related to their assignment or graduate training in remedial education. Any inconsistencies discovered through research and auditingprocedures, whether based on inappropriate preparation or missing documentation, are communicated to the department dean for appropriateaction. At the time of this report faculty members who teach in remedial programs (English, English as a Second Language for AcademicPurposes, reading, mathematics) hold a baccalaureate degree in a discipline related to their teaching assignment and have either documentedteaching experience in a discipline related to their assignment or graduate training in remedial education. In the area of remedial mathematics theCollege continues to research and document the appropriate range of related undergraduate majors as well as the appropriate scope of upperdivision course work. Cases not in compliance with currently established minimum requirements and corrective actions taken to achieve fullcompliance are indicated in the table below.





Courses Taught



H Esteban MAT 0012, MAT 0024 Bachelor’s degree in economics does not meetcurrent minimum requirements on relateddisciplines; no documentation of teachingexperience in file.

Action: Teaching assignment in remedialmathematics has been discontinuedfollowing fall 2002 term; documentation ofteaching experience requested to completefile.

I Berner MAT 0024 Bachelor’s degree in architecture does notmeet current minimum requirements on related







disciplines.

Action: Teaching assignment in remedialmathematics has been discontinuedfollowing fall 2002 term.


Audit Comment # 15

Audit Comment # 15 involves a comprehensive ongoing review of all requirements associated withCriterion 4.8.2.1 on Academic and Professional Preparation – Associate.

Valencia's Compliance Audit Committee identified a concern with this particular requirement. The narrative below details corrective actions needed to effectively address this concern. The previous narrative tables and the subsequent Follow-Up section describes the College'sresponses leading to full compliance with this sub-section of the Criteria for Accreditation.

The Compliance Audit Committee directs that the College continue to examine personnel files andcarefully monitor the complete faculty database in order to meet the explicit requirements of this sub-section. In this context, specific focus should be placed on the following traditionally high risk areas:

Accounting (transfer teaching assignments require a minimum of a master’s degree inaccounting or a master’s degree and 18 graduate semester hours in accounting),Economics (teaching assignments require a minimum of master’s degree in economics or amaster’s degree and 18 graduate semester hours in economics),Foreign Languages (teaching assignments require a minimum of master’s degree in French,German, Spanish or Portuguese or a master’s degree and 18 graduate semester hours inFrench, German, Spanish or Portuguese),Sign Language (teaching assignments require an associate degree, professional experienceand formal certification),Political Science (teaching assignments require a minimum of a master’s degree in politicalscience, government or international relations or a master’s degree and 18 graduate semesterhours in political science, government or international relations; the JD as a credentialingdegree is considered a high risk situation),Psychology (teaching assignments require a minimum of master’s degree in psychology or amaster’s degree and 18 graduate semester hours in psychology; disciplines such ascounseling, education or educational psychology are not considered equivalent course work inpsychology and are not acceptable for credentialing purposes),Remedial English, English as a Second Language for Academic Purposes, Reading andMathematics (it is important to be sure that undergraduate degrees in “related” fields areappropriate; for any marginal cases, catalog course descriptions and/or documentation fromthe granting institution should clarify that the content in the major is appropriate for theteaching assignment; in addition, teaching experience in a related discipline or graduatetraining in remedial education must be documented).

The Compliance Audit Committee further directs a careful review of faculty credentialing in thecontext of Associate in Science to Bachelor of Science articulation programs and AA Pre-Majorvariations of the Associate in Arts program to clearly designate the transfer status of all course workand ensure that teaching assignments are based on the appropriate credentialing requirements.

Follow-Up: Over the past several years the College has engaged in intensive efforts to achieve full compliance with Criteria 4.8.2 and 4.8.2.1.Carefully designed procedures, forms, review and auditing systems have been implemented and modified in response to continuous feedback.Established procedures and systems will remain in place for ongoing monitoring of all faculty credentials requirements and related teachingassignments. In regard to the setting of minimum requirements for particular teaching assignments the College has chosen to employconservative interpretations of the Criteria for Accreditation and, as appropriate, has based requirements on external research as well ascommunication with our assigned Associate Executive Director, Dr. David Carter and the SACS Consulting Network. Based on these efforts andsystems, and subject to review by the Visiting Committee, it is the opinion of the Compliance Audit Committee that the College has achievedsignificant compliance with the explicit requirements of this sub-section. As the process of faculty selection, credentialing and assignment isongoing, the Compliance Audit Committee directs that the College continue to examine personnel files and carefully monitor thecomplete faculty database in order to meet the explicit requirements of this sub-section. Specific corrective actions taken to achievefull compliance have been previously indicated in the appropriate parts of this sub-section.

4.8.2.4 Distance Learning Programs/Activities






Criterion 4.8.2.4, Paragraph 1, page 46, lines 11-17Institutions offering courses for credit through distance learning activities and programs must meet all criteria related to faculty.Whether through direct contact or other appropriate means, institutions offering distance learning programs must provide students withstructured access to and interaction with full-time faculty members.


Courses offered for credit through distance learning activities and programs meet all criteria related to faculty. All faculty that teach distancelearning courses are faculty that currently or previously have taught face-to-face courses and have, therefore, met all appropriate criteria. Effortsare made to ensure appropriate interaction between faculty and students in distance learning activities, courses and programs. The Telecourseprogram presently serves approximately 1500 students per term. Online courses presently serve about 1500 students each term. Interactionbetween faculty and students takes place through a variety of methods. All distance learning faculty have access to phone mail and/or email. The large majority of courses meet at least three times directly with their professor. At the beginning of the term, an on-campus orientation takesplace where students meet the professor who reviews the syllabus and course assignments. In the middle of the term another on-campusmeeting is scheduled in order to review for mid-term exams. Finally, at the end of the term students and professors meet for an additional on-campus review prior to the final exam. In addition to these scheduled meetings, students and professors often communicate via telephone, emailor scheduled office visits. Faculty phone numbers and email addresses are made available to students.

DocumentationFaculty Personnel Files (Human Resources Office)Roster of Instructional Staff at http://valenciacollege.edu/facultyreports/College Faculty Credentials Oversight Committee Audit MemorandaCredentials Procedures Manual at http://faculty.valenciacollege.edu/forms/credentialsmanual.htmValencia Catalog as appropriate for faculty qualifications dataWeb-based documentation related to online and telecourses

4.8.3 Part-Time Faculty


Criterion 4.8.3, Paragraph 1, page 46, lines 18-30The number of full-time faculty members must be adequate to provide effective teaching, advising and scholarly or creative activity, andbe appropriate to participate in curriculum development, policy making, institutional planning and governance. The employment of part-time faculty members can provide expertise to enhance the educational effectiveness of an institution but the number of part-timefaculty members must be properly limited. Part-time faculty members teaching courses for credit must meet the same requirements forprofessional, experiential and scholarly preparation as their full-time counterparts teaching in the same disciplines.


In addition to its full-time faculty, the College employs part-time faculty who enhance the educational effectiveness of the institution. The numberof full-time faculty is adequate to provide effective teaching, advising, and scholarly or creative activity, as well as, appropriate to participate incurriculum development, policymaking and institutional planning and governance. The College controls the number of part-time faculty.

Valencia uses various methods to monitor the ratio of full-time to part-time faculty. The "section-based" Instructional Report indicates by campusand discipline the ratio of course sections both full-time and part-time faculty are assigned. Allocation of additional full-time faculty positions isbased on the specific findings of this report. Generally, the mean College-wide ratio for courses full-time/part-time faculty teach is approximately50/50. The Instructional Report from Fall Session 2002 for example, indicates that part-time faculty teach approximately 42 percent of allsections. The Annual Personnel Report states that the College employed 377 full-time and 633 part-time faculty.

Part-time faculty teaching courses for credit meet the same requirements for professional, experiential and scholarly preparation as their full-timecounterparts teaching in the same discipline. Faculty credentials documents are completed for adjuncts as well as full-time faculty (See sub-section 4.8).

DocumentationInstructional ReportsAnnual Personnel Reports

Criterion 4.8.3, Paragraph 2, page 46, lines 31-37Each institution must establish and publish comprehensive policies concerning the employment of part-time faculty members. It mustalso provide for appropriate orientation, supervision and evaluation of all part-time faculty members. Procedures to ensure studentaccess to part-time faculty members must be clearly stated and publicized.


Valencia Policy 6Hx28:08-16 authorizes the employment of part-time professors. The College has established comprehensive policies concerningemployment of part-time faculty. The academic departments of the College provide appropriate orientation and supervision of part-time faculty. Department deans, program directors and senior faculty provide supervision of adjunct faculty. The Faculty Handbook provides neededinformation to part-time faculty. Students whose professors are part-time faculty have access to those faculty for academic assistance. Eachprofessor must state in the course syllabus procedures for contacting her/him, which is distributed to all students at the beginning of each term. Departmental offices maintain copies of syllabi for each course. Accessibility is discussed in the Faculty Handbook, and the course syllabus mustclearly explain the process to students. A model course syllabus is placed in the Faculty Handbook.

Audit Comment # 16









Criterion 4.8.3, Paragraph 2, page 46, lines 33-35It must also provide for appropriate orientation, supervision and evaluation of all part-timefaculty members.


The Compliance Audit Committee directs that the College carefully review the appropriateness ofcurrent systems designed for orientation, supervision and evaluation of all part-time faculty members.

Follow-Up: Each academic department of the College provides for the orientation and supervision of part-time faculty members. Individualorientation is provided upon selection and assignment by appropriate supervisors. In addition, many departments provide supplementalorientation and supervision mechanisms including websites, handbooks, orientation portfolios, meetings, liaison assignments with senior facultyand adjunct faculty resource centers. In terms of evaluation, the Instructional Affairs Committee approved an interim system and appropriateforms for Evaluation of Temporary Full-Time and Part-Time Faculty and Evaluation of Instruction for Temporary Full-Time and Part-Time Facultyat its April 16, 2002 meeting. This system, which provides formal documentation and tracking of ongoing performance, took effect during the fallterm of 2002. Based on these corrective actions, the Compliance Audit Committee has determined the College to be in full compliancewith this sub-section of the Criteria for Accreditation.

DocumentationValencia Policy 6Hx28:08-16 on Part-Time Faculty at http://valenciacollege.edu/policies/PDF/08-16.pdfFaculty Handbook at http://valenciacollege.edu/pdf/hand.pdfOrientation Schedules and Materials (Academic Department Offices)Evaluation of Temporary Full-Time and Part-Time Faculty Data (Human Resources)Evaluation of Instruction for Temporary Full-Time and Part-Time Faculty Data (Academic Department Offices)

4.8.5 Faculty Compensation


Criterion 4.8.5, Paragraph 1, page 47, lines 36-39, page 48, lines 1-2An institution should provide adequate salaries and benefits to attract and retain able faculty members. The institution should alsoprovide a retirement plan, to which it contributes a reasonable percentage of the cost, and a plan for adequate insurance coverage.Salary increases must be based on clearly stated criteria.


It is important to the College to attract and retain able faculty members and to maintain high faculty morale. To achieve this goal, the Collegereviews the faculty salary schedule each year as part of the development of the College operating budget.

The College provides a retirement plan to which it contributes as well as a plan for adequate insurance. The benefits package offered Valenciafaculty includes a 100 percent employer-paid contribution to the state retirement plan, employer contribution to Social Security, and employer-paid term life insurance with an opportunity for the employee to purchase additional coverage at group rates. Additional benefits includeemployer-paid health insurance with an opportunity for the employee to purchase family coverage at group rates, tuition waiver andreimbursement opportunities, sick leave (including personal days), and a liberal flexible benefits plan from which faculty may select optionalprograms to meet personal needs through payroll deduction. All employees are introduced to available benefits when initially hired and atperiodic information meetings on the campuses. Valencia faculty also may participate in a sick leave pool once they have met specific criteria. District Board of Trustees policies govern retirement and insurance benefits the College provides as outlined in policies 6Hx28:06-24 and 07-06. Human Resources periodically surveys salary schedules and benefits packages at other institutions of higher learning, including Floridacommunity colleges, to ensure that Valencia offers competitive salaries and benefits that will attract and retain able faculty members.

The faculty salary schedule is based on two factors: highest degree held and experience. Salary increments are established for each levelbeyond the bachelor's degree: the master's degree, the master's degree plus 30 hours, and the earned doctorate. Increments occur in stepsbased on experience at the College; typically a step equals a 1.5 percent increase over the previous salary level, and full-time faculty members on10-month contracts are, during normal budget years, annually awarded a two-step salary increase if they worked 98 days or more during theprevious academic year. Additional salary increases are based on funding and are established during building of the College operating budget forthe fiscal year. Faculty salary increases have occurred every year since the College’s last reaffirmation of accreditation visit in 1993. A review offaculty salary data over the past several years indicates substantial increases: 1998-1999, 5.08 percent; 1999-2000, 6.11 percent; 2000-2001,5.08 percent; 2001-2002, 5.61 percent; 2002-2003, 3.02 percent. Valencia policies 6Hx28:08-05 and 06 delineate policy and procedures relatingto faculty salary and benefits. Data related to and copies of the annual operating budgets, the annual faculty salary schedules, the annualfinancial report for the College and salary increases each year during the history of the College are available in the offices of the Vice Presidentfor Administrative Services and the Assistant Vice President for Human Resources.

DocumentationValencia Policies 6Hx28:08-05 on Credit for Prior Experience and Service at the College on the Instructional Salary Schedule athttp://valenciacollege.edu/policies/PDF/08-05.pdfValencia Policy 6Hx28: 08-06 on Pay of Administrative and Instructional Personnel Receiving Advanced College Credit athttp://valenciacollege.edu/policies/PDF/08-06.pdfValencia Policy 6Hx28:06-24 on Insurance: Comprehensive Medical and Life Program at http://valenciacollege.edu/policies/PDF/06-24.pdfValencia Policy 6Hx28: 07-06 on Retirement Contributions at http://valenciacollege.edu/policies/PDF/07-06.pdfAnnual Operating BudgetAnnual Salary Schedule













Annual Financial Report

4.8.6 Academic Freedom and Professional Security


Criterion 4.8.6, Paragraph 1, page 48, lines 3-12Faculty and students must be free to examine all pertinent data, question assumptions, be guided by the evidence of scholarlyresearch, and teach and study the substance of a given discipline. Institutions may endorse particular religious or philosophical beliefs,or specific social principles as they relate to the institutional statement of purpose. Such beliefs and principles may influence thecurriculum and the selection of students, faculty and staff. Nevertheless, institutions of higher education exist to further the pursuitand dissemination of knowledge.


Because the College recognizes the necessity for academic freedom at the institution and views academic freedom as essential in maintainingthe social and political freedom necessary in a democracy, Valencia policy protects the academic freedom of its faculty. It is essential to theCollege that faculty and students be free to examine all pertinent data, to question assumptions, to be guided by evidence of scholarly researchand to teach and study the substance of a given discipline. Valencia protects the principles of academic freedom; Policy 6Hx28:05-00 states thatthe College subscribes to principles of academic freedom and responsibility.

DocumentationValencia Policy 6Hx28:05-00 on Academic Freedom at http://valenciacollege.edu/policies/PDF/05-00.pdf

Criterion 4.8.6, Paragraph 2, page 48, lines 13-33An institution must adopt and distribute to all faculty members a statement of the principles of academic freedom as established by thegoverning board, ensuring freedom in teaching, research and publication. Institutional policies must set forth the requirement forfaculty members to carry out their duties in a professional, ethical and collegial manner that enhances the purpose of the institution.Although tenure policy is not mandated, each institution must provide contracts, letters of appointment, or similar documents to facultymembers clearly describing the terms and conditions of their employment. All policies regarding employment, as established by thegoverning board, must be published and distributed to the faculty. If the institution uses faculty ranks and tenure, the policies andprocedures for promotion, for awarding tenure, for providing adequate notice on non-renewal of a probationary appointment, and fortermination of appointments, including those for cause, must be clearly set forth in the faculty handbook or other official publication. Termination and non-renewal procedures must contain adequate safeguards for protection of academic freedom.


The policy assuring academic freedom in teaching, research and publication is printed in the Faculty Handbook that all faculty members receivevia computer disk and have access to via the Valencia website.

Valencia College provides for faculty contracts that specify terms of employment. The Policy Manual contains policies regarding evaluation,assessment, tenure, non-renewal, and termination--policies that contain safeguards for academic freedom. Policy 6Hx28:08-10 provides forevaluation, assessment, and tenure. The Faculty Handbook contains a copy of this policy and all policies regarding employment. The Collegeprovides professional security for teaching faculty through contracts that specify dates, salary, and other appropriate specific provisions ofemployment. Valencia policies 6Hx28:08-07, 08-08, and 08-16 describe types of contracts: annual, continuing, supplementary, temporary, andpart-time. Valencia policy 6Hx28:08-04 describes and gives requirements for full-time employment for instructional employees and addressesemployment of full-time faculty to teach overload classes. The College offers tenure (continuing contract) for faculty after satisfactory performanceduring a probationary three-year period. Valencia policy 6Hx28:08-10 governs awarding of tenure as well as assessment and evaluation offaculty. Specific guidelines regarding pre-tenure and post-tenure evaluation include procedures for handling performance that is belowacceptable standards and for early notification of such performance when a faculty member enters the final year of pre-tenure employment. Valencia policies 6Hx28:08-11, 08-11.1, 08-12, and 08-13 outline provisions for the suspension or dismissal of contractual employees. Achievement of tenure indicates responsible professional performance over an extended period and carries with it an ongoing contract ofemployment with the institution that the College can terminate only in accordance with the law and rules of the State Board of Education.

College policies governing awarding of tenure, non-renewal and termination of employment protect academic freedom and specifically address itin Valencia policy 6Hx28:05-00.

DocumentationFaculty Handbook at http://valenciacollege.edu/pdf/hand.pdfValencia Policy 6Hx28:08-10 on Tenure, Assessment and EvaluationValencia Policy 6Hx28:08-07 on Contracts for Administrative, Professional and Instructional PersonnelValencia Policy 6Hx28: 08-08 on Supplemental and Overload ContractsValencia Policy 6Hx28: 08-16 on Part-Time Instructional PersonnelValencia Policy 6Hx28:08-04 on Assignment of Classroom and Laboratory ProfessorsValencia Policy 6Hx28:08-11 on Suspension, Dismissal or Non-Renewal of Administrative, Professional or Instructional Employees UnderContinuing Contracts or on Annual ContractsValencia Policy 6Hx28: 08-12 on Reductions in Force or Consolidation or Reduction in Program – Continuing Contract Instructional PersonnelValencia Policy 6Hx28: 08-13 on Issuance of Annual Contracts to Instructional Personnel Otherwise Entitled to a Continuing Contract

4.8.7 Professional Growth


















Criterion 4.8.7, Paragraph 1, page 48, lines 34-37, page 49, lines 1-9An institution must provide faculty members the opportunity to continue their professional development throughout their careers andmust demonstrate that such development occurs. Among the means of accomplishing this goal are leaves of absence for study andresearch, additional graduate work in the discipline, participation in professional meetings, and in-service training such as instructionin computer usage. The general tone and policies of an institution must make it clear that individual faculty members are to take theinitiative in promoting their own growth as teachers, scholars and, especially in professional and occupational fields, practitioners.


The College provides faculty opportunities to continue their professional growth and development and has demonstrated that such growth anddevelopment occurs. Having recruited and selected highly qualified faculty, Valencia values their continued development as learning leaders. This is clearly indicated by Strategic Learning Plan Goal 3, Learning Leaders.

Professional goals and evaluation documents are available in departmental offices and in each faculty member's personnel file.

The policies and opportunities of Valencia College make clear that faculty members are expected and permitted to promote their own growth asteachers, scholars and practitioners. The tenure, evaluation, and assessment policies mandate professional renewal activity. Each facultymember establishes annual goals in instructional development; service to department, campus, and college; professional growth through coursework, conferences, and individual scholarship; and service to the community. Each professor documents the previous year's achievements aspart of an annual evaluation with the appropriate Dean. SPD funds are available to full-time employees after six months of continualemployment. Faculty can use SPD funds for tuition reimbursement and for conference fees and travel expenses. Valencia Policy 6Hx28:07-07details procedures for SPD funding. In recent years the President has provided an SPD set-aside fund to enable faculty to be presenters atconferences throughout the state and nation. Any faculty member may initiate proposals for innovative projects to develop new programs orcourses or to improve current programs or courses at the College. The SPD budget can fund such projects to the extent funds are available. Faculty can also initiate proposals for state and federal grants. Governing policies and procedures for SPD activities and for grant applicationand implementation are available in the Office of the Vice President for Institutional Advancement (SPD Guidelines and Grants ManagementHandbook). The College also supports a wide range of diverse professional growth and development opportunities designed to enhanceinstructional methods through action research projects and other collaborative efforts. These include: the Teaching and Learning Academy forpre-tenured faculty, Destination 2009, Directions (Title III Grant, West Campus), Direcciones (Title V Grant, Osceola Campus), Think-Value-Communicate-Act (TVCA) Integration Project and Leadership Valencia. See links under Documentation for specific details.

DocumentationStrategic Learning Plan, Goal 3, Learning LeadersFaculty Personnel FilesValencia Policy 6Hx28:08-10 on Tenure, Assessment and EvaluationValencia Policy 6Hx28:07-07 on Procedures for SPD FundingStaff and Program Development DataGrants Management HandbookTeaching and Learning Academy at: http://valenciacollege.edu/journeys/faculty/tla/Destination 2009 at: http://www.valencaicc.edu/faculty/development/programs/destination/Directions (Title III Grant, West Campus) at: http://valenciacollege.edu/faculty/development/Programs/directions3/default3.shtmDirecciones (Title V Grant, Osceola Campus) at: http://faculty.valenciacollege.edu/development/programs/direcciones5/default5.aspThink-Value-Communicate-Act (TVCA) Integration Project at: http://faculty.valenciacollege.edu/pbishop/tvca/tvca-home.htmValencia EDGE at: http://valenciacollege.edu/edge/

4.8.8 The Role of the Faculty and Its Committees


Criterion 4.8.8, Paragraph 1, page 49, lines 10-17Primary responsibility for the quality of the educational program must reside with the faculty. The extent of the participation andjurisdiction of the faculty in academic affairs must be clearly set forth and published. Much of their business will normally beconducted through such structures as committees, councils, and senates, operating within the broad policies determined by theadministration and governing board.


The Valencia faculty has primary responsibility for improvement of the educational program. The role of the faculty in academic affairs isdescribed in the Faculty Handbook under a section titled The Role of the Faculty in College Governance.

The College recognizes the role of faculty in improving the educational program by giving faculty a major role in moving curricular changesthrough discipline, campus and College channels and a major role in the College-wide Curriculum Committee, the body that has final approvalprior to formal submission to the President and the District Board of Trustees, of academic program and course changes. Faculty involvement isstated in the Curriculum Committee Manual, the flowchart for curriculum development, and the various curriculum forms. Faculty also havedeveloped College-wide course objectives and course outlines for each credit course the College offers so that all Valencia students experiencecommon course outcomes. These documents are available in academic department offices. The College-wide Faculty Association is one of theCollege’s principal councils. Senates on East Campus, Osceola Campus, Winter Park Campus and West Campus also provide for facultyinvolvement in College governance. Officers of these groups serve on a College-wide Faculty Association Board of Directors; all full-time facultyare members of the Faculty Association. Faculty elect members of the senates as specified in the bylaws of each campus organization. Thecampus and College-wide faculty organizations make recommendations to the campus Provosts and the President regarding a broad range offaculty concerns. Recent committees of the Faculty Association have developed recommendations on such major issues as the Collegewithdrawal policy; tenure, evaluation, and assessment; professional renewal; and endowed chairs. Committee work is discussed and refined bycampus organizations, open faculty forums, and the Faculty Association Board of Directors until a recommendation is formed and sent to thePresident on behalf of the faculty. The constitution and bylaws for College-wide Faculty Association and campus faculty senates are available in

http://valenciacollege.edu/journeys/faculty/tla/

http://www.valencaicc.edu/faculty/development/programs/destination/

http://valenciacollege.edu/faculty/development/Programs/directions3/default3.asp

http://faculty.valenciacollege.edu/development/programs/direcciones5/default5.asp






the Offices of the President and the campus Provosts. All association members receive copies. Leaders of campus organizations meet regularlywith their respective Provosts and are included in various campus staff meetings. The President meets regularly with the leadership of theCollege-wide Faculty Association and monthly with the entire Faculty Association Board of Directors; is accessible to the board and its officerswhenever necessary; and continually informs faculty leadership of issues and events of interest to faculty. Campus Provosts operate in the sameway. Valencia College faculty participate in College governance and academic affairs in many ways and on many levels. The faculty of theCollege conducts its business through committees, councils and senates that operate under broad policies established by the administration andthe District Board of Trustees. Faculty involvement on standing committees of the College is stated in Policy 6Hx28:03-00.

DocumentationFaculty Handbook at http://valenciacollege.edu/pdf/hand.pdfCurriculum Committee Manual http://valenciacollege.edu/pdf/manual01.pdfCollege-wide Course Objectives and Course OutlinesBylaws of Each Campus OrganizationValencia Policy 6Hx28:03-00 on Councils and Committees

4.8.9 Faculty Loads


Criterion 4.8.9, Paragraph 1, page 49, lines 18-32An institution must provide a faculty of adequate size to support its purpose. It must have procedures for the equitable and reasonableassignment of faculty responsibilities -including classroom instruction, academic advising, committee membership, guidance ofstudent organizations, and research and service to the public. The institution should have policies to protect faculty members fromassuming or being assigned internal or external responsibilities which might encroach upon the quality or the quantity of the work theyare employed to perform for the institution. The calculation of instructional loads should take into account such factors as number ofpreparations, number of students taught, nature of the subject, and help available from secretaries and teaching assistants.


Valencia College employs an adequate number of faculty to accomplish the purpose and goals it has established. The College periodicallyassesses and publishes evidence of this adequacy in the Instructional Report. The purpose of this report is to provide information about theinstructional load characteristics of different faculty groupings. It provides different "views" of the College; i.e., by discipline within departmentsand/or by discipline College-wide. The report also provides data that can be used to provide various FTE-based comparisons. The ValenciaCollege Statistical History is an additional source of documentation. It reveals growth in the number of sections provided to students as well asdata about student performance. Copies of the Instructional Report and the Statistical History are available in the office of the Vice President forPlanning and Educational Services, the Office of Institutional Research, and the Provost's office on each campus.

District Board of Trustees policies 6Hx28:08-02, 08-03, and 08-04 provide guidelines for the equitable and reasonable assignment of facultyresponsibilities, including classroom instruction, committee membership, guidance of student organizations, research, and service to the public. Policies specify minimum classroom contact hours, minimum office hours for student consultation and subject preparation, and minimum on-campus hours for other tasks related to instructional responsibilities and to committee, departmental, and College-wide tasks not directly relatedto instructional duties. Each classroom professor submits a schedule each term that indicates classroom, office, and on-campus hours; Deansapprove the schedules; copies are available in the offices of the Deans, the Provosts, and the President; they are available to students in centraldepartmental locations on campuses. Policy 6Hx28:08-04 specifies that full-time faculty schedules allow time for various committee andadministrative tasks not directly related to classroom instruction. Department deans, other administrators and Faculty Association leaders requestthat faculty serve department, campus, and College-wide needs. The College tries to encourage faculty to share responsibilities.

Sharing results in an equitable distribution of tasks that do not interfere with the quality and/or quantity of work a faculty member has beenemployed to perform for the institution. Faculty responsibilities are described in the Faculty Handbook. In developing faculty workloads,department Deans follow guidelines in Policy 6Hx28:08-04. The calculation of instructional load takes into account number of preparations,number of students taught, nature of subject, and available assistance. The College employs counselors and academic advisors to provideacademic advisement to students; therefore, that function is not typically the responsibility of teaching faculty. Valencia Policy 6Hx28: 08-04 onAssignment of Classroom and Laboratory Professors also addresses the issue of full-time faculty teaching overload classes. The policy waswritten to provide maximum flexibility, but common practice at the College is to limit faculty to teaching no more than six contact hours ofoverloads per term. As this practice indicates compliance with the requirements and intent of sub-section 4.8.9 actual faculty overload profilesshould be reviewed for consistency with stated practice. Faculty receive supplemental contracts to teach overloads. Reassigned time is grantedfaculty members involved in special projects that demand exceptional additional time and that benefit the institution and its students.

Audit Comment # 17

Criterion 4.8.9, Paragraph 1, page 49, lines 19-32It must have procedures for the equitable and reasonable assignment of facultyresponsibilities -including classroom instruction, academic advising, committee membership,guidance of student organizations, and research and service to the public. The institutionshould have policies to protect faculty members from assuming or being assigned internal orexternal responsibilities which might encroach upon the quality or the quantity of the workthey are employed to perform for the institution. The calculation of instructional loads shouldtake into account such factors as number of preparations, number of students taught, natureof the subject, and help available from secretaries and teaching assistants.

Valencia's Compliance Audit Committee identified a concern with this particular requirement. The narrative below details corrective actions needed to effectively address this concern. The subsequent Follow-Up section describes the College's responses leading to full






compliance with this sub-section of the Criteria for Accreditation.

The Compliance Audit Committee directs that overload teaching assignments be reviewed forconsistency with the following statement: “Common practice at the College is a 6 contact houroverload limit per term. Exceptions beyond this level are based on appropriate consideration offaculty load variables and Provost approval.”

Follow-Up: To ensure compliance with this internal suggestion special overload tracking reports have been prepared by Human Resources andInstitutional Research. These delineate overload contact hours linked to compensation. Based on this data, individual cases are reviewed withappropriate Campus Provosts to ensure that faculty loads in excess of the 6 contact hour overload limit are only approved after carefulconsideration of faculty load variables, including such factors as number of preparations, number of students taught, nature of the subject, andhelp available from secretaries and teaching assistants. Based on these corrective actions, the Compliance Audit Committee hasdetermined the College to be in full compliance with this sub-section of the Criteria for Accreditation.

DocumentationInstructional ReportValencia College Statistical HistoryValencia Policy 6Hx28: 08-02 on Hours of Work Administrative and Instructional EmployeesValencia Policy 6Hx28: 08-03 on Definition of Full-Time Employment for Instructional and Administrative EmployeesValencia Policy 6Hx28: 08-04 on Assignment of Classroom and Laboratory ProfessorsFaculty Handbook at http://valenciacollege.edu/pdf/hand.pdfFaculty Overload Tracking Report

4.8.10 Criteria and Procedures for Evaluation


Criterion 4.8.10, Paragraph 1, page 49, lines 33-35, page 50, lines 1-6An institution must conduct periodic evaluations of the performance of individual faculty members. The evaluation must include astatement of the criteria against which the performance of each faculty member will be measured. The criteria must be consistent withthe purpose and goals of the institution and be made known to all concerned. The institution must demonstrate that it uses the resultsof this evaluation for improvement of the faculty and its educational program.


The College conducts periodic evaluation of the performance of individual faculty members as required by Policy 6Hx28:08-10. This policyprovides procedures for both administrative and student assessment of faculty and instruction. Faculty also conduct self-assessments and reportaccomplishments from the previous year and goals for the coming year. The self-assessment report and the annual evaluation by a professor'sdepartment Dean are signed by both parties, dated and placed in the professor's personnel file and in departmental files; the faculty member alsoretains copies of the evaluation documents. As part of the ongoing evaluation of faculty at Valencia, students have the opportunity to evaluateeach professor and each course. Towards the end of each term, faculty name a student in each class to conduct an evaluation by distributingStudent Assessment of Instruction forms, giving the students in the class time to complete the forms, collecting the forms and delivering them tothe departmental office. Faculty leave the room while students evaluate them. Department Deans read the completed forms and give them to theappropriate faculty members after they turn in grades. The students’ anonymity is protected, as the forms are not signed. When the students'responses point to areas of concern, faculty and department Deans meet to discuss strategies faculty might use to make their teaching moreeffective. Faculty members keep student assessment data as a resource for self-improvement.

The tenure, assessment, and evaluation policy approved by the Board of Trustees and implemented for field testing in 1992 provides proceduresfor pre-tenure, tenure, and post-tenure evaluation. This policy includes procedures for department Dean evaluation of pre-tenure faculty at theend of each term of the first year of employment, formalized procedures for achieving tenure and revised procedures for self-assessment andadministrative and student evaluation of full-time tenured faculty. Evaluation instruments used by the faculty member in self-assessment, by thedepartment Dean in evaluating faculty and by students evaluating faculty/instruction all contain clear criteria upon which the evaluation is based. Instruments Deans and students use include a series of items for evaluation and a rating scale indicating poor to excellent performance. Allfaculty have access to these forms and are aware of the items upon which they will be evaluated, thus having an opportunity to address theevaluation criteria at any time.

During the annual conference between department Dean and individual faculty member, subjects of discussion include the following: implicationsof student assessment; individual Dean's perceptions of the quality of the faculty member's contributions to student learning, department activities,and the needs of campus, college, and community; goals faculty members establish for themselves as well as department and College-widegoals. These discussions and evaluation instruments provide a mechanism for regular monitoring of the educational program and, should aproblem exist, an opportunity to develop a plan for improvement and goal setting. Evaluation instruments are signed by both parties, dated, andplaced in the professor's personnel file and in departmental files; the faculty member also retains a copy of the evaluation documents. Someconcern has been expressed on the lack of consistency between academic departments on the periodic evaluation of the performance oftemporary and part-time faculty and documented use of the results of this evaluation for improvement of the faculty and the educational program.

Audit Comment # 18

Criterion 4.8.10, Paragraph 1, page 49, lines 33-35, page 50, lines 1-6An institution must conduct periodic evaluations of the performance of individual facultymembers. The evaluation must include a statement of the criteria against which theperformance of each faculty member will be measured. The criteria must be consistent withthe purpose and goals of the institution and be made known to all concerned. The institution




must demonstrate that it uses the results of this evaluation for improvement of the faculty andits educational program.


The Compliance Audit Committee directs a careful review be conducted on methods used byacademic departments for the periodic evaluation of the performance of temporary and part-timefaculty and documented use of the results of this evaluation for improvement of the faculty and theeducational program. The Compliance Audit Committee further directs, to the greatest extentpossible, adoption of a consistent, systematic process for these purposes.

Follow-Up: During academic year 2001-2002 the College conducted a careful review of methods used by academic departments for the periodicevaluation of the performance of temporary full-time and part-time faculty and documented use of the results of this evaluation for improvement ofthe faculty and the educational program. At its April 16, 2002 meeting the Instructional Affairs Committee approved a consistent, systematicprocess (including assessment instruments) for the evaluation of temporary full-time and part-time faculty and the evaluation of instruction fortemporary full-time and part-time faculty to take effect during the fall term, 2002-2003 and subsequently approved by the College LearningCouncil. Included is a process for per term evaluation, clear performance criteria, consistency with purposes and goals of the institution andexplanation on purpose and process to all concerned. In addition, the Faculty Association has initiated an ongoing review process to continuouslyexamine, adapt and enhance faculty evaluation procedures and related data collection instruments. Based on these corrective actions, theCompliance Audit Committee has determined the College to be in full compliance with this sub-section of the Criteria for Accreditation.

DocumentationValencia Policy 6Hx28:08-10 on Tenure, Assessment and EvaluationFaculty Self-Assessment FormsFaculty EvaluationEvaluation of Temporary Full-Time and Part-Time Faculty Data (Human Resources)Evaluation of Instruction of Temporary Full-Time and Part-Time Faculty (Academic Department Offices)

4.9 Consortial Relationships and Contractual Agreements


Criterion 4.9, Paragraph 1, page 50, lines 7-19The Commission on Colleges recognizes the right of a member institution to enter into consortial relationships and contractualagreements for the purpose of offering credit courses or programs. However, the Commission reserves the right to prohibit the use ofits accreditation to authenticate credit courses or programs offered through such relationships. A member institution, which enters intosuch consortial relationships or contractual agreements, must have sufficient control of relationships/agreements so as to maintaincompliance with the Criteria when offering educational programs through such arrangements. All consortia and contracts must beevaluated regularly.


The College does not have consortial relationships or contractual agreements for the purpose of offering credit courses or programs as describedin the Policies, Procedures, and Guidelines of the Commission on Colleges and the Criteria for Accreditation.

The College has however established contractual agreements in three areas not directly specified by the Criteria for Accreditation, sub-section4.9. These include: (1) non-credit continuing workforce education training, (2) student internships and internship exploration courses and (3) useof clinical facilities for various health-related programs. In the context of non-credit continuing workforce education, the College carefully reviewscontractual agreements with business. Appropriate officials including the Provost of the Winter Park Campus, the Assistant Vice President forWorkforce Development and the Vice President for Policy and General Counsel examine the content of contractual agreements, designatepersons on both sides of contractual agreements who hold responsibility for oversight and signature, review the length of contractual agreements,renewal procedures, evaluative procedures and legal liabilities. Copies of all contracts are filed in the Office of the Vice President forAdministrative Services. Student internships and internship exploration courses establish agreements (Memorandums of Understanding) withvarious working environments. However, all related instruction, supervision and evaluation are assigned to an appropriately credentialed Collegefaculty member. The Vice President for Policy and General Counsel and the Assistant Vice President for Workforce Development have approveda standard agreement (Memorandum of Understanding) for student internships and internship exploration courses. The Managing Director ofInternships and Placement processes agreements with each employer. Contracts for the use of clinical facilities by various health-relatedprograms (e.g., Nursing, R.N., Radiography, Diagnostic Medical Sonography, Emergency Medical Services, Respiratory Care, Dental Hygiene,etc.) are also based on a standard, approved contract. Appropriately credentialed health-related College faculty members provide all instruction,supervision and evaluation.

DocumentationContractual Agreements for Non-Credit Continuing Workforce Education ProgramsMemorandums of Understanding for Student Internships and Internship Exploration CoursesContractual Agreements for Use of Clinical Facilities (Health-Related Programs)

Criterion 4.9, Paragraph 2, page 50, lines 20-25If an institution plans to participate in consortial relationships or enter into contractual agreements for educational programs, it mustfollow reporting policies and procedures related to substantive change. (See the Commission's substantive change procedure on theinitiation of a consortium or contractual arrangements.)




The College has not participated in consortial relationships or entered into contractual agreements for the purpose of offering educationalprograms.

4.9.1 Consortial Relationships


Criterion 4.9.1, Paragraph 1, page 50, lines 26-32A member institution seeking to participate in a consortium degree or certificate program must enter into such a relationship only withregionally accredited institutions offering degrees or certificates at the same level. Exceptions must be approved by the Commission inadvance of the formation of or participation in the consortium.


The College has established no consortial relationships as defined in the Criteria for Accreditation.

Criterion 4.9.1, Paragraph 2, page 51, lines 1-5The member institution must maintain the quality of all courses/programs offered through the consortium. Educationalcourses/programs offered through a consortial relationship must be related to the teaching purpose of the institution and comply withthe Criteria.


The College has established no consortial relationships as defined in the Criteria for Accreditation.

4.9.2 Contractual Agreements


Criterion 4.9.2, Paragraph 1, page 51, lines 6-13Educational services and programs offered through a contractual agreement with another institution or organization must support thepurpose of the institution. The member institution must maintain the quality of programs/courses offered through the contract andensure ongoing compliance with the Criteria. (See Commission document "Guidelines for Contractual Relationships with Non-Regionally Accredited Institutions.")


As described in sub-section 4.9, contractual agreements for educational services are consistent with the purposes, policies and procedures of theCollege. Contractual agreements are limited to non-credit continuing workforce education training, student internships and internship explorationcourses and the use of clinical facilities for various health-related programs.

The College provides for maintenance of standards of quality in its contractual agreements. As described in detail in sub-section 4.9 oversight,implementation and evaluation responsibilities are assigned to appropriate College officials and faculty members. Attorneys for both the Collegeand other organizations review all binding contracts. The College does not maintain contractual relationships with non-regionally accreditedinstitutions.

DocumentationContractual Agreements for Non-Credit Continuing Workforce Education ProgramsMemorandums of Understanding for Student Internships and Internship Exploration CoursesContractual Agreements for Use of Clinical Facilities (Health-Related Programs)

Criterion 4.9.2, Paragraph 2, page 51, lines 14-17If an institution enters into a teach-out agreement with another institution, it must submit the agreement to the Commission for approval(See Commission policy "Teach-Out agreements.")


Valencia does not currently have any teach-out agreements with other institutions.

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Compliance Audit 2003 - Section V: Educational Support Services - Valencia: A Learning College

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Introduction

Section I

Section II

Section III

Section IV

Section V

5.15.1.15.1.25.1.35.1.45.1.55.1.65.1.75.25.35.45.4.15.4.25.4.35.4.3.15.4.3.25.4.3.35.4.3.45.4.3.55.4.3.65.4.3.75.5

Section VI



Section V: Educational Support Services


Educational Support Services, Paragraph 1, page 53, lines 1-12An effective institution of higher education ensures that its educational programs are complemented by well-rounded supportstructures that stimulate the mind and encourage the total growth and development of students. A vital ingredient in this kind ofsupport is student and faculty access to library and learning resources that not only support the educational program and appropriateresearch activities but also provide broad exposure to various disciplines, cultures and ways of understanding. An effective programof student development services, appropriate within the institutional context, is also integral to a sound educational experience.


Valencia provides comprehensive library and learning resources services to the college community. Faculty and students are provided accessto resources by means of the collections, services and staff located at its four campuses, by remote access to electronic resources and by local,state and national resource sharing partnerships. In addition to providing books, journals, audiovisual materials and electronic resources tosupport specific courses and programs, the LRC and Technology Resource Center (TRC) collections also provide students and faculty withresources to promote information literacy and reading and computing skills, to develop and maintain knowledge within disciplines and toprovide a frame of reference for understanding local, state, national and world events.

DocumentationLRC Mission StatementLRC Goals and ObjectivesCampus LRC web pages http://valenciacollege.edu/libraryLINCCWeb http://www.linccweb.orgCatalog of Instructional SoftwareLRC Publications, including handbooks, flyers, brochures and instructional materialsNew Acquisitions Lists http://valenciacollege.edu/newmaterials/Network and Cooperative MembershipsStatewide Reciprocal Borrowing AgreementLRC Initiative Reports: http://eastlrc.valenciacollege.eduinitiative/year_1_report.pdf http://eastlrc.valenciacollege.eduinitiative/year_2_report.pdfUsage ReportsUser Surveys

Educational Support Services, Paragraph 2, page 53, lines 13-20The principles of institutional effectiveness as outlined in Section III pertain to all educational support services of the institution. It is expectedthat each program or unit will establish goals which derive from and support the purpose of the institution, evaluate its success in achievingthese goals, and demonstrate the use of the evaluation in making appropriate modifications in resources, programs and services.


LRC goals have been tied to the institutional goals established for the Learning Centered Initiative. An annual survey of faculty and students isused to evaluate the collections and services of the four campus LRCs/TRC. Ongoing input is obtained from suggestions boxes and e-mailcomments. This input is referred to appropriate LRC areas for analysis and response. Documentation is maintained on actions taken to respondto user input.

DocumentationValencia Catalog, Statements of Institutional Purpose, p. 12 at http://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdfLRC/TRC Mission StatementsLRC/TRC Goals and ObjectivesResults of User SurveysResponses to User Survey Results

Educational Support Services, Paragraph 3, page 53, lines 21-27It is implicit in every requirement in the Criteria for Accreditation mandating a policy or procedure that the policy or procedure be inwriting, be approved through appropriate institutional processes, be published in appropriate institutional documents accessible tothose affected by the policy or procedure, and be implemented and enforced by the institution.







http://valenciacollege.edu/library/

http://www.linccweb.org/

http://valenciacollege.edu/newmaterials/

http://orion.valenciacollege.edu/lrc/initiative/year_1_report.pdf

http://orion.valenciacollege.edu/lrc/initiative/year_2_report.pdf








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The LRC collection development policy was approved by the College Learning Council and is available on the LRC web pages. The status oflibrary positions is set forth in college job descriptions and in the salary ranges published in the annual budget of the College. The use ofcontracts for professional and faculty positions establishes contractual security.

DocumentationCollege Learning Council Minutes, October 10, 2002Collection Development Webpage: http://valenciacollege.edu/newmaterials/collection_dev_practice.cfmValencia Job Description ManualValencia Operating Budget

5.1 Library and Other Learning Resources



Criterion 5.1.1, Paragraph 1, page 54, lines 1-11Because adequate library and other learning resources and services are essential to teaching and learning, each institution mustensure that they are available to all faculty members and enrolled students wherever the programs or courses are located andhowever they are delivered. Each institution must develop a purpose statement for its library and other learning resource services.The library and other learning resources must be evaluated regularly and systematically to ensure that they are meeting the needs oftheir users and are supporting the programs and purpose of the institution.


The three campus LRCs and the Winter Park TRC provide on-site library and learning resources in addition to providing remote access toresources and services via campus web pages and contracted off-site resources and services. Students are made aware of LRC resourcesand services by the orientation and instruction program, with printed sources such as brochures and handouts and by faculty referral. Facultyare made aware of available resources and services in a number of ways, including the Faculty Handbook, LRC publications, individual anddepartmental meetings, Leadership Valencia workshops and broadcast e-mail. Students and faculty of telecourse, dual enrollment and onlinecourses are also provided with resources and services that support learning and instructional needs.

The campus LRCs and TRC collaboratively develop a mission statement reflecting the college mission. The College Learning Council reviewsand approves the common LRC mission, which is published on the LRC/TRC web pages.

Annual surveys, focus groups, comment boxes and electronic feedback provide ongoing evaluation and allow LRC staff to make adjustments inLRC operations, collections and instructional programs. A joint visioning process conducted in 2000-01 resulted in campus-wide input into thedirection of LRC/TRC planning. Goals and objectives are adjusted annually based on user feedback. Progress on implementation of goals andobjectives is also reported annually.

DocumentationLRC Mission StatementLRC Audits, 1999 and 2001LRC Goals and ObjectivesLRC AccomplishmentsLRC Publications, including handbooks, flyers, brochures and instructional materials: Library Handbook Highlights of LRC Services – Faculty @ LRCWest Fact Sheet Technology Learning Center web page: http://valenciacollege.edu/library/west/cal/Ask A Questionhttp://valenciacollege.edu/library/west/contactus.aspResults of Student/Faculty SurveysLRC response to survey resultsLRC Initiative Year 1 Report, February 2001: http://eastlrc.valenciacollege.edu/initiative/year_1_report.pdfLRC Initiative Year 2 Report, 2000-01: http://eastlrc.valenciacollege.edu/initiative/year_2_report.pdfLINCC Collection Assessment Report

Criterion 5.1.1, Paragraph 2, page 54, lines 12-25The scope of library and other learning resources, the types of services, and the variety of print and non-print and electronic mediadepend on the purpose of the institution. Learning resources and services must be adequate to support the needs of users. The sizeof collections and the amount of money spent on resources and services do not ensure adequacy. Of more importance are thequality, relevance, accessibility, availability and delivery of resources and services, and their actual use by students, regardless oflocation. These considerations must be taken into account in evaluating the effectiveness of library and learning resource support.Priorities for acquiring materials and establishing services must be determined with the needs of the users in mind.


The collections of print, non-print and electronic resources and the various services offered at each LRC or TRC reflect the instructional andcontinuing education programs of the respective campus. To ensure that resources and services meet user needs, input is gathered fromstudents, student government representatives, professors and other campus staff. Results of the spring 2001 student surveys indicate that themajority of students are satisfied with most aspects of LRC/TRC collections and services. However, the majority of student users surveyedindicated a need for improvement in leisure books at the Winter Park Campus and Sunday hours at the West and Winter Park campuses. (SeeReview and Assessment, Criterion 5.1.2, Paragraph 2, page 55, lines 11-20 for additional reference).

http://valenciacollege.edu/newmaterials/collection_dev_practice.cfm


http://valenciacollege.edu/library/west/cal/

http://valenciacollege.edu/library/west/contactus.asp

http://eastlrc.valenciacollege.edu/initiative/year_1_report.pdf




The evaluation of the quality, relevance, accessibility, availability and delivery of library and learning resources services is accomplished byongoing review and input by librarians, professors and students and other users. The 3-year LRC Initiative funding upgraded collections at thefour campuses. Usage results indicate LRC/TRC collections and services are effectively meeting users needs. Review of results from theSpring 2001 surveys also indicates students are satisfied with the majority of services.

The ability of resources and services to satisfy user needs is ensured by the close working relationship between librarians and professors,counselors and other campus staff. LRC staff employ departmental visits, professional relationships, survey results and participation in collegeand campus initiatives for input on user needs. Librarian participation in instructional initiatives (Strategic Learning Plan, online coursedevelopment, Focus on the Workplace, E-business and Title III grant projects), collaboration on class assignments and library instructionsessions, as well as campus visioning sessions, also illustrate the librarian-professor team approach that ensures the needs of the users aregiven priority when services are established and materials are acquired. In addition, the library representative to the Curriculum Committeeinforms each campus LRC of changes, additions and deletions in courses and programs. This information, in addition to input from professorsand academic deans, is used to ensure that LRC/TRC staff have advance notice of changes in the curriculum that would require adjustment inlibrary collections and services.

Audit Comment # 19

Criterion 5.1.1, Paragraph 2, page 54, lines 15-23Learning resources and services must be adequate to support the needs of users. The size ofcollections and the amount of money spent on resources and services do not ensureadequacy. Of more importance are the quality, relevance, accessibility, availability anddelivery of resources and services, and their actual use by students, regardless of location.These considerations must be taken into account in evaluating the effectiveness of library andlearning resource support.


The Compliance Audit Committee directs the Winter Park TRC leisure collection be evaluatedto ensure learning resources essential to teaching and learning are available to all facultymembers and enrolled students.

Follow-Up: Staff focus groups and evaluation procedures targeting Winter Park TRC services and resources were implemented in May of2002. Several measures have been taken to ensure that students benefit from the use of materials in the leisure collection. TRC staff havedeveloped an ad campaign to increase student awareness of available materials. In addition, beginning in fall 2002, students in College PrepReading II classes will choose titles to be added to the leisure collection. Based on these corrective actions, the Compliance AuditCommittee has determined the College to be in full compliance with this sub-section of the Criteria for Accreditation.

DocumentationValencia Catalog, Statements of Institutional Purpose, p. 12 at http://valenciacollege.edu/catalog/02-03/pdf/00INTRO.pdfLRC Mission StatementNeeds Improvement Report, Student Survey, Spring 2001Faculty Consults ReportsCollection Development ReportsLRC Initiative Year 1 Report, February 2001: http://eastlrc.valenciacollege.edu/initiative/year_1_report.pdfLRC Initiative Year 2 Report, 2000-01: http://eastlrc.valenciacollege.edu/initiative/year_2_report.pdfUsage Reports

5.1.2 Services

This sub-section includes Audit Comments # 20 and # 21. Follow-Up describes corrective actionsthat have been taken to establish full compliance with the Criteria for Accreditation.

Criterion 5.1.2, Paragraph 1, page 54, lines 26-34 and page 55, lines 1-10Each institution must ensure that all students and faculty members have access to a broad range of learning resources to support itspurpose and programs at both primary and distance learning sites. Basic library services must include an orientation programdesigned to teach new users how to access bibliographic information and other learning resources. Any one of a variety of methods,or a combination of them, may be used for this purpose: formal instruction, lectures, library guides and user aids, self-pacedinstruction and computer-assisted instruction. Emphasis should be placed on the variety of contemporary technologies used foraccessing learning resources. Libraries and learning resource centers must provide students with opportunities to learn how toaccess information in different formats so that they can continue life-long learning. Librarians must work cooperatively with facultymembers and other information providers in assisting students to use resource materials effectively.


The range of resources and services provided by the LRCs include books, audiobooks and e-books, videos and other audiovisuals, online full-text magazines and journals, hardcopy subscriptions to magazines and newspapers, computer workstations, web resources, Internet access,online research databases, audiotape duplication, document delivery and interlibrary loan, term paper and research assistance, Ask-A-Librarianservice, popular reading/viewing collections, typewriters, remote access, reciprocal borrowing at state universities and community colleges andsoftware for office applications (word processing, spreadsheets, desktop publishing, graphics). In addition to these materials and services,professors and other college staff are provided with support and training for instructional development, technical support in classrooms and in-







depth research assistance. Intra-campus delivery of campus materials, participation in a statewide courier service and interlibrary loan serviceprovide delivery of materials not held on a campus. LRC users also have access to personal library account information via ‘My Account.’ LRCweb pages provide access to online resources and other LRC services that support campus curriculum and assignments.

The orientation and instruction program includes one-on-one and classroom instruction, credit classes (on-line and classroom), web-basedtutorials and web-based instructional and informational aids. Use of the Internet and electronic resources is emphasized. PowerPointinstruction is available to students both individually and in classroom sessions. In addition, students have access to instructional software thatsupports class assignments. Rather than offer a standard library orientation, librarians work closely with professors to tailor library instruction tospecific courses, disciplines and assignments. Professional development workshops on topics such as the basic use of the Internet, introductionto Word and Windows and use of audiovisual and instructional technologies are taught by LRC staff through Leadership Valencia. Specialworkshops offered for students include formatting MLA documentation in Word and using the Internet to locate career resources. The LRC webpages provide instruction on choosing topics, formulating search strategies and evaluating and documenting sources in addition to collectingand recommending research resources. The instructional program emphasizes the need to evaluate resources and to select the appropriateresource(s) for an assignment.

Various technologies that can be used to access learning resources are emphasized in the instructional program, including search engines,web sites, e-mail, chat, databases, and online public access catalogs.

The collections of the campus LRCs offer students the opportunity to access information in many formats, including print (books, serials,microform) non-print (videos, audio books, compact disks, audiotapes, DVDs), electronic (computer software, Internet resources, e-books) andothers (maps and globes). Students can also develop reports in PowerPoint, create graphics and spreadsheets and display their presentationson classroom computer projection equipment.

Librarians work with assigned departments and with individual professors in order to develop collections and services that meet student needs.They serve on various committees and Faculty Senates, gaining insight into academic issues and campus needs. Committees with librarianrepresentation include the Curriculum Committee, Educational Technology Committee, Campus Learning-centered Committee, EAEOCommittee and College Planning Council. Campus LRC taskforces, visioning sessions, evaluation programs and consultation with studentgovernment representatives provide additional direction to LRC staff. LRC managers meet as needed and also consult informally in order tocoordinate resources and services between the campuses.

DocumentationLRC Publications, including handbooks, flyers, brochures and instructional materials: Library Handbook Highlights of LRC Services – Faculty @ LRCWest LRC Fact Sheet Faculty Resource Center web page: http://valenciacollege.edu/library/east/services_faculty.cfm Technology Learning Center web page: http://valenciacollege.edu/library/west/cal/Ask A Questionhttp://valenciacollege.edu/library/west/contactus.asp Information Literacy Tutorial:http://faculty.valenciacollege.edu/infolit/ Online Course: http://valenciacollege.edu/students/courses.aspLINCCWeb http://www.linccweb.orgNetwork and Cooperative Memberships: http://cflc.net/Membership/member.htm http://www.ccla.lib.fl.us/libraries/colleges/comm_colleges.asp http://www.solinet.net/members/list/memberFL.htm

Instructional Software CatalogNew Library Materials List http://valenciacollege.edu/newmaterials/Usage Reports (Library Instruction)

Criterion 5.1.2, Paragraph 2, page 55, lines 11-20Libraries and learning resource centers should provide point-of-use instruction, personal assistance in conducting library research,and traditional reference services. This should be consistent with the goal of helping students develop information literacy-the abilityto locate, evaluate, and use information to become independent life-long learners. Adequate hours must be maintained to ensureaccessibility to users. Professional assistance should be available at convenient locations during library hours.


In addition to providing on-site reference assistance to groups and individual users, librarians support remote users by providing technical andsoftware-related assistance via telephone and e-mail (Ask-A Librarian). In addition to personal assistance, instructional aids are available bothonline and at the reference and information desks. Campus LRC web pages are organized to assist both on-site and remote users in locatingand evaluating resources, including e-books, full-text journal articles and web resources.

Students are encouraged to become critical and efficient users of information. An information literacy tutorial is available, as well as aninstructional program and instructional materials that support students in learning how to identify a problem and to locate, evaluate and utilizeinformation effectively.

Each LRC/TRC maintains hours that support the programs and curriculum of the campus.

Results from the spring 2001 student surveys indicate that the majority of students are satisfied with the available campus LRC hours. However,Sunday hours at the West and Winter Park campuses need improving according to a majority of student users surveyed.

Each campus LRC and TRC makes reference assistance available during hours of operation. This service is conveniently provided atreference/information desks near the research computers and reference collections.

Audit Comment # 20

http://valenciacollege.edu/library/east/services_faculty.cfm


http://valenciacollege.edu/library/west/contactus.asp

http://faculty.valenciacollege.edu/infolit/

http://valenciacollege.edu/students/courses.asp


http://cflc.net/Membership/member.htm

http://www.ccla.lib.fl.us/libraries/colleges/comm_colleges.asp

http://www.solinet.net/members/list/memberFL.htm




Criterion 5.1.2, Paragraph 2, page 55, lines 17-18Adequate hours must be maintained to ensure accessibility to users.


To ensure accessibility to users the Compliance Audit Committee directs assessment and analysis todetermine the adequacy of service hours provided at the West and Winter Park campuses.

Follow-Up: The West Campus LRC has added weekend hours on Saturdays and Sundays. The Winter Park TRC has adjusted hours to betteraccommodate peak use periods and reinforced referral options with the Winter Park Public Library as well as other Valencia campuses. Basedon these corrective actions, the Compliance Audit Committee has determined the College to be in full compliance with this sub-section of the Criteria for Accreditation.

DocumentationLRC Instructional Materials http://valenciacollege.edu/library/west/allservices.aspLRC Web pages: East Campus http://eastlrc.valenciacollege.edu/lrc Osceola Campus http://valenciacollege.edu/library/osceola/ West Campus http://valenciacollege.edu/lrcwest/lrcwest.html Winter Park Campus http://valenciacollege.edu/wp/trcInformation Literacy Tutorial http://faculty.valenciacollege.edu/infolit/Ask-a-librarian Webpage http://www.askalibrarian.org/vrl_intro.asp?library=flcc2900Adequacy of LRC Hours Report, Student Survey, Spring 2001Reference ScheduleUsage Reports (Reference)LRC/TRC Schedule of HoursResults of Student/Faculty Surveys

Criterion 5.1.2, Paragraph 3, page 55, lines 21-28Library collections must be cataloged and organized in an orderly, easily accessible arrangement following national bibliographicalstandards and conventions. Students and faculty must be provided convenient, effective access to library resources needed in theirprograms. Convenient, effective access to electronic bibliographic databases, whether on-site or remote, must be provided whennecessary to support the academic programs.


The book and audiovisual collections are cataloged and shelved according to Library of Congress cataloging and classification practices.Periodicals are arranged alphabetically by title. The online catalog, LINCC, is provided by the College Center for Library Automation (CCLA), thestatewide library services organization charged with providing centralized automated library and information services to Florida communitycolleges. The CCLA system will be upgraded from DRA to ExLibris software by the summer of 2003. The centralized cataloging and technicalservices department is located in the West campus LRC. The current turn-a-round for processing new materials is 2-3 weeks from date ofreceipt.

The majority of library materials are available in open stacks. LRC staff make items in the reserve and audiovisual teaching collections availableto individual faculty and students. LRC users can access the catalogs of all Valencia’s campuses and the catalogs of the other 27 Florida publiccommunity colleges from any Internet-capable computer. Users can request materials from the any of these collections and can also initiate anonline request for delivery of an item via inter-campus mail or the statewide courier system. All students and staff also have reciprocalborrowing privileges at the libraries of the ten state universities.

LRC web pages serve as clearinghouses for available electronic bibliographic and full-text databases and other electronic resources. Webpages can be accessed both remotely and from dedicated computers located in the LRCs. Available electronic databases include AcademicSearch Premier, FirstSearch and NewsBank and 20 additional databases covering health and medicine, literature, business, biography, criminaljustice, history, newspapers, education, art, etc.

DocumentationCCLA Website: http://www.ccla.lib.fl.us/ LINCCWeb http://www.linccweb.orgTechnical Services Survey ResultsSOLINET, OCLC Memberships: http://www.solinet.net/members/list/memberFL.htmLRC Webpages: East Campus http://eastlrc.valenciacollege.edu Osceola Campus http://valenciacollege.edu/library/osceola/ West Campus http://valenciacollege.edu/lrcwest/lrcwest.html Winter Park Campus http://valenciacollege.edu/wp/trcAvailable campus computers: http://valenciacollege.edu/Labs/default.htm

Criterion 5.1.2, Paragraph 4, page 55, lines 29-38Libraries and other learning resource centers must have adequate physical facilities to house, service and make library collectionseasily available; modern equipment in good condition for using print and non-print materials; provision for interlibrary loan servicesdesigned to ensure timely delivery of materials; and an efficient and appropriate circulation system. Libraries should provideelectronic access to materials available within their own system and electronic bibliographic access to materials available elsewhere.

http://valenciacollege.edu/library/west/allservices.asp

http://eastlrc.valenciacollege.edu/lrc


http://valenciacollege.edu/lrcwest/lrcwest.html

http://valenciacollege.edu/wp/trc

http://faculty.valenciacollege.edu/infolit/

http://www.askalibrarian.org/vrl_intro.asp?library=flcc2900

http://www.ccla.lib.fl.us/



http://eastlrc.valenciacollege.edu/




http://valenciacollege.edu/Labs/default.asp




The physical facility of each LRC reflects the services and programs of its campus. The Winter Park campus TRC was expanded in 2000. TheEast campus recently re-assigned space for the addition of a student production lab, English and math tutoring labs and an area for thehearing impaired. There are also plans to renovate and/or designate space to accommodate additional services at both the Osceola and Westcampuses. Computer equipment and software to support learning resources have been recently upgraded; some computers are included in the‘refresh program’ and receive automatic replacement every 3 years. The 6-10 day average turnaround time for the receipt of interlibrary loanmaterials exceeds the statewide average of 3-5 days for obtaining materials through interlibrary loan for the LINCC system. The stateautomated LINCC circulation system facilitates circulation among the campus LRCs and between the 27 other Florida public community collegeLRCs. (A migration of the existing LINCC circulation system from DRA to ExLibris software is planned for implementation in the summer of2003). The current circulation system allows students to review their personal library account via the ‘My Account’ feature.

From the LINCC database the holdings of the four campus LRCs and the TRC are searchable collectively or by individual campus. Electronicaccess is also available to the materials in the other 27 Florida public community college libraries, the 11 state university libraries and theholdings in the OCLC national bibliographic database (WorldCat).

Audit Comment #21

Criterion 5.1.2, Paragraph 4, page 55, lines 29-31 and 33-34Libraries and other learning resource centers must have adequate physical facilities to house,service and make library collections easily available; provision for interlibrary loan servicesdesigned to ensure timely delivery of materials.


To provide for timely delivery of interlibrary loan services the Compliance Audit Committee directsestablishing consistency between statewide delivery times and the delivery times provided by thecampus LRCs and the Winter Park TRC.

Follow-Up: Based on state data, delivery turn around time for interlibrary loan service has achieved consistency with the statewide average forsuch service. Based on these corrective actions, the Compliance Audit Committee has determined the College to be in full compliancewith this sub-section of the Criteria for Accreditation.

DocumentationLRC Floor PlansEquipment ListsCCLA Resource Sharing Survey, 2000Usage Reports (interlibrary loan)LINCC/DRA Circulation User ManualLINCC/DRA Circulation Operations ManualLINCCWeb http://www.linccweb.orgExLibris Website: http://www.exlibrisgroup.com/category/Press-Releases=

5.1.3 Library Collections


Criterion 5.1.3, Paragraph 1, page 56, lines 1-12Institutions must provide access to essential references and specialized program resources for each instructional location. Access tothe library collection must be sufficient to support the educational, research and public service programs of the institution. Thecollections of print and non-print materials must be well organized. Institutions offering graduate work must provide library resourcessubstantially beyond those required for baccalaureate programs. Librarians, teaching faculty and researchers must share in thedevelopment of collections, and the institution must establish policies defining their involvement.


The campus LRC and TRC collections provide access to the references and resources essential to support the programs, disciplines andactivities offered at each campus. The collections were significantly upgraded by the three-year LRC initiative funding for print, non-print andelectronic resources beginning in 2000. The campus collections are supplemented by access to additional materials via interlibrary loan,document delivery, reciprocal borrowing agreements, statewide courier service, electronic books, full-text databases, and other remotelyavailable electronic sources. Winter Park campus students also have access, through a formal agreement, to the collections and services of theWinter Park Public Library. Remote users have access to reference and technical assistance by means of telephone and e-mail. Specialservices, such as mailing the library borrower’s card and other materials, are also provided to online students.

Sufficient access to the library collection is ensured by the range of hours the LRCs and TRC are open, by the ready availability of materials onthe open shelves, by the staff who provide access to closed collections, such as reserves and the audiovisual teaching collections, and by theremotely available materials and instructional aids provided on the LRC websites. Hours of operation have been adjusted to accommodate userrequests for expanded study hours during finals and class meetings outside of regular hours.

Library collections are organized by the Library of Congress classification system, with the exception of serials that are arranged alphabetically.


http://www.exlibrisgroup.com/category/Press-Releases



Materials not shelved in the main collections, such as the nursing teaching collection and materials used in displays, are appropriately noted inthe online LINCC database to ensure availability. A program of shelving, shelf reading, replacement, rebinding and inventory is in place tofurther ensure that materials are available. Reminders are posted in the book stacks to refer users to related materials, such as the oversizedand electronic book collections.

A strong program of faculty involvement in collection development guides the development of LRC collections. As described in the collectiondevelopment policy, materials for the campus collections are selected by campus librarians based on input from faculty, staff and students,course assignments and reading lists, usage patterns, media reviews and budget availability. Faculty and student requests for specific titles aregiven priority, as are requests for materials for the reserve collection. Librarians eliminate items from the collections in consultation with faculty.Procedures at campus LRCs specify rebinding, replacing and/or withdrawing damaged materials from the collections depending on availabilityand budget.

A collection development policy specifies that campus librarians consider faculty, staff and student needs in developing the collections. Thepolicy is reviewed and approved by the Executive Council. It is published on the Campus LRC and TRC web pages and is reviewed as neededby the managers of the LRCs and TRC. Collection development reports are maintained to document faculty involvement in the selection anddeselection of LRC materials.

Documentation

LINCCWeb http://www.linccweb.orgLRC Webpages: East Campus http://eastlrc.valenciacollege.edu Osceola Campus http://valenciacollege.edu/library/osceola/ West Campus http://valenciacollege.edu/lrcwest/lrcwest.html Winter Park Campus http://valenciacollege.edu/library/wp/Acquisitions and Technical Services Reports, 1991 – 2002New Library Materials List http://valenciacollege.edu/newmaterials/New Materials Request Form http://valenciacollege.edu/newmaterials/requestnewmat.cfmCollection Development Policy: http://valenciacollege.edu/newmaterials/collection_dev_practice.cfmCollection Development ReportsLRC/TRC Schedule of HoursLRC/TRC Floor PlansUsage ReportsLRC Initiative Year 1 Report, February 2001: http://eastlrc.valenciacollege.edu/initiative/year_1_report.pdfLRC Initiative Year 2 Report, 2000-01: http://eastlrc.valenciacollege.edu/initiative/year_2_report.pdfHorizon Grant ReportDepartmental Liaison AssignmentsNational League of Nursing (NLN) Accreditation ResultsAmerican Dental association (ADA) Accreditation ResultsShelf-Reading SchedulesInventory ReportsCampus Acquisitions Procedures

Criterion 5.1.3, Paragraph 2, page 56, lines 13-17Each library or learning resource center must have a policy governing resource material selection and elimination, and should have aprocedure providing for the preservation, replacement or removal of deteriorating materials in the collection.


A collection development policy includes guidelines for the selection and acquisition of books, reference books, electronic resources, textbooks,archives, serials, and microforms; vertical file, reserve, audiovisuals, rental and professional materials; and special collections, rare books andgifts. Guidelines for deselection (elimination) of materials are also included.

Each campus has a procedure to appropriately process or replace lost and missing materials, rebind or replace damaged and heavily usedmaterials, to replace materials in formats such as microform or electronic access and to permanently remove materials from the onlinedatabase.

DocumentationCollection Development Policy: http://valenciacollege.edu/newmaterials/collection_dev_practice.cfmExecutive Council Minutes, January 8, 2001LRC Taskforce MinutesLRC Managers’ CorrespondenceCollection Development ReportsCampus Damaged Materials Procedures

5.1.4 Information Technology


Criterion 5.1.4, Paragraph 1, page 56, lines 18-29Although access to learning resources is traditionally gained through a library or learning resource center, a wide variety ofcontemporary technologies can be used to access learning resource materials. Institutions should supplement their traditional librarywith access to electronic information. Where appropriate, institutions should use technology to expand access to information forusers at remote sites, such as extension centers, branch campuses, laboratories, clinical sites or students’ homes. The institutionmust provide evidence that it is incorporating technological advances into its library and other learning resource operations.


http://orion.valenciacollege.edu/lrc/



http://valenciacollege.edu/wp/library/


http://valenciacollege.edu/newmaterials/requestnewmat.cfm








Traditional library resources and services are supplemented with access to electronic information resources, including, electronic books,journals and encyclopedias; online instructional aids, computer projection devices, smart classrooms, hands-on Internet instruction, electronicinterlibrary forms, e-mail, and access to personal library account information. In addition, students have access to computer hardware/software,the Internet and to instructional software for class assignments.

Remote access to information resources is available, including the online public access catalog and information portal (LINCCWeb); access toe-books; locally-produced web pages, electronic databases (many full-text), reference assistance for remote users (Ask-a-librarian), web-basedtutorials and closed-circuit television distribution systems.

The above examples demonstrate that the institution is incorporating technological advances into library services for users. The availability ofthe online acquisitions, cataloging, circulation, reserve and serials modules of the LINCC library management system demonstratetechnological advances in library operations. Other examples of technological advances in library operations include the use of Ariel fordocument delivery, the use of Oracle for library acquisitions and the use of web pages to collect and disseminate information and resources.

DocumentationComputer Lab Schedule of HoursLRC/TRC Schedule of HoursEquipment Lists: http://valenciacollege.edu/library/east/ http://valenciacollege.edu/library/west/cal/AV and Instructional Technology Support Services: http://orion.valenciacollege.edu/av/ http://eastlrc.valenciacollege.edu/page.cfm?pageid=64Schedule of Faculty Trainingshttp://valenciacollege.edu/library/west/newsevents.asphttp://valenciacollege.edu/edge/LINCCWeb http://www.linccweb.org/LRC Web pages: East Campus http://eastlrc.valenciacollege.edu Osceola Campus http://valenciacollege.edu/library/osceola/ West Campus http://valenciacollege.edu/lrcwest/lrcwest.html Winter Park Campus http://valenciacollege.edu/wp/library/facultyresources.asp Online Request Forms:http://valenciacollege.edu/newmaterials/requestnewmat.cfmhttp://valenciacollege.edu/library/osceola/AV_Request.cfmhttp://valenciacollege.edu/library/osceola/LibraryInstructionRequest.cfmOnline AV Booking System http://matador.valenciacollege.edu/moes/Lists of Electronic Databases, Electronic BooksElectronic Classroom ListUsage ReportsLRC Publications including handbooks, flyers, brochures, instructional materialsLINCC Library Management System Operations/Training Manuals:Acquisitions User ManualCirculation Policy File ManualCirculation Operations ManualCirculation User ManualSerials User Manual

5.1.5 Cooperative Agreements


Criterion 5.1.5, Paragraph 1, page 56, lines 30-37Cooperative agreements with other libraries and agencies should be considered to enhance the resources and services available toan institution's students and faculty members. However, these agreements must not be used by institutions to avoid responsibilityfor providing adequate and readily accessible library resources and services. Cooperative agreements must be formalized andregularly evaluated.


Participation in a number of local, state, regional and national cooperatives provides for automation of library operations, local trainingopportunities, shared cataloging and sharing of resources. These resources and services enhance users’ access to materials and increase theeffectiveness of LRC operations. Memberships are held in the Central Florida Library Cooperative, Library Information Network for CommunityColleges, Distance Learning Library Initiative, Southeastern Library Network, and the Online College Library Center. A statewide reciprocalborrowing agreement gives students, faculty and staff direct access to the library collections of the other 27 Florida public community collegesand the 11 state universities.

Ongoing growth and development of services and collections at the four campus LRCs and TRC indicate that cooperative agreements areused to supplement resources and maximize their availability to students, faculty and staff. Furthermore, the recent LRC Initiative fundingincreased acquisitions of print, non-print and electronic resources at the four campus LRCs and TRC, indicating a commitment to providing bothon-site and remotely available learning resources and services. While a formal agreement is used to provide students of the Winter Parkcampus with privileges at a nearby public library, its on-site collection is being developed as faculty and students demonstrate a need for

http://valenciacollege.edu/library/east/


http://orion.valenciacollege.edu/av/

http://eastlrc.valenciacollege.edu/page.cfm?pageid=64

http://valenciacollege.edu/library/west/newsevents.asp



http://orion.valenciacollege.edu/lrc/



http://valenciacollege.edu/wp/library/facultyresources.asp

http://valenciacollege.edu/newmaterials/requestnewmat.cfm

http://valenciacollege.edu/library/osceola/AV_Request.cfm

http://valenciacollege.edu/library/osceola/LibraryInstructionRequest.cfm

http://matador.valenciacollege.edu/moes/



reference materials, journal subscriptions and other materials.

The manager of the TRC and the Provost of the Winter Park campus review the written agreement with the Winter Park Public Library regularly. Memberships in the local, state, regional and national library networks and the managers of the campus LRCs and TRC evaluate consortiaregularly.

DocumentationMembership in Cooperatives and Networks http://www.solinet.net/members/list/memberFL.htmhttp://cflc.net/Membership/member.htmhttp://www.ccla.lib.fl.us/libraries/colleges/comm_colleges.aspInter-Institutional Facility License Agreement, University of Central Florida andValencia College 2001-02Acquisition and Technical Services Reports (1995-2002)The State University System of Florida and The Community College System of FloridaLibrary Borrowing Privileges AgreementContract between Winter Park Public Library and Winter Park CampusLRC Taskforce Minutes, 2000-2002Correspondence, LRC Taskforce and LRC Managers

5.1.6 Staff


Criterion 5.1.6, Paragraph 1, page 57, lines 1-13Libraries and other learning resources must be adequately staffed by professionals who hold graduate degrees in library science or inrelated fields such as learning resources or information technology. In exceptional cases, outstanding professional experience anddemonstrated competence may substitute for this academic preparation; however, in such cases, the institution must justify theexceptions on an individual basis. Because professional or technical training in specialized areas is increasingly important inmeeting user needs, professionals with specialized non-library degrees may be employed, where appropriate, to supervise theseareas.


The campus LRCs and TRC are adequately staffed by full-time and part-time library faculty who hold graduate degrees in library science ormedia, education or instructional technology. Academic preparation of librarians is evaluated and documented by the Human ResourcesDepartment.

Professional staff with experience and training in the areas of computers, networks, computer education, multi-media and web-based servicesmanage areas such as audiovisuals, instructional technology and the faculty/technology resource centers. Staffing is adequate to supportservices offered during current hours of operation.

DocumentationFaculty SchedulesLRC/TRC Organizational ChartsStaffing PlansHuman Resources FilesJob Descriptions

Criterion 5.1.6, Paragraph 2, page 57, lines 14-16The number of library support staff members must be adequate. Qualifications or skills needed for these support positions should bedefined by the institution.


The size and organization of the support staff at each campus varies according to the services offered and the numbers of students, faculty andstaff served. Support staff is sufficient to maintain the services offered during current hours of LRC operation. However, 29% of the facultyresponding to the Fall 2001 Faculty Evaluations of the TRC indicated a need for additional staffing for the TRC, while annual increases inattendance, AV requests and exams ranged from 14 to 49% since 1999. Input into the annual staff planning process gives the LRCs and TRCthe opportunity to request support staff to support additional users and new services.

Job descriptions for each LRC support (career) staff position establish the qualifications and skills required to perform the functions of eachposition.

Audit Comment #22

Criterion 5.1.6, Paragraph 2, page 57, lines 14-15The number of library support staff members must be adequate.


The Compliance Audit Committee directs a review of the adequacy of support staff at the Winter Park


http://cflc.net/Membership/member.htm

http://www.ccla.lib.fl.us/libraries/colleges/comm_colleges.asp



campus.

Follow-Up: Following an appropriate review, a TRC Coordinator position and Testing Center staff positions have been added to enhanceservices at the Winter Park campus. Based on these corrective actions, the Compliance Audit Committee has determined the College tobe in full compliance with this sub-section of the Criteria for Accreditation.

DocumentationStaff SchedulesLRC/TRC Organization ChartsInventory ReportsCCLA Resource Sharing Survey 2000-2001Campus Staffing Plans3-Year Overview of Growth, Winter Park TRCJob Descriptions Criterion 5.1.6, Paragraph 3, page 57, lines 17-22

Criterion 5.1.6, Paragraph 3, page 57, lines 17-22Organizational relationships, both external and internal to the library, should be clearly specified. Institutional policies concerningfaculty status, salary and contractual security for library personnel must be clearly defined and made known to all personnel at thetime of employment.


The Valencia organizational chart shows the position of each campus LRC/TRC within the college organizational structure. Departmentalorganizational charts describe internal organization and chains of command.

During the process of filling a position vacancy, the institution publishes job descriptions that describe the status (career, faculty or professional)and salary range for each position. On the first day of employment all staff receive an orientation session conducted by Human Resources staffthat includes the topics of faculty status, salary and contracts. The salary ranges of all staff positions are published in the annual budget of theCollege.

DocumentationValencia Organization Chart, 2002LRC/TRC Organization ChartsJob DescriptionsHuman Resources Department Orientation ProgramValencia Annual Budget, 2002

5.1.7 Library/Learning Resources for Distance Learning Activities


Criterion 5.1.7, Paragraph 1, page 57, lines 23-34For distance learning activities, an institution must ensure the provision of and ready access to adequate library/learning resourcesand services to support the courses, programs and degrees offered. The institution must own the library/learning resources, provideaccess to electronic information available through existing technologies, or provide them through formal agreements. Suchagreements should include the use of books and other materials. The institution must assign responsibility for providinglibrary/learning resources and services and for ensuring continued access to them at each site.


Library/learning resources and services available to distance learners are conveniently arranged on campus web pages. They include onlineresources and Internet links, e-books, document delivery, mail service, e-mail (Ask-A-Librarian) and telephone reference assistance. Theresources provided by the state Distance Learning Library Initiative (DLLI) provide access to an electronic encyclopedia and to 60 databasescovering all disciplines. Distance learning services and resources are developed in collaboration with professors of online courses. The LRCalso facilitates access to resources from a distance by providing links to professors’ Internet resources and related course information.

The electronic information resources available to distance learners are either subscribed to by the campus LRCs/TRC or are provided by thestatewide LINCC and DLLI cooperatives. A formal agreement ensures access to the Winter Park Public Library for Winter Park campusstudents.

The agreements with the Winter Park Public Library provide students with access to books, periodicals, microforms, video/audio materials,reference services and electronic databases.

The campus LRCs and TRC are responsible for providing learning resources and services to students of the college, including those enrolled indistance learning (telecourse and online courses). Campus librarians are assigned to create and maintain the web pages to provide resources,instruction and services to distance learners. These web pages are developed and updated on an ongoing basis.

DocumentationJob Descriptions of LRC/TRC Coordinator, Director, ManagersDistance Learning Web pageshttp://eastlrc.valenciacollege.eduhttp://valenciacollege.edu/library/osceola/http://valenciacollege.edu/lrcwest/lrcwest.htmlhttp://valenciacollege.edu/wp/trcCorrespondence with Online Professors

http://eastlrc.valenciacollege.edu/






Full-Text Resources Web page http://valenciacollege.edu/lrcwest/fulltext.htmlRevision Dates, LRC Distance Learning Web pagesContract between Winter Park Public Library and Winter Park Campus

Criterion 5.1.7, Paragraph 2, page 57, lines 35-39 and page 58, lines 1-2When formal agreements are established for the provision of library resources and services, they must ensure access to libraryresources pertinent to the programs offered by the institution and include provision for services and resources which support theinstitution's specific programs in the field of study and at the degree level offered.


The library resources provided for distance learners through the formal agreements with the Distance Learning Library Initiative and with theWinter Park Public Library provide access to library resources that directly support the courses and programs of the college. The campuslibrarians and professors for suitability evaluate the books, periodicals, microforms, video/audio materials, reference services and electronicdatabases. These resources are comparable to and are, in many cases, the same resources used by students in the campus LRCs and TRC.

DocumentationDistance Learning Web pages:http://valenciacollege.edu/library/east/http://valenciacollege.edu/library/osceola/http://valenciacollege.edu/lrcwest/lrcwest.html http://valenciacollege.edu/library/wp/Contracts between the Winter Park Public Library and Winter Park CampusResults of Student/Faculty SurveysFaculty Interviews

5.2 Instructional Support


Criterion 5.2, Paragraph 1, page 58, lines 3-13To support its curriculum, each institution must provide a variety of facilities and instructional support services (e.g., educational equipment andspecialized facilities such as laboratories, audiovisual and duplicating services, and learning skills centers) which are organized and administered soas to provide easy access for faculty and student users. They must be adequate to allow fulfillment of the institutional purpose and contribute to theeffectiveness of learning. These requirements apply to all programs wherever located or however delivered.


The College provides a wide range of facilities and instructional support services (e.g., educational equipment and specialized facilities such as laboratories,audiovisual and duplicating services, and learning skills centers) that are organized and administered so as to provide easy access for faculty and studentusers. Included are:

· Personal office computer systems, including Internet access and a full range of support software for all full-time faculty

· A significant number of classrooms and lecture halls equipped with electronic computer projection and Internet connection

· Modern, well-equipped science laboratories on East, West and Osceola campuses

· Word processing and duplicating services on all campuses

· As indicated in the Valencia Catalog (p. 38) Student Support Centers, Student Learning Laboratories (reading, writing, mathematics) and TutoringServices

· A number of professional development workshops are conducted annually through Leadership Valencia, Connections, and Title 3/5 Programs forfaculty and staff on a variety of learning-centered options.

· Faculty Resource Centers are provided on each campus to assist faculty with their instructional technology needs.

Such facilities and services are adequate to allow fulfillment of the institutional purpose, contribute to the effectiveness of learning and apply to all programswherever located or however delivered. Operation and documentation of instructional support services, facilities and equipment is also examined in Criterion1.4, Condition of Eligibility 12, Criterion 4.1 on General Requirements of the Education Program, Section V on Educational Support Services, Criterion 5.1.1on Library and Other Learning Resources – Purpose and Scope, Criterion 5.1.2 on Services, Criterion 5.1.4 on Information Technology, Criterion 5.1.5 onCooperative Agreements, Criterion 5.1.7 on Library / Learning Resources for Distance Learning Activities and Criterion 5.3 on Information TechnologyResources and Systems.

Specifically in the area of distance learning, the Director of Internet and Instructional Technology, two Instructional Designers, and four Web Developersprovide support for all online courses, instructional and graphic design, trouble shooting, curricular adaptations, electronic conferences, and professionaldevelopment. Many faculty have participated in specific distance learning training. In the Telecourse program, the faculty receive support on academicissues through the Credit Program office of the Winter Park Campus and technical support through the Television department at the West Campus. Telecourse program faculty are invited to attend the faculty training for the fall and spring terms at the Winter Park Campus. Faculty members areencouraged to attend ongoing training through Leadership Valencia and to participate in other orientation and training opportunities for faculty. Each newfaculty member receives a one-on-one orientation conducted by the Dean of Credit Programs, Winter Park Campus, and the Manager of the Telecourseprogram. Ongoing training is provided to faculty and staff in the use of application software for distance learning course development and presentation.

Valencia has committed the resources to create and support the Telecourse and the Instructional Technology departments to coordinate distance learningCollege-wide. These two departments provide support to faculty in the production of supplemental materials for telecourses and online courses such assoftware presentations, electronic conferences, Web site development and enhancements, and self-assessment tools. Telephone and personal conferenceswith faculty members are also available to distance learning students. Instructional Technology and Telecourse departments offer assistance to both facultyand students involved in distance learning courses, such as technical assistance, multimedia courseware development and software systems training.

http://valenciacollege.edu/lrcwest/fulltext.html

http://valenciacollege.edu/library/east/



http://valenciacollege.edu/wp/library/




DocumentationCollegis Scope of Services at http://valenciacollege.edu/sacs/archive/compliance/SectionV/collegis.pdfCollegis Addendum 1 at http://valenciacollege.edu/sacs/archive/compliance/SectionV/addendum1.htmCollegis Addendum 4 at http://valenciacollege.edu/sacs/archive/compliance/SectionV/addendum4.htmLeadership Valencia Schedules at http://valenciacollege.edu/calendar/calendar.cfm?catid=32Infrastructure/Technology Equipment Form, January 29, 2001, Documenting FCCDLC Funding Expenditures athttp://valenciacollege.edu/sacs/archive/compliance/SectionV/infrastructure.htmValencia Catalog on Student Support Centers, Student Learning Laboratories and Tutoring Services, p. 38 at http://valenciacollege.edu/catalog/Criterion 1.4, Condition of Eligibility 12Criterion 4.1 on General Requirements of the Education ProgramSection V on Educational Support ServicesCriterion 5.1.1 on Library and Other Learning Resources – Purpose and ScopeCriterion 5.1.2 on Services,Criterion 5.1.4 on Information TechnologyCriterion 5.1.5 on Cooperative AgreementsCriterion 5.1.7 on Library / Learning Resources for Distance Learning ActivitiesCriterion 5.3 on Information Technology Resources and Systems.

Instructional support available to faculty and staff include the following:



http://valenciacollege.edu/library/wp/facultyresources.asp


A listing of 44 student computer labs on the four campuses:

http://valenciacollege.edu/labs/

5.3 Information Technology Resources and Systems


Criterion 5.3, Paragraph 1, page 58, lines 14-17Information technology resources and systems are essential components in higher education. An institution must provide evidencethat it is incorporating technological advances into its operations.


As a result of a 1986 grant funded by Title III of the Higher Education Act, a four-channel omni-directional television system was installed atValencia’s West Campus. This system enabled Valencia to broadcast from on-site to a radius of 20 miles distant. The two major local cablecompanies, Time Warner Communications and Adelphia Cable, retransmit Valencia television in Orange, Osceola, and part of SeminoleCounty. Currently, the Telecourse program consists of a total of 39 classes that can be seen in Orange, Osceola, and part of SeminoleCounty. Time Warner Communications, and Adelphia Cable also retransmit Valencia telecourses to their customers. Valencia CommunityCollege has contracted with COLLEGIS, its information technology partner, for the design and implementation of online courses. The initialagreement was adopted June 17, 1998. This arrangement provided for the development and maintenance of College-wide computer serversand networking infrastructure of the College. An addendum to the contract, signed July 1, 1999, provided for the development, creation, andsupport of online courses at Valencia through a department of Instructional Technology. (Criteria 5.2, Instructional Support, 5.3, InformationTechnology Resources and Systems; Policy Statement, Curriculum and Instruction) Also, Valencia has contracted with Eduprise for thesupport of the WebCT online course management system, hosting services, and assessment, consultation, and training services to supportfaculty in delivery of online courses. Copies of these contracts are kept in the office of the Vice President of Administrative Services.

DocumentationCollegis Scope of ServicesInformation Technology Strategic Plan

Criterion 5.3, Paragraph 2, page 58, lines 18-23Information technology resources must support the planning function and the educational program component of the institution atappropriate levels. These resources include computer hardware and software, databases, communication networks, and a trainedtechnical and user services staff.


The Curriculum Committee and the Educational Technology Committee are involved in making recommendations for strengthening distancelearning courses. This Educational Technology Committee has recommended enhancements to the network infrastructure and telephonesystems. The committee has also recommended that a new student information system be secured and implemented. As a result, theCollege’s network infrastructure has been enhanced with increased the bandwidth capability, the existing telephone system as been replacedwith an upgraded system, and a new student information system known as “Atlas” has been deployed. The Strategic Learning Plan provides anoverall structure for enhancing the College’s information technology resources in support of its distance learning courses.

DocumentationStrategic Learning Plan at http://valenciacollege.edu/lci/essays/plan.pdf

http://valenciacollege.edu/calendar/calendar.cfm?catid=32




http://valenciacollege.edu/wp/library/facultyresources.asp


http://valenciacollege.edu/labs/





Criterion 5.3, Paragraph 3, page 58, lines 24-28, page 59, lines 1-13Although the diversity of educational programs and goals will be a major determining factor in the selection of information technologyresources by an institution, there must be a reasonable infusion of information technology into the curricula so that students exit withthe fundamental knowledge and basic ability to use these resources in everyday life and in future occupations. Institutions mustprovide the means by which students may acquire basic competencies in the use of computers and related information technologyresources. A reliable data network should be available so that students, faculty and staff may become accustomed to electroniccommunication and familiar with accessing national and global information resources. There must be provisions for ongoing trainingof faculty and staff members so that they may make skillful use of appropriate application software. These requirements apply to allprograms wherever located or delivered.


The Instructional Technology department within the Office of Information Technology at Valencia was established with the charge of assistingfaculty in the application of information technology into the curricula. The Instructional Technology department assists faculty in the creation ofonline courses, web-enhanced courses, interactive learning modules including CD-ROMs, and custom program applications. Additionally,through the Title III and Title V grants at Valencia, faculty have been encouraged, mentored, and trained in the application of technology-basedcomponents into their courses. This grant work has been supported directly by instructional design personnel from the Instructional Technologydepartment. Ongoing training is provided to faculty and staff in the use of application software for distance learning course development andpresentation. Full-time distance learning faculty member are equipped with desktop or laptop computers, and all adjunct faculty have access tocomputers. Technical support is provided on each campus by trained staff, with additional support provided to distance learning faculty.

Computing facilities are made available to students in the form of computer labs located at each Valencia campus. Online tutorials have beendeveloped so that students may train themselves in the basic competencies required for computer and related information technologyresources. 24/7 technical support is available to students who participate in online courses.

A reliable data network is available for faculty, staff, and students for communication and connectivity to college resources. Valencia issuesaccounts to all faculty, staff, and students so that they may access information resources from anywhere in the world. Faculty and staff areprovided with training on a regular basis on all resources provided by the College. The Distance Learning Advisory Group (DLAG) has made aseries of recommendations concerning the orientation and training of faculty in distance learning so that faculty may make skillful use ofappropriate application software.

DocumentationCollegis Scope of ServicesCollegis Addendum 1DLAG Orientation and Training of Faculty Working Group Recommendations

Criterion 5.3, Paragraph 4, page 59, lines 14-24Policies for the allocation and use of information technology resources must be clearly stated and consistent with an institution'spurpose and goals. These policies must be evaluated regularly to ensure that academic and administrative needs are adequatelyaddressed. Appropriate security measures must be installed and monitored to protect the confidentiality and integrity of academicsystems, administrative systems, and institutional networks. There should be a clearly defined program for maintaining and replacingequipment and software so that they remain consistent with current technology.


Policies were created for recommendation within the Education Technology Committee. The Board of Trustees approved these policies onMarch 12, 2002. The current information technology resources policies are available for review at http://valenciacollege.edu/itpolicies.

These policies are reviewed minimally on a yearly basis, and allowance has been made for more frequent review and modification ifnecessary.

Security procedures have been developed and implemented through the Office of Information Technology. These security procedures definethe establishment of user accounts into the Valencia network and Valencia’s Atlas portal.

The Technology Refresh Program is the mechanism that provides for computer systems updates at the College. The Procurement Officemanages the program. The Office of Information Technology performs hardware and software updates.

DocumentationValencia Policy 6Hx28:04-38 01-05 on Information Technology Resources PoliciesTechnology Refresh PlanInformation Technology Policies at http://valenciacollege.edu/itpolicies

5.4 Student Development Services

5.4.1 Scope and Accountability


Criterion 5.4.1, Paragraph 1, page 59, lines 25-34Student development services are essential to the achievement of the educational goals of the institution and should contribute to thecultural, social, moral, intellectual and physical development of students. To ensure effectiveness, the institution must develop goalsfor the student services program consistent with student needs and with the purpose of the institution.


Valencia College is committed to providing the essential services students need to achieve their educational goals. Through the campus

http://valenciacollege.edu/itpolicies

http://valenciacollege.edu/itpolicies



Student Development offices the staff is able to obtain information on students needs and incorporate these needs in their annual departmentaltactical objectives. These departmental objectives are designed to meet the goals and purpose of the College’s Strategic Learning Plan. Toensure effectiveness of these objectives and goals, they are shared and discussed with the campus administrative staff as well as the VicePresident of Planning and Educational Services. The College provides student development services to all students regardless of the mode ofinstruction. Since the College does not have a formal Distance Learning Program but does offer selected courses in various distance learningmodes a mandatory orientation is required for all distance learning courses. In alignment with the College’s learning centered philosophy eachindividual professor determines if the orientation presentation needs to be offered on-site or via distance mode.

DocumentationStrategic Goal Plan/Strategic Learning PlanTactical ObjectivesStudent Handbook at http://valenciacollege.edu/pdf/studenthandbook.pdfTelecourse BrochureOn-Line BrochureOrientation Attendance Report


The institution must clearly designate an administrative unit responsible for planning and implementing student developmentservices. Appropriate policies and procedures for student development programs and services must be established. Appropriatestudent development services must be provided for distance learning programs as well as on-campus programs.


Valencia College has clearly designated an administrative unit responsible for planning and implementing student development programs bydeveloping the positions of Vice President of Planning and Educational Services, Assistant Vice President of Educational Services, and Deansof Student Services.

Valencia has numerous formal policies relating to student services and publishes these policies in the Policy Manual, Valencia Catalog, FacultyHandbook and Student Handbook.

Valencia does not have a formal distance learning program but does offer selected courses in various distance learning modes. All distancelearning students are encouraged to participate in on-campus activities. These activities are printed and distributed both on-campus andelectronically.

DocumentationValencia Policies 6Hx28-10-00 through 6Hx28-10-19 (Policies Relating to Students of Valencia College)Valencia Catalog at http://valenciacollege.edu/catalog/Faculty Handbook at http://valenciacollege.edu/pdf/hand.pdfStudent Handbook, Important Facts, pp. 144-153 at http://valenciacollege.edu/pdf/studenthandbook.pdf

Criterion 5.4.1, Paragraph 3, page 60, lines 6-15Student development services should be given organizational status commensurate with other major administrative areas within theinstitution. These services must be staffed by individuals who have academic preparation and experience consistent with theirassignments. In exceptional cases, outstanding professional experience and demonstrated competence may substitute for academicpreparation. Exceptional cases must be justified by the institution on an individual basis. Student development services andprograms must be evaluated regularly.


Student development services are represented in the organizational structure in a commensurate manner to other administrative areas withinthe institution. The college demonstrates this organization structure by ensuring there is representation from all areas represented on the fourgoverning councils and relays this information to students, faculty and staff by publishing the administrative structure in the catalog. Individualswho have academic preparation and experience to perform their assigned duties staff these services.

The College has conducted an audit of all full-time Student Services staff and any exceptions to the College’s education and experiencerequirements as stated in the job descriptions is documented in the personnel file.

Student development services are evaluated on an annual basis as part of the College’s evaluation of the Strategic Learning Plan. Eachdepartment on each campus develops/evaluates their tactical objectives to meet the college Strategic Learning Plan and these objectives areshared and reviewed by the Deans of Students and department supervisors. Deans of Students and department supervisors then meet with theVice President of Planning and Educational Services to develop/evaluate the divisional goals.

DocumentationAnnual Goals/ObjectivesAnnual Staff EvaluationJob Descriptions of Student Services PositionsFull-Time Position Audit

5.4.2 Resources


Criterion 5.4.2, Paragraph 1, page 60, lines 16-21Human, physical, financial and equipment resources for student development services must be adequate to support the goals of theinstitution. Staff development should be related to the goals of the student development program and should be designed to enhance














staff competencies and awareness of current theory and practice.


The annual budget for Planning and Educational services is adequate to support the institutional goals and is developed through a College-widecollaborative process. Staff development is related to the College’s goals through the application for SPD funds. Applicants must define howthis activity will enhance the goals of the college. In addition to SPD funds the Planning and Educational services staff attends three annualRegistration and Advising Updates which provide the staff with updated theory, practices, changes and training.

DocumentationReport of SPD ApprovalsRegistration and Advising Update AgendasRequest for SPD Forms

5.4.3 Programs and Services

5.4.3.1 Counseling and Career Development


Criterion 5.4.3.1, Paragraph 1, page 60, lines 22-30Each institution should provide personal counseling services for students, as well as a career development program. An effective careerdevelopment program should include career information and planning, placement services, career counseling, testing services and follow-upactivities. There should be clearly specified policies regarding the use of career development services by students, alumni and employers.


Valencia College has developed an effective career development program through the Campus Career Centers, placement services and Title IIIgrant programs. Career information, career planning and counseling, and testing services can be accessed at each career center and/or on-linethrough Atlas. Placement Services provides assistance on all four campuses and on-line. Career assessment is provided on the East andWest campuses. Valencia Policy 6Hx28: 06-14 on Student Fees and Fines empowers the College to set fees for various services includingcareer development services. The fee structure is published in the Valencia Catalog.

DocumentationValencia Catalog, Career Services, p. 36Valencia Catalog, Fee Structures, p. 26Valencia Policy 6Hx28: 06-14 on Student Fees and FinesStudent Handbook, Career Centers, pp. 12-48 at http://valenciacollege.edu/pdf/studenthandbook.pdfCareer Center Brochure

5.4.3.2 Student Government, Student Activities and Publications


Criterion 5.4.3.2, Paragraph 1, page 60, lines 31-34The institution must develop a statement of the student's role and participation in institutional decision-making.


Valencia College is an educational institution committed to providing students with involvement in institutional decision-making and states thiscommitment in the Student Rights, Responsibilities and Conduct statement published in the Student Handbook and College Catalog. StudentGovernment leaders serve as voting members on many campus and College-wide committees.

DocumentationStudent Handbook, Students Rights, Responsibilities and Conduct. P. 144 at http://valenciacollege.edu/pdf/studenthandbook.pdfList of Student Representatives on College CommitteesValencia Catalog, Student Development, p. 38

Criterion 5.4.3.2, Paragraph 2, page 60, lines 35-36, page 61, lines 1-3The institution must have an activities program appropriate to its purpose and encompassing student interests. The institution mustdevelop policies and procedures governing the supervisory role of the institution over student activities.


Valencia College has developed an activities program appropriate to its purpose as demonstrated through the four Student DevelopmentOffices, Strategic Learning Plan, and Tactical Goals and Objectives. The Student Development Program encompasses students’ interestthrough the Student Development Offices, Student Development Staff, Student Surveys, Inter-Council Clubs, Student Government Associationinteraction and through the by-laws for student development.

The College has developed policies and procedures governing the supervisory role of the institution over student activities and these policiesare published in the Policy Manual.

Documentation









Valencia Policy 6Hx28: 10-07 on Student OrganizationsStudent Handbook, Student Organizations, p. 52 and Leadership Development, p. 56 at http://valenciacollege.edu/pdf/studenthandbook.pdfValencia Catalog, Student Development, p. 38Student Development Annual ReportSLP and Tactical Goals /Objectives

Criterion 5.4.3.2, Paragraph 3, page 61, lines 4-8Student publications can contribute to the establishment and maintenance of an atmosphere of responsible discussion. Whenstudent publications or other media exist, the institution must provide a clearly written statement of the institution's responsibilitiesregarding them.


The College newspapers and magazines are considered basic parts of the curriculum in that they serve as laboratories for students under thedirection of a faculty member. This process is supported by College policy on publications (Valencia Policy 6Hx28: 04-23 on CollegePublications).

Documentation:Student Handbook, Campus Activities, pp. 56-57 at http://valenciacollege.edu/pdf/studenthandbook.pdfValencia Policy 6Hx28: 10-07 on Student Organizations Valencia Policy 6Hx28: 04-23 on College Publications

5.4.3.3 Student Behavior


Criterion 5.4.3.3, Paragraph 1, page 61, lines 9-15The institution must publish a statement of student rights and responsibilities and make it available to the campus community. Thejurisdiction of judicial bodies (administrative, faculty and student), the disciplinary responsibilities of institutional officials, and alldisciplinary procedures must be clearly defined and broadly distributed.


The College has developed and published a policy regarding Students Rights, Responsibilities and Conduct (Valencia Policy 6Hx28: 10-03 onStudent Conduct).

This policy is published in the Policy Manual, Valencia Catalog and the Student Handbook. The College catalog is distributed to each student atNew Student Orientation and Student Handbooks are made available to all students through campus distribution sites, Student DevelopmentOffices and New Student Orientation.

DocumentationStudent Handbook, Students Rights, Responsibilities and Conduct, p. 144 at http://valenciacollege.edu/pdf/studenthandbook.pdfValencia Catalog, Student Conduct, pp. 66-67Valencia Policy 6Hx28: 10-03 on Student Conduct

5.4.3.4 Residence Halls (Not Applicable)

5.4.3.5 Student Financial Aid


Criterion 5.4.3.5, Paragraph 1, page 61, lines 16-26The institution should provide an effective program of financial aid consistent with its purpose and reflecting the needs of itsstudents. Effective program administration should include counseling students on the efficient use of their total financial resources. There must be provision for institution-wide coordination of all financial aid awards.


The College provides an effective program of financial aid by offering students assistance through full-time financial aid offices on all fourcampuses, publishing the Financial Aid Users Guide, distributing scholarship information through each financial aid office and through schooland community presentations. The College provides for institution-wide coordination of all financial aid awards through the Director of FinancialAid Services.

DocumentationFinancial Aid Annual Report (on file in Office of Director of Financial Aid)College-wide Indicators ReportFinancial Aid Users GuideFinancial Aid Information PacketValencia Policy 6Hx28: 10-10 on Student Loans and Financial AidEnrollment Management Report on Financial Aid PresentationsJob Description of Director Financial Aid Services

Criterion 5.4.3.5, Paragraph 2, page 61, lines 34-35








All funds for financial aid programs must be audited in compliance with all federal and state requirements.


The College is audited by the State of Florida at least once per year (Operational Audit of the Valencia College Fiscal Year 2000-2001). TheState auditor conducts this process on behalf of the federal government.

DocumentationAuditor General MemorandumOperational Audit of the Valencia Community College Fiscal Year 2000-2001

Criterion 5.4.3.5, Paragraph 3, page 61, lines 36-39, page 62, lines 1-2An institution participating in Title IV programs must comply with the regulations in the student loan programs as established underTitle IV of the 1992 Higher Education Amendments. Excessive default rates in the student loan program may be cause for theCommission on Colleges to conduct a special evaluation.


The College complies with all regulations under Title IV of the 1992 Higher Education amendments. The College has maintained acceptablestudent loan default rates as shown in the U.S. Department of Education’s recent Official Cohort Default Rate Memorandum.

DocumentationU.S. Department of Education, Official Cohort Default Rate at www.ed.gov/offices/OSFAP/defaultmanagement/cdr.htmlLetter of Audit Determination to Governor Bush from U.S. Department of Education (no findings for Valencia)Title 34, Code of Federal Regulations 668.187

5.4.3.6 Health Services


Criterion 5.4.3.6, Paragraph 1, page 62, lines 3-6An institution must provide access to an effective program of health services and education consistent with its purpose andreflecting the needs of its constituents.


The College provides access to health services through referrals to community health organizations. Mental health services are providedthrough the Student Assistance Services program that is a contract with a local mental health provider, The Allen Group. The College providesan effective health education program through the campus Peer Educator program and wellness centers located on each campus. Thewellness centers distribute health information and sponsor workshops on health issues. The Peer Educator program provides training tostudents to work as a peer educator that includes health programming, mental health screening and various other programs.

DocumentationCommunity Services Referral BookContract for The Allen GroupPeer Educator Job DescriptionFunding Proposal for the Peer Educator Program (most recent)

5.4.3.7 Intramural Athletics


Criterion 5.4.3.7, Paragraph 1, page 62, lines 7-12Intramural sports programs contribute to the personal development of students and should be related to the total program of theinstitution. These programs should be directed and supervised by qualified personnel and should be appropriately funded.


The College funds intramural sports programs through the Student Development office. The two large campuses have a full-time and the twosmall campuses have a part-time Coordinator of Intramural Sports Programs. These programs are developed as part of the College StrategicLearning Plan and coordinated through the individual campus Student Development Office annual goals and tactical objectives.

DocumentationStudent Development Budget Proposal/ReportJob Description Coordinator Intramural Sports ProgramAnnual Goals and Objectives (Student Development)

5.5 Intercollegiate Athletics (Not Applicable)

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Compliance Audit 2003 - Section VI: Administrative Processes - Valencia: A Learning College

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6.16.1.16.1.26.1.36.1.46.1.56.26.2.16.2.26.36.3.16.3.26.3.36.3.46.3.56.3.66.3.76.3.86.3.96.3.106.3.116.3.126.46.4.16.4.26.4.36.4.46.56.6



Section VI: Administrative Processes

Section VI, Paragraph 1, page 65, lines 1-11The Commission on Colleges expects a member institution to have governance and administrative structures appropriate to highereducation and have financial and physical assets adequate to support the purpose of the institution. Stability and security are crucialto institutional well being, as are effective resource procurement, deployment and accountability. Academic self governance, a time-honored value, implies broad participation in policy-making and implementation. Planning for and garnering necessary support arealso integral to the accomplishment of institutional purpose.

Section VI, Paragraph 2, page 65, lines 12-20The principles of institutional effectiveness as outlined in Section III pertain to the governance, organization, administration andfinancial/physical management of the institution. It is expected that each office, function, or unit will establish goals which derivefrom and support the purpose of the institution, evaluate its success in achieving these goals, and use the evaluation in makingappropriate modifications in resources, programs and services.

Section VI, Paragraph 3, page 65, lines 21-27It is implicit in every requirement in the Criteria for Accreditation mandating a policy or procedure that the policy or procedure be inwriting, be approved through appropriate institutional processes, be published in appropriate institutional documents accessible tothose affected by the policy or procedure, and be implemented and enforced by the institution.

6.1 Organization and Administration


Criterion 6.1, Paragraph 1, page 66, lines 1-8The administration of an institution of higher education has the responsibility for bringing together its various resources and allocating themeffectively to accomplish institutional goals. Although the organizational pattern is important to an institution's development and affects themorale of its faculty, an identical pattern of organization for all member institutions is neither required nor expected.


The administration of Valencia College has the responsibility for bringing together its various resources and allocating them effectively toaccomplish institutional goals, and is also responsible for setting the organizational pattern of the College used to accomplish these goals.

6.1.1 Descriptive Titles and Terms


Criterion 6.1.1, Paragraph 1, page 66, lines 9-13The name of an institution, the titles of chief administrators, the designations of administrative and academic divisions, the termsused to describe academic offerings and programs, and the names of degrees awarded must be accurate, descriptive andappropriate.


The College’s name and the titles of its chief administrators as well as the designations of all the administrative and academic divisions arelisted in the College catalog. These listings are accurate for the current, 2002/2003 edition of this publication. The description of academicofferings and programs and the names of the degrees awarded are also accurate and appropriate (see also Criterion 4.4 on Publications).

DocumentationValencia Catalog or at http://valenciacollege.edu/catalog/02-03/default.htm

6.1.2 Governing Board







http://valenciacollege.edu/catalog/02-03/default.htm







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Criterion 6.1.2, Paragraph 1, page 66, lines 14-25 Although titles and functions vary, the governing board is the legal body responsible for the institution and for policy making. Amilitary institution authorized and operated by the federal government to award degrees and prohibited by authorizing legislation fromhaving a board with ultimate legal authority must have a public board which, in policy and practice, carries out the normal functionsof a board as described in these criteria. Except under clearly defined circumstances, board action must result from a decision of thewhole, and no individual member or committee can take official action for the board unless authorized to do so.


Florida Statutes, in sections 240.313, 240.317, and 240.319, provide for each state public community college to be governed by a District Boardof Trustees. Florida Statutes and State Board of Education (SBE) Administrative Rules further define the statutory powers and duties of suchboards. Florida Statute 240.317 and SBE Administrative Rule 6A-14.0247 specifically state that Board actions must result from considerationby the board as a whole. The State Board of Community Colleges Trustee Manual reaffirms this as a state policy. Minutes of the Board ofTrustees meetings of Valencia College indeed reflect that board actions result from a decision of the whole.

DocumentationFlorida Statutes, Sections 240.313, 240.317 and 240.319SBE Administrative Rule 6A-14.0247State Board of Community Colleges Trustee Manual, Section 2, page 7Minutes of the Board of Trustees meetings

Criterion 6.1.2, Paragraph 2, page 66, lines 26-33, page 67, lines 1-3The duties and responsibilities of the governing board must be clearly defined in an official document. This document must alsospecify the following: the number of members, length of service, rotation policies, organization and committee structure, andfrequency of meetings. There must be appropriate continuity in the board membership, usually provided by staggered terms ofadequate length. In addition, the document should include provisions governing the removal of a board member from office. A boardmember may be dismissed only for cause and by procedures involving due process.


The duties and responsibilities of the board are clearly identified in both Florida Statutes and the State Board of Education (SBE) AdministrativeRules. SBE Administrative Rule 6A-14.0247 and Florida Statute 240.319 define and provide for the powers and duties of the board. The StateBoard of Trustees Manual is the official document that describes these powers and duties. Florida Statute 240.313(1) and (4) provide for thenumber of members for each board, based on the number of counties served by the college. The length of term for each board member is fouryears, as specified by Rule 6A-14.024. Board members terms are staggered, providing for rotation, as can be noted in the appointment datesof the members. Further, Florida Statute 112.52 provides for the removal by the Governor for felonies and certain misdemeanors committed inoffice.

DocumentationSBE Administrative Rule 6A-14.0247Florida Statutes, Section 240.319Florida Statutes, Section 240.313, Sections (1) and (4)SBE Administrative Rule 6A-14.024Florida Statutes, Section 112.52Valencia Policy 6Hx28:01-00 on Governance Policies at http://valenciacollege.edu/policies/PDF/01-00.pdf

Criterion 6.1.2, Paragraph 3, page 67, lines 4-14The responsibilities of the governing board must include the following functions: establishing broad institutional policies, securingfinancial resources to support adequately the institutional goals, and selecting the chief executive officer. In addition, the governingboard must have in place proper procedures to ensure that it is adequately informed about the financial condition and stability of theinstitution. The board must not be subject to undue pressure from political, religious or other external bodies. Furthermore, it shouldprotect the administration from similar pressures.


Among the specific responsibilities of the Board of Trustees is the power to establish broad institutional policies to be implemented by theCollege President. Florida Statutes and SBE Rule clearly identify this as the board’s responsibility in Florida Statute 240.319, and Rule 6A-14.0247. Minutes of the board reflect the board’s authority in establishing policy. The board’s authority for securing financial resources for theCollege rests in these overall policies, steering the institution in ways to maximize state and local funding. Another essential duty of the board isthe selection of the president of the College. Florida Statute 240.319 specifically assigns this responsibility to the Board of Trustees. Minutesof the board meeting on November 2, 1999 reflect this duty.

The financial condition and stability of the College is the responsibility of the board, as described in Section 240.319, Florida Statutes. Furtherevidence of this assignment to the Board of Trustees is found in the Florida’s Community College Trustee Information Manual, in the sectionentitled “Managing Resources.” The State Board of Community Colleges outlines the procedures for audits. Annual audits mandated by FloridaStatutes and Administrative Rules are conducted and reviewed by both the District Board of Trustees and the Florida Board of Education. Minutes indicate that the Board approves monthly fiscal reports, end of year fiscal reports, annual budgets and budget amendments. FloridaStatute 286.011, referred to as the “Sunshine Law,” states that all meetings are to be publicly announced and publicly conducted. This law wasenacted for the specific purpose of ensuring that those serving in appointed positions are not subject to the pressures from outside bodies.

DocumentationFlorida Statutes, Section 240.319State Board of Education Rule 6A-14.0247Minutes of the Board of Trustees Meeting, November 2, 1999Annual Audits, Reports from the Auditor General of the State of FloridaMinutes of the Board of Trustees (indicating that the Board approves monthly fiscal reports, end of year fiscal reports, annual budgets andbudget amendments)Florida Statutes, Section 286.011




Criterion 6.1.2, Paragraph 4, page 67, lines 15-24There must be a clear distinction, in writing and in practice, between the policy-making functions of the governing board and theresponsibility of the administration and faculty to administer and implement policy. General institutional policies should originatewithin the board or should be approved by the board upon recommendation of the administration. Once these have become officialpolicies, the administration should implement them within a broad framework established by the board.


Distinction between the policy-making functions of the Board of Trustees and the responsibility of the administration and faculty to administerand implement policy is clearly described in both Statutes and Rules. Florida Statute 240.319 delineates the responsibilities of the Board ofTrustees, and Florida Statute 240.313 delineates the responsibilities of the College President. Board minutes reflect this delineation. Furtherdefinition of the Board’s and President’s powers and duties relating to policy are found in State Board of Education Administrative Rules 6A-14.027, 6A-14.0261, and 6A-14.0262. Valencia Community College Policy 6Hx28:01-00 also outlines the duties of the Board and President.

DocumentationFlorida Statutes, Section 240.319Florida Statutes, Section 240.313State Board of Education Administrative Rules 6A-14.027, 6A-14.0261, and 6A-14.0262 Valencia College Policy 6Hx28:01-00 on GovernancePolicies

6.1.3 Advisory Committees


Criterion 6.1.3, Paragraph 1, page 67, lines 25-27Whenever lay advisory committees are used by institutions, these committees should be active and their role and function clearly defined.


Advisory committees are a strong component of the Valencia program. The administrator responsible for each advisory committee maintainsrecords and minutes. The Assistant Vice President for Workforce Development coordinates the schedule of meeting dates. Membership on anadvisory committee is for two-year terms. Faculty and department deans make recommendations for advisory committee appointments, whichthe appropriate provost/vice president approves and submits to the Assistant Vice President for Workforce Development. These appointmentsare then submitted to the president for final approval. Currently there are approximately 600 advisory committee members who are recognizedand listed by committee in the College Catalog. The College continually updates and distributes the membership list. The Advisory CommitteeHandbook describes the function, structure, and duties of advisory committees, and all members receive copies. The College holds periodicadvisory committee workshops and at various functions shows appreciation to the members.

DocumentationAdvisory Committee HandbookValencia Catalog, Advisory Committees, pp. 279-285Master Meetings Schedule for Advisory CommitteesAdvisory Committee Meeting Minutes

6.1.4 Official Policies


Criterion 6.1.4, Paragraph 1, page 67, lines 28-35The institution must publish official documents which contain, but are not limited to, the following information: the duties andresponsibilities of administrative officers, the patterns of institutional organization, the role of the faculty in institutional governance,statements governing tenure or employment security, statements governing due process, and other institutional policies andprocedures that affect the faculty and other personnel.


The policies of the College are the official statement of authority and are based on the Florida Statutes, SBE Rules, or action of the DistrictBoard of Trustees. The Job Descriptions Handbook contains the official job description for each administrative, instructional, professional, andcareer service position at the College. The Human Resources Office produces this handbook, which is available in the offices of the President,the Vice Presidents, and the LRCs of each campus. Valencia Policy 6Hx28:08-11 concerns tenure, evaluation, and suspensions anddismissals. Valencia Policy 6Hx28:08-07 concerns awarding of contracts. Valencia Policy 6Hx28:08-14 concerns grievances and appeals.

DocumentationJob Descriptions HandbookValencia Policy 6Hx28:08-10 on Tenure, Assessments, and EvaluationsValencia Policy 6Hx28:08-11 on Suspensions and Dismissals.Valencia Policy 6Hx28:08-07 on Awarding of ContractsValencia Policy 6Hx28:08-14 on Faculty Grievances and Appeals

6.1.5 Administrative Organization




Criterion 6.1.5, Paragraph 1, page 68, lines 1-4The administrative organization must reflect the purpose and philosophy of the institution and enable each functional unit to performits particular responsibilities as defined by the stated purpose of the institution.


The administrative organizational structure of the College can be found in the administrative organizational chart maintained by the VicePresident of Administrative Services. The administrative organization structure of the College is a flat matrix-management structure. Theadministrative structure is grouped into five major functions: 1) academic affairs; 2) student affairs; 3) economic development; 4) planning,research, and development; 5) administrative services. These major functional units allow the College to perform its particular responsibilitiesas defined by the stated purpose of the institution.

DocumentationAdministrative Organizational Chart

Criterion 6.1.5, Paragraph 2, page 68, lines 5-9Administrative responsibility and authority for all educational offerings and functions of the institution must be clearly identified, andeach institution must develop, publish and make available an organizational chart clearly delineating lines of responsibility andauthority.


College policies relating to curriculum and instruction clearly identify who holds College-wide planning and coordinating responsibility for eacharea of instruction. The Vice President for Curriculum Development, Teaching, & Learning is responsible for all academic programs; the VicePresident of Planning and Educational Services is responsible for all student services. These vice presidents and the four campus provosts arealso responsible for managing programs and services on their respective campuses based on College-wide plans and procedures that aredeveloped by the appropriate vice president, reviewed by the Executive Council, and approved by the president. The College does have anorganizational chart that delineates the lines of responsibility and authority.

DocumentationAdministrative Organizational Chart

Criterion 6.1.5, Paragraph 3, page 68, lines 10-17The duties of the chief executive officer, and of other administrative officials directly responsible to the chief executive, must beclearly defined and made known to faculty and staff. Administrative officers must possess credentials, experience and/ordemonstrated competence appropriate to their areas of responsibility. The effectiveness of all administrators, including the chiefexecutive officer, must be evaluated periodically.


The duties of the chief executive officer are defined in Valencia Policy 6Hx28:01-00. The Human Resources Office prepares Job Descriptionsfor each job, which includes job descriptions for all administrators of the College. Copies of job descriptions are available in the offices of thepresident, vice presidents, and in the LRCs on each campus. The Faculty Handbook lists the duties of the president and his staff.

DocumentationValencia Policy 6Hx28:01-00 on Governance Policies at http://valenciacollege.edu/policies/PDF/01-00.pdfJob Descriptions HandbookFaculty Handbook at http://valenciacollege.edu/pdf/hand.pdf

6.2 Institutional Advancement


Criterion 6.2, Paragraph 1, page 68, lines 18-23Each institution should have a program of institutional advancement, which may include development and fund raising, institutionalrelations and alumni affairs. If there is an advancement program, it must be directly related to the purpose of the institution. Qualifiedpersons should be responsible for administration of the program.


Valencia College’s advancement program includes a number of advancement activities, each directly related to the purpose of the institution. Valencia’s Strategic Learning Plan (SLP) for 2001-2004 is in effect the College’s chief plan for institutional advancement since it encompassesevery purpose to be supported by the advancement program. An Institutional Advancement Group (IAG) has been formed to coordinate theCollege’s efforts. Since several College offices are involved, principles set by this group state that IAG will work to support learning, use thecollege mission, goals, and competencies as stated in the SLP to guide their work, and seek to maximize the effectiveness of our resources. The members of this group include the President of the Valencia Foundation, the Vice President for Institutional Advancement, the Director ofCollege and Community Relations, the Director of Marketing and Media Relations, and the Provost of the Winter Park Campus. These are theprimary College employees assigned to advancement activities. The employees’ personnel files document that each of these individuals hasthe qualifications for the positions that they hold, and their job descriptions designate appropriate education and experience.

DocumentationStrategic Learning Plan (SLP) for 2001-2004 at http://valenciacollege.edu/lci/essays/plan.pdf









Institutional Advancement Group MinutesInstitutional Advancement Group (Membership and Job Descriptions)

6.2.1 Alumni Affairs


Criterion 6.2.1, Paragraph 1, page 68, lines 24-30The relationship between the institution and its alumni should be one that encourages former students to continue to participate in thedevelopment of the institution. It should also assist in the evaluation of institutional effectiveness. Institutions are encouraged to maintain up-to-date records on the location of former students and to employ periodic surveys.


Administered by the Office of College and Community Relations, the Alumni Office encourages former students to participate in collegeactivities in a variety of ways. The Valencia Community College Alumni Association has over 4,000 members. The Board of Directors of theAlumni Association meets on a monthly basis. The association president sends a congratulatory letter to each prospective graduate urgingthem to attend the alumni hosted “Graduation Celebration” immediately following commencement. Enclosed with this letter is a membershipapplication. Alumni association members receive annual mailing as well as quarterly newsletters. Alumni of the College also actively participatein the development of the institution by participating on standing and special alumni committees. In addition, College alumni serve on variousprogram advisory committees. The major function of advisory committees is to assist the College in completing steps necessary for programplanning and implementation. Through membership, alumni assist College staff in long range planning of programs, reviewing curriculum to seethat it satisfies the changing needs of the community, and providing insights into employment needs in Orange and Osceola counties.

The relationship between the institution and its alumni also assists in the evaluation of institutional effectiveness. For all graduates, Valenciagathers data from the alumni database that relates their careers to institutional goals. Every three years, the Office of Institutional Researchconducts a follow-up survey of alumni that provides information concerning the learning experiences as well as post-Valencia education andemployment status.

DocumentationValencia College Alumni Association ConstitutionValencia Community College Alumni Association By-LawsValencia College 2000 Alumni Survey and Related Report (No. 2003-03) at (survey results and reports available in the SACS Resource Rooms).

6.2.2 Fund Raising


Criterion 6.2.2, Paragraph 1, page 69, lines 1-6All fund raising must be related to the purpose of the institution. All aspects of fund raising must be incorporated into the planningprocess and evaluated regularly. An institution must develop policies and procedures for fund raising and ensure that such policiesare appropriately disseminated and followed.


Valencia assures in two ways that its fund-raising programs support the purpose of the College.

First, all fund raising is in support of goals and objectives in the Strategic Learning Plan (SLP), directly relating all fund raising activities toCollege goals and objectives. Grant proposals are reviewed by the Executive Council prior to submission to ensure that they are tied to theSLP. Private fund raising is tied to the purpose of the College as well. Second, job descriptions of the staff charged with fund raising makeclear the employees that are responsible for seeing that fund-raising activities advance the educational purpose of the College.

All aspects of fund raising are incorporated into the planning process and evaluated regularly. An Institutional Advancement Group (IAG) hasbeen formed to coordinate the College’s efforts in this area. Principles set by this group state that IAG will work to support learning, use thecollege mission, goals, and competencies as stated in the SLP to guide their work, and seek to maximize the effectiveness of our resources. This group meets on a regular basis to evaluate progress regularly. Annually, a schedule of grants is developed for the approval of the CollegePlanning Council, ensuring that the grants support the goals and objectives in the SLP.

The Valencia Foundation is the primary organization conducting fund raising for the College. Florida Statutes 240.331, the articles ofincorporation, and its bylaws make clear that the Foundation exists specifically to benefit the College. The Alumni Association undertakes somefund raising and is part of the College. Valencia Policy 6Hx28:04-07 addresses fund raising activities by students. This policy states “On-campus solicitation or other solicitations originated by students to raise funds for college-related activities may be permitted only with priorapproval of the appropriate provost. Solicitations for non-college related activities shall not be permitted on campus except with the approval ofthe president or his designee." Policy 6Hx28:04-04 addresses fund raising by agents, sales persons, and solicitors, and states that they are notpermitted on campus without specific approval by the President or an authorized designee. However, the College does not have a policyconcerning fund raising by employees. It is directed that the College develop a policy regarding fund raising by college employees and theFoundation’s role in fund raising.

Audit Comment # 23





An institution must develop policies and procedures for fund raising and ensure that suchpolicies are appropriately disseminated and followed.


The Compliance Audit Committee directs that the College develop a policy regarding fund raising byCollege employees and the Foundation’s role in fund raising.

Follow-Up: At the December 10, 2002 meeting of the Board of Trustees, the Board approved changes to Valencia Policy 6Hx28:01-00 (01-11)establishing policy and procedures for all fund raising at the College. Based on these corrective actions, the Compliance Audit Committeehas determined the College to be in full compliance with this sub-section of the Criteria for Accreditation.

DocumentationFlorida Statutes, Section 240.331Valencia Policy 6Hx28:01-00 (01-11), Governance Policies at http://valenciacollege.edu/policies/PDF/01-00.pdfValencia Policy 6Hx28: 04-04, Agents, Sales Persons, and SolicitorsValencia Policy 6Hx28: 04-07 on Fund Drives and Ticket SalesValencia Strategic Learning Plan (SLP) for 2001-2004 at http://valenciacollege.edu/lci/essays/plan.pdfInstitutional Advancement Group Minutes

6.3 Financial Resources

6.3.1 Financial Resources


Criterion 6.3.1, Paragraph 1, page 69, lines 7-15Because the financial resources of an institution influence the quality of its educational program, each institution must possesssufficient financial resources to support all of its programs. The recent financial history of the institution must also demonstrate thefinancial stability essential to its successful operation. The adequacy of financial resources will be judged in relation to the basicpurpose of the institution, the scope of its programs, and its number of students.


The College possesses sufficient financial resources to support all of its programs. Valencia’s annual financial report for the fiscal year endingJune 30, 2002, shows that adequate financial resources were available and expended to support College programs. This report is available inthe Office of the Vice President for Administrative Services. In addition, a review of the annual financial reports for the last five years andcorresponding audit reports by the Auditor General’s Office demonstrates the financial stability of Valencia that is essential to its successfuloperation.

DocumentationAnnual Financial Reports for Fiscal Years Ending June 30, 1997 through 2002Audit Reports by the Auditor General’s Office

6.3.2 Organization for the Administration of Financial Resources


Criterion 6.3.2, Paragraph 1, page 69, lines 16-32All business and financial functions of the institution should be centralized under a chief business officer reporting to the chiefexecutive officer. The organization of the business office must be consistent with the purpose of the institution, the size of theinstitution, and the volume of transactions of a business or financial nature. The most important functions typically performed by thebusiness office include assistance to the chief executive officer in preparation and control of the institutional budget; establishmentand operation of an appropriate system of accounting and financial reporting; supervision of the operation and maintenance of thephysical plant; procurement of supplies and equipment; control of inventories; financial oversight of auxiliary enterprises; receipt,custody and disbursement of institutional funds; maintenance of personnel records; and administration of personnel policiesgoverning the staff.


The institution’s organizational chart shows that the chief business officer of the College is the Vice President for Administrative Services, whoreports directly to the President, the chief executive officer. The Business Office, under the direction of the Vice President for AdministrativeServices, performs the following functions:

Assists the president with the preparation and control of the annual budget;Supervises the accounting systems and financial reporting of the College;Supervises the activities of the Office of Information TechnologySupervises the activities of the facilities department;






Supervises the activities of the Purchasing Department;Has financial oversight for auxiliary enterprises (Cafeteria and bookstore);Supervises the receipt, custody, and disbursement of college funds;Supervises the Office of Human Resources, including the maintenance of personnel records and administration of personnel policies.

This organizational structure is in keeping with the purpose and size of the institution and volume of transactions of a business or financialnature.

DocumentationOrganizational Chart of the CollegeJob Descriptions Book

Criterion 6.3.2, Paragraph 2, page 70, lines 1-3The chief executive officer must report regularly to the governing board on the financial and business operations of the institution.


As chief executive officer, the President of the College reports directly to the Board of Trustees on the financial and business operations of theCollege at each board meeting. Board meetings are held on a monthly basis with the exception of August and December.

DocumentationBoard of Trustees Meeting Minutes

Criterion 6.3.2, Paragraph 3, page 70, lines 4-8The chief business officer should have experience or training in handling educational business affairs sufficient to enable thebusiness office to serve the educational goals of the institution and assist in furthering its stated purpose.


The chief business officer has the experience and training to handle the educational business affairs sufficiently to enable the business office toserve the educational goals of the institution and assist in furthering its stated purpose. The chief business officer for the College is the VicePresident for Administrative Services. The current vice president for administrative services has 29 years of community college financialexperience, 22 years of which have been as the Chief Business Officer. He has a BA degree from Jacksonville University, Florida, and anactive Florida CPA certificate. The College has employed him for more than six years. The personnel office can verify this information.

DocumentationPersonnel Folder of the Chief Business Officer

6.3.3 Budget Planning


Criterion 6.3.3, Paragraph 1, page 70, lines 9-19The budget is a statement of estimated income and expenditures for a fixed period of time, usually the fiscal year of the institution. Aninstitution must prepare an appropriately detailed annual budget. Its preparation and execution must be preceded by soundeducational planning. It follows that the instructional budget should be substantively developed by academic officers or deans,working cooperatively with department heads, appropriate members of the faculty and administration, and representatives of thebusiness office. Procedures for budget planning must be evaluated regularly.


The College has an appropriately detailed annual budget prepared on a fiscal-year basis commencing each July 1 and ending June 30. Valencia presents its operating budget to the District Board of Trustees for review and approval. It then goes to the Florida Board of Educationfor review and approval. The annual budget presents a detailed financial plan for each department and function within the College. Expenditures are separated into three major categories: (1) personnel (2) operating expenses, and (3) capital outlay.

Sound educational planning precedes preparation and execution of the budget. The Finance and Budget Advising Group, workingcollaboratively with vice presidents/provosts, deans, faculty and staff, develop the budget. The budget planning process begins with a review ofthe previous year’s operation in relation to the Strategic Learning Plan (SLP). The Finance and Budget Advising Group performs and reviewsthe budget principles and priorities from the previous year and evaluates if any changes need to be made. The primary consideration is how wellthe College budget supported the educational goals and objectives of the College. The past year’s operation is reviewed in terms of growth,financial stability, adequacy of reserves, and changing student needs, and appropriate changes to the budget process are made. The Ed Techplan is also reviewed for technology needs. Faculty and administrators prepare lists of needed faculty, staff, equipment, and materials thatneed consideration for funding and present these needs to the advising group, who ultimately make the decision on recommendations to beforwarded. Once the budget is completed, the Finance and Budget Advising Group presents the budget to the College Planning Council forapproval before submission to the President.

DocumentationStrategic Learning Plan (SLP) at http://valenciacollege.edu/lci/essays/plan.pdfDistrict Board of Trustees MinutesOperating Budget for Fiscal Year 2002/2003Finance and Budget Advisory Group MinutesCollege Planning Council Minutes

Criterion 6.3.3, Paragraph 2, page 70, lines 20-30Similarly, budgets for other areas should be developed after consultation with appropriate officers of the institution. The business





officer may assist in assembling and compiling the budget requests, preparing income estimates, and advising the chief executiveofficer in the determination of budgetary allocations. The budget is presented by the chief executive officer through proper channelsto the governing board for final approval. In reviewing the budget, the governing board should focus on matters of broad policy andnormally should not concern itself with details.


The President presents the budget to the Board of Trustees for approval. The Board of Trustees reviews the operating budget of the College interms of adequate support for the instructional expenditures of the College, the stability and adequacy of financial reserves, and the ratio ofinstructional expenditures to support needs. Minutes of the meeting of the Board of Trustees shows that the Board reviews the budgetingrecommendations concerning issues of policy and direction and has not been involved itself with the detailed financial transactions of theinstitution.

DocumentationBudget Principles and Priorities for 2002-2003Board of Trustees Meeting Minutes for June 2002Operating Budget for Fiscal Year 2002/2003Finance and Budget Advisory Group Minutes

6.3.4 Budget Control


Criterion 6.3.4, Paragraph 1, page 70, lines 31-37, page 71, lines 1-2After the budget has been approved by the chief executive officer and adopted by the governing board, a system of control must beestablished. This ensures that the budgetary plans of the governing board and the chief executive officer will be implemented. Thebusiness officer must render interim budget statements on a periodic basis to department heads for their guidance in staying withinbudgetary allocations. Budgetary control is an administrative function, not a board function.


Valencia has established and maintains a budget-control system overseen by the Vice President for Administrative Services, and the Director,Budget and Analysis. A requisition initiates each intended purchase of goods and services. Once approved, the requisition is turned into apurchase order by the purchasing department. The cost of the intended purchase is compared to the budget balance of the department whenthe requisition is being entered in the system and will not allow a requisition to be completed if budget is not available.

Interim budget statements are available on-line at any point of time for budget managers to monitor budgets for which they are responsible. These reports include expenditures, encumbrances, unencumbered balance, and detailed information for each financial transaction. Eachauthorized full-time College position has an assigned position number that controls salary expenditures. Positions may not be advertised orfilled until they are assigned a position number, which may be created only with written permission of the president or a designee. At Valencia,budgetary control is the responsibility of the administration, not the Board.

DocumentationExpenditure Summary ReportAccount Ledger by Account Report

Criterion 6.3.4, Paragraph 2, page 71, lines 3-5Necessary budget revisions must be made when actual conditions require such change and must be communicated to those affectedwithin the institution.


When necessary, the College revises the budget and communicates the changes to those affected within the institution. Typically, the Collegerevises budgets when appropriate and submits each budget revision to the District Board of Trustees along with a rationale for the change. Ifrequired by law, budget amendments are forwarded to the Florida Board of Education in Tallahassee for review and approval.

DocumentationFlorida Statutes, Section 240.3616A-14.0716, Florida Administrative Code6A-14.0262, Florida Administrative CodeBoard of Trustees Minutes

6.3.5 The Relation of an Institution to External Budgetary Control


Criterion 6.3.5, Paragraph 1, page 71, lines 6-16No outside or superimposed agency should exercise specific and detailed control over the financial affairs of an institution. Oncefunds have been appropriated, creating a budget, establishing priorities, and controlling expenditures become the responsibility ofthe institution--operating under the jurisdiction of the governing board and subject to its policies. Enforcement of budgetary law isimperative; however, the educational function of an institution must not be controlled through the use of budgetary techniques orcontrols by financial officials outside the institution.




The preparation and administration of the budget is the responsibility of the President of the College, as delegated by State Board of Educationrules. The budget is prepared locally by the college staff and conforms to the format and content required of all Florida public communitycolleges. Once approved by the District Board of Trustees, the budget is forwarded to the State Board of Community Colleges for final approvalby the Florida Department of Education. The state-level review process addresses budget accuracy, completeness and conformity with statelaw and rule, and generates only incidental impact on the educational function of the institution. Implementation of the budget is a localresponsibility. The College remains free of control through use of any budgetary techniques or controls by financial officials or entities outsidethe institution.

DocumentationFlorida Statutes, Section 240.3616A-14.0716, Florida Administrative Code6A-14.0262, Florida Administrative CodeBoard of Trustees Minutes

6.3.6 Accounting, Reporting and Auditing


Criterion 6.3.6, Paragraph 1, page 71, lines 17-32An institution must adopt an accounting system that follows generally accepted principles of institutional accounting as they appearin College and University Business Administration, published by the National Association of College and University BusinessOfficers. Proprietary institutions and certain public institutions mandated by law to follow a different system are exceptions to therequirement. Institutions exempted from use of the required accounting system must arrange to provide comparable information. Allproprietary institutions must provide revenue/expenditure reports consistent with NACUBO/AICPA publications, either independentlycertified in the audit report or included as supplemental data in the audit report. Balance sheets may continue to follow theconventional for-profit format, if desired.


Valencia College’s accounting system follows the generally accepted principles of institutional accounting as they appear in the College andUniversity Business Administration and complies with the Accounting Manual for Florida’s Public Community Colleges as required by StateBoard of Education Rule 6A-14.72(1). Exhibit E, note 1, Summary of Significant Accounting Policies, of the Financial Audit Report of Valenciaby the Auditor General of the State of Florida, explains the accounting system under the caption “Basis of Presentation”.

DocumentationState Board of Education Rule 6A-14.72(1)Accounting Manual for Florida’s Public Community CollegesValencia Audit Report completed by the Auditor General’s Office

Criterion 6.3.6, Paragraph 2, page 71, lines 33-37The chief business officer is responsible for preparing financial reports for appropriate institutional officials, board officers andoutside agencies. Periodic written reports to the chief executive officer of the institution are essential.


The Vice President for Administrative Services is responsible for preparing monthly written financial reports for the president, vice presidents,provosts, deans, grant directors, and District Board of Trustees. The Florida Board of Education receives an annual operating budget for theCollege, an annual financial report, an annual audit, and any budget amendments to the operating or capital outlay budget required forapproval.

DocumentationAnnual Financial Report, 2001/2002 Fiscal YearOperating Budget, 2001/2002 Fiscal YearPeriodic Reports to the President

Criterion 6.3.6, Paragraph 3, page 72, lines 1-13An annual fiscal year audit must be made by independent certified public accountants, or an appropriate government auditing agency,employing as a guide for institutions under the jurisdiction of the Financial Accounting Standards Board (FASB), Audits of Not-For-Profit Organizations, published by the American Institute of Certified Public Accountants (AICPA), or, for institutions under thejurisdiction of the Government Accounting Standards Board (GASB), Audits of Colleges and Universities, also published by theAmerican Institute of Certified Public Accountants (AICPA), or, in the case of for-profit institutions, conducted in accordance withgenerally accepted accounting principles.


The annual fiscal year audit of Valencia is made by the Auditor General’s Office of the State of Florida, which reports directly to the LegislativeAuditing Committee of the Florida Legislature and is completely independent of the college. The Auditor General and much of their staff arecertified public accountants. The audited financial statements are prepared in accordance with generally accepted auditing standards andapplicable governmental auditing standards. The Auditor General’s Office also performs an examination of the Federal funds administered bythe College through grant and contract agreements. In addition, an independent certified public accounting firm audits the financial statementsof the College’s direct support organization, the Valencia Foundation, annually.

DocumentationValencia Audit Reports Prepared by the Auditor General’s Office



Florida Statutes, Section 11.42Florida Statutes, Section 11.45

Criterion 6.3.6, Paragraph 4, page 72, lines 14-27If an institution is subject to Statement of Financial Accounting Standard (SFAS) No. 117 and elects to use the single column"Corporate" Statement of Financial Position in its report, it must provide an additional Statement of Financial Position using one ofthe four highest levels of disaggregation illustrated in F.A.R.M. These levels are the Financial Accounting Standards Board (FASB)Net Asset Class Disaggregation, Operating/Capital Disaggregation, Managed Asset Group Disaggregation, and AICPA Audit GuideFunds Group Disaggregation. The additional statement must be included either in the audit report as an audited supplementalschedule or independently certified if not included in the audit report.


Valencia is not a “for-profit” institution and is thus not subject to additional or different financial reporting standards. Valencia does not use thesingle column “Corporate” Statement of Financial Position in its report. The College is not exempt from the use of required accounting systems. All College accounting processes follow generally accepted accounting principles and conform to Florida Statutes and the Accounting Manualfor Florida’s Public Community Colleges.

DocumentationAccounting Manual for Florida’s Public Community Colleges

Criterion 6.3.6, Paragraph 5, page 72, lines 28-32A for-profit institution and its corporate parent, if any, must add to their audit report a separate schedule indicating the disposition ofprofits, including detailed information on corporate income taxes paid, both state and federal, and on dividends distributed tostockholders.


Valencia is not a for-profit institution, but a public college established by Florida Statutes.

DocumentationFlorida Statutes, Section 240.3031

Criterion 6.3.6, Paragraph 6, page 72, lines 33-41, page 73, lines 1-3A public institution included in a statewide or systemwide audited financial report, for which a separate institutional audit report is notavailable for the fiscal year ending immediately prior to the committee visit, must have available, in lieu of audited financialstatements, a Standard Review Report in accordance with AICPA Professional Standards AR 100.35 to include current fundsexpenditure classifications and amounts in accordance with generally accepted principles of institutional accounting, and theinstitution's current fund balance sheet. Institutions in this category must provide either a separate or a consolidated balance sheet.


Although Valencia is a public institution included in a statewide or system-wide audited report, the Auditor General’s Office of the State ofFlorida does provide a separate institutional audit report for each fiscal year of Valencia. These audited financial statements are available forreview through the Office of the Internal Auditor.

DocumentationValencia Audit Reports Prepared by the Auditor General’s Office

Criterion 6.3.6, Paragraph 7, page 73, lines 4-5The auditors must not be directly connected with the institution either personally or professionally.


The auditors from the Auditor General’s Office are not directly connected with the institution either personally or professionally. The AuditorGeneral’s Office reports directly to the Legislative Auditing Committee of the Florida Legislature and is completely independent of the College.

DocumentationValencia Audit Reports Prepared by the Auditor General’s OfficeFlorida Statutes, Section 11.42Florida Statutes, Section 11.45

Criterion 6.3.6, Paragraph 8, page 73, lines 6-14An effective program of internal auditing and financial control must be maintained to complement the accounting system and theannual external audit. However, in those cases in which a public institution's financial report is included as part of a comprehensivecertified state or system financial report and a separate annual audited report is not available, the institution must have an establishedprocedure to ensure the effectiveness of internal controls.


Valencia maintains an effective program of internal auditing and financial control. The Internal Auditor of the College reports to the DistrictBoard of Trustees and performs operational audits of the College to complement the accounting system and the annual external audit. TheInternal Auditor with the input of the President and the Executive Council prepares an annual audit schedule.

DocumentationAdministrative Organization ChartAudit Schedule of the Internal AuditorAudit Reports by the Internal Auditor

6.3.7 Purchasing and Inventory Control




Criterion 6.3.7, Paragraph 1, page 73, lines 15-24An institution must maintain proper control over purchasing and inventory management. The administration, and governing boardshould protect responsible purchasing officials from the improper pressures of external political or business interests. A logicaladjunct of the purchasing function is a system of well-organized storerooms such as those for physical plant, library and office andlaboratory supplies, as well as an inventory system appropriate to safeguard the institution from loss of equipment.


Valencia maintains proper control over purchasing and inventory management. Purchasing procedures of the College are outlined in thepurchasing handbook, which is available on the Valencia web site. The Property Management department oversees equipment by physicallylocating and identifying materials. College purchases of more than $750 are numbered and tagged by the Property Management office. Anannual physical inventory as required by Florida statutes is conducted each year. This inventory verifies the possession, location, and conditionof all tangible personal property valued over $750. The administration and the District Board of Trustees protect purchasing officials fromimproper pressures from external political or business interests by following the competitive bidding requirements of the state. Purchases ofgoods or services in excess of $25,000 are made through public competitive bids. The College advertises bid notices in local newspapers, andopens the bidding to any interested party. At the announced bid-opening time and place, representatives of the College open and read aloud allbids. If the Board of Trustees elects to award a bid to other than the lowest bidder meeting specifications, it must document fully in the minutesthe reason for such action. For purchases from $3,500 to $24,999, at least three quotations must be obtained.

DocumentationPurchasing HandbookChapter 274, Florida StatutesChapter 10.400, Rules of the Auditor GeneralValencia Policy 6Hx28:06-12 on Bidding Requirements

6.3.8 Refund Policy


Criterion 6.3.8, Paragraph 1, page 73, lines 25-31The institution must adhere to a published policy and procedure for refunding fees and charges to students who withdraw fromenrollment. The policy and procedure must be in keeping with generally accepted refund practices in the higher education community,applicable to all students, and clearly stated in appropriate official publications.


Valencia adheres to Policy 6Hx28:06-18 for refund of fees to students who withdraw from courses. The refund policy published in the ValenciaCatalog is stringently adhered to.

The refund policy of the College meets generally accepted refund practices in the higher education community, is applicable to all students, andis clearly stated in the Catalog and course schedules.

DocumentationValencia Policy 6Hx28:06-18 on Refunds of FeesSBE Rule 6A-14.0541, Student Fee RefundsValencia Catalog, Refunds, p. 28

6.3.9 Cashiering


Criterion 6.3.9, Paragraph 1, page 73, lines 32-34There must be a suitable organization and adequate procedures for the management of all funds belonging to the institution.


Valencia has a suitable organization and adequate procedures for the management of all funds belonging to the institution.

DocumentationOrganizational Chart

Criterion 6.3.9, Paragraph 2, page 74, lines 1-4The cashiering function should be centralized in the business office, and there must be a carefully developed system for the receipt,deposit and safeguarding of institutional funds.


The cashiering function is centralized in the Financial Services department. A financial services manager, located on the West Campus, is





responsible for the finance offices on each of the four main campuses. The Finance Offices have a carefully developed system for receipt,deposit, and safeguarding of institutional funds.

DocumentationOrganizational Chart

Criterion 6.3.9, Paragraph 3, page 74, lines 5-6All persons handling institutional funds must be adequately bonded.


All persons handling institutional funds for the College are adequately bonded. Wells Fargo, a bonding company, transports collections to thebank. Valencia is insured through the Florida Community Colleges Risk Management Consortium.

DocumentationPolicies with Florida Community Colleges Risk Management Consortium

6.3.10 Investment Management


Criterion 6.3.10, Paragraph 1, page 74, lines 7-14The institution must have a written statement of its investment policies and guidelines approved by the board. The policies andguidelines should set forth the investment goals of the institution, conditions governing the granting or withholding of investmentdiscretion, a description of authorized and prohibited transactions, and the criteria to be used for performance measurement of bothshort-and long-term investments.


Valencia has a written investment policy statement approved by the Board that sets the guidelines for the investment of institutional funds. Thispolicy statement sets forth the investment goals of the institution, a description of authorized and prohibited investments, and the performancemeasurement to be used for evaluating investment results. The investment policy does not allow for granting investment discretion. Anychanges in investment strategy would require Board approval.

DocumentationValencia Policy 6Hx28:06-05 on Investment of FundsBoard of Trustees Minutes

Criterion 6.3.10, Paragraph 2, page 74, lines 15-21Members of the governing board should be aware of their fiduciary responsibility for the institution and their responsibility forsecuring maximum investment returns consistent with the approved investment policy. They should avoid involvement in conflict ofinterest situations. Investment policies and guidelines must be evaluated regularly.


Members of the District Board of Trustees are aware of their fiduciary responsibilities for the institution, their responsibility for avoidinginvolvement in conflict of interest situations, and their responsibility for securing maximum investment returns consistent with the approvedinvestment policy statement. The College evaluates investment policies and guidelines on a regular basis.

DocumentationValencia Policy 6Hx28:06-05 on Investment of FundsBoard of Trustees Meeting Minutes

6.3.11 Risk Management and Insurance


Criterion 6.3.11, Paragraph 1, page 74, lines 22-24The institution should have a comprehensive risk management program which includes risk evaluation, risk avoidance andinsurance.


The College has a comprehensive risk management program under the Florida Community Colleges Risk Management Consortium. This is aself-insured program with a series of deductibles, self-insured loss fund, and excess insurance policies to cover exposure of the College toproperty and casualty loss. The Consortium was established to ensure professional management approach to risks to which member collegesare exposed.


Criterion 6.3.11, Paragraph 2, page 74, lines 25-27Adequate replacement protection for all physical facilities should be covered by appropriate levels of insurance or appropriateprovisions for obtaining funds.




The Florida Community College Risk Management Consortium provides replacement cost coverage for all physical facilities. Property valuesare updated each year to ensure appropriate levels of insurance are on hand.


6.3.12 Auxiliary Enterprise


Criterion 6.3.12, Paragraph 1, page 74, lines 28-35The institution may operate, or have contracted for operation, activities that may have a significant impact on the operation of theinstitution. These activities may include, but are not limited to, the following: bookstores, residence halls, food service operations,printing/duplicating services, child care and transportation services. These activities, when operated by or for the institution, must bedocumented and operated in a fiscally responsible manner.


Per Florida Administrative Code, Valencia operates several auxiliary enterprises which support and complement educational programs andservices. State Board of Education Rule 6A-14.0771 controls use of the funds generated by these enterprises. The major auxiliary enterprisesat the College are the bookstore, food service/vending, and the Conference Center. Each of the auxiliary operations is operated out of theauxiliary fund and accounted for separately to ensure that each auxiliary is operated in a fiscally responsible manner.

DocumentationSBE Rule 6A-14.0771Annual Financial Report, Fiscal Year 2001/2002

6.4 Physical Resources


Criterion 6.4, Paragraph 1, page 75, lines 1-6Physical resources, including buildings and equipment both on and off campus, must be adequate to serve the needs of theinstitution in relation to its stated purpose, programs and activities. The physical environment of the institution should contribute toan atmosphere for effective learning.


Physical resources, including buildings and equipment, are adequate to serve the needs of the institution in relation to its stated purpose,programs, and activities. Valencia College has six sites serving Orange and Osceola counties, which it owns or leases. The Downtown Centerin the heart of Orlando’s business district is home to the administrative offices of the College. This center is owned by the Foundation andleased by the College. The West Campus is situated off Kirkman Road on a 180-acre site with a lake and a full array of physical educationfacilities. The East Campus is built on a 157-acre site of tall pines just off the East/West Expressway, close to the University of Central Florida. Its 588-seat Performing Arts Center is one of the finest theater facilities in Central Florida. The Osceola Campus is situated on a 100-acre sitein Kissimmee and contains two buildings, each of which has been built since the last SACS reaffirmation of accreditation visit in 1993. TheWinter Park Campus is home to continuing professional education and non-credit courses, as well as credit offerings of the College. The WinterPark building recently had an addition that approximately doubled the size of the facility. The McCoy Center located in southeast Orlando,houses offices and classrooms for continuing professional education and non-credit programs. Campuses and centers in different areas of theCollege’s district enable students to take courses at a site convenient to their homes or places of employment. These structures meet staterequirements for educational facilities.

DocumentationEducational Plant Survey, May 13-14, 1998

6.4.1 Space Management


Criterion 6.4.1, Paragraph 1, page 75, lines 7-8Space allocated to any institutional function must be adequate for the effective conduct of that function.


Space allocated to any College function is adequate for the effective conduct of that function. However, space is at a premium at Valencia. Valencia is currently in the process of designing Building 8 on the East Campus, a 72,000 gross square foot facility housing classrooms,laboratories, and offices for faculty. Design work is beginning on a 62,000 gross square foot building on the Osceola Campus on a high-tech



building. A 65,000 gross square foot building housing the Culinary Art program, Engineering programs, and classrooms has recently beencompleted on the West Campus. The West Campus its looking to remodel/renovate the existing Physical Education Building to provide moreclassrooms, faculty offices, and a multi-purpose auditorium.

DocumentationEducational Plant Survey, May 13-14, 1998

6.4.2 Buildings, Grounds and Equipment Maintenance


Criterion 6.4.2, Paragraph 1, page 75, lines 9-17An institution must have a plan for the upkeep of its property. At a minimum, the plan must address routine, preventative and deferredmaintenance of buildings, equipment and grounds. Where appropriate, it should verify the estimated costs of maintenance as well aswhen and how it is to be performed. There should be a written schedule for regular maintenance activities and a written record ofprojects completed. The plan must be operational and evaluated annually.


The majority of maintenance requests are submitted by phone or written request to the Plant Operations office. These requests are thentransmitted to the maintenance/trade shops for assignment to repair. These routine maintenance items are handled in the order received,except for emergencies and critical needs. The College schedules preventative and deferred maintenance either monthly, semi-annually, orannually, depending on the maintenance required by the manufacturer’s specifications and recorded on a work sheet. The Florida Departmentof Education Maintenance & Operation Guidelines are used to schedule when routine and preventative maintenance is performed on buildings,equipment, and grounds. Maintenance worksheets are designed for specific buildings. The work covered on these forms includes, but is notlimited to, scheduled maintenance of central plant, sump pumps, fire alarms, emergency lights, emergency generators, and other buildingsystems. Outside contractors annually service major equipment such as chillers, boilers, emergency generators, elevators, large pumps,electrical distribution systems, and exterior lighting systems. The Compliance Inspector is responsible for planning and scheduling the regularmaintenance of systems required by regulations such as fire extinguishers, elevators, and fire alarm systems.

College building, grounds, and equipment are properly maintained and documentation of inspections exists. Although the Committee wasunable to find a written schedule for regular maintenance, a written record of maintenance projects performed is available. It is directed that theCollege develop a written schedule for the maintenance of buildings, equipment and grounds.

Audit Comment # 24

Criterion 6.4.2, Paragraph 1, page 75, lines 14-16There should be a written schedule for regular maintenance activities and a written record ofprojects completed.


The Compliance Audit Committee directs that a written schedule for regular maintenance activities ofthe College be developed and utilized.

Follow-Up: In September 2002 the College’s Plant Operations office completed a formal written schedule for maintenance covering buildings,equipment and grounds. A specific notebook titled Buildings, Grounds and Equipment Maintenance Plan includes specific tracking charts on(1) Compliance Inspector Activities, (2) Trades and Maintenance Inspection and (3) Grounds Maintenance Inspection. In conjunction withregular inspection activities this schedule serves as an ongoing evaluation system and provides a documentary record. Based on thesecorrective actions, the Compliance Audit Committee has determined the College to be in full compliance with this sub-section of theCriteria for Accreditation.

DocumentationFlorida Department of Education Maintenance & Operation GuidelinesMaintenance RecordsBuildings, Grounds and Equipment Maintenance Plan

6.4.3 Safety and Security


Criterion 6.4.3, Paragraph 1, page 75, lines 18-29The institution must take reasonable steps to provide a healthful, safe and secure environment for all members of the campuscommunity. Administrative responsibility for environmental health and safety programs must be assigned. A comprehensive safetyplan must be developed, implemented and evaluated regularly. The plan should give special attention to the adequate provision anduse of safety equipment in laboratories and other hazardous areas; to the modification of buildings, if necessary, for easy egress in



the event of fire or other emergency; and to familiarizing all building occupants with emergency evacuation procedures.


Valencia has four major campuses. Each campus provides security personnel for the personal safety and security of its employees, students,and guests. College security is also present at the Downtown Center, and the McCoy Center. Security is present at the East, West, andOsceola campuses 24 hours a day. Other locations have security present during operating hours. Professional employees also providetraining and supervision of campus employees, students, and guests.

The administrator responsible for environmental health and safety programs is the Vice President of Administrative Services. Reporting to thisposition in this area are the Chief of Security and the Assistant Vice President for Facilities. The Facilities Department has on staff aCompliance Inspector. This inspector is also involved with our consortium annual inspection for insurance purposes. Items that are noted onthe report to the College from the consortium’s inspection are distributed by the Compliance Inspector to the individual campuses for correction.For other items, work orders are initiated to correct the safety problem. The Compliance Inspector either performs or facilitates employee safetytraining on a college-wide basis. All new employees when hired receive a Health and Safety Handbook.

A comprehensive safety plan has been developed, implemented, and is evaluated regularly. The College Safety Management Manual was lastupdated in May of 2000, and covers safety procedures at Valencia. Chapter 2 on personal protective equipment covers the use of safetyequipment required when working in laboratories and other hazardous areas. The fire protection plan located in Chapter 6 of the manual detailsthe evacuation procedures in case of fire or other emergency. The College Compliance Inspector conducts monthly safety inspections toensure that codes and regulations are followed. Extensive documentation of inspections exists. The College-Wide Safety Committee serves inan advisory capacity and reviews the effectiveness and controls exercised in the areas of safety and security. This committee is responsible forkeeping the safety manual up to date. Campus-level safety committees also exist to deal with any specific safety issues that may be unique toeach location.

The College has developed emergency procedures for fire prevention and/or building or campus evacuations under emergency conditions; i.e.,bomb scares, tornados, hurricanes. Wall maps of the buildings/rooms posted in each classroom, lab, and hallways indicate the direct route tobe followed in evacuating the room and the building. Procedures for handling injured and sick personnel are in force, including evacuation to ahospital, clinic, etc. At the start of each term, the College reminds professors to take a few moments to show the route(s) to be used inemergencies. In addition, in January of 2002, Faculty/Staff Emergency Procedures were distributed to all employees, which includedinformation on medical emergencies, adverse weather, and fires.

DocumentationAdministrative Organization ChartSafety Management Manual, Revised May 2000.Faculty/Staff Emergency Procedures (January 2002)Minutes of the College-Wide Safety Committee MeetingsHealth and Safety Handbook

6.4.4 Facilities Master Plan


Criterion 6.4.4, Paragraph 1, page 76, lines 1-4The institution must maintain a current written physical facilities master plan that provides for orderly development of the institutionand relates it to other institutional planning efforts.


The institution has developed and maintained an educational plant survey, a systematic study and evaluation of existing educational plants anddetermination of future educational plant needs with respect to provisions of appropriate facilities for accommodating educational programs andservices for students. At least every five years, each Florida community college district board of trustees arranges a district-wide educationalplant survey pursuant to requirements in Section 9(d) of Article XII of the State Constitution, as amended, and Section 235.15, Florida Statutes. The purpose of the survey is to aid formulation of plans for housing the educational programs, student population, faculty, administrators, staff,and auxiliary and ancillary services of the College for the following five-year period. The latest plant survey is dated May13-14, 1998.

DocumentationFlorida Constitution, Article XIIFlorida Statutes, Section 235.15Educational Plant Survey, May 13-14, 1998.

6.5 Externally Funded Grants and Contracts


Criterion 6.5 Paragraph 1, page 76, lines 5-14Externally funded grants and contracts must be related to the stated purpose of the institution. The institution's policy on such grantsand contracts must provide for an appropriate balance between grant and contract activity and instruction, and guaranteeinstitutional control over the administration of research projects. The researcher's freedom to investigate and report results must bepreserved. Research support from outside agencies should not undermine these basic research principles.




Valencia Policy 6Hx28:06-28 states that all externally-funded grant proposals shall be submitted by the President to the District Board ofTrustees which shall determine whether the proposed externally-funded activities are consistent with the College statements of purpose andstatuary mission and involve an appropriate balance of instructional and non-instructional activities. Institutional control over the administrationof grant-funded activities is guaranteed by requiring that all grant project directors be College employees who are supervised by Collegeadministration. Valencia does not include research in its mission and does not seek research grants.

DocumentationValencia Policy 6Hx28:06-28 on Grant FundingValencia Policy 6Hx28:08-22 on Research by Faculty

Criterion 6.5 Paragraph 2, page 76, lines 15-31The institution must establish a clear policy concerning a faculty member's division of obligations between research and otheracademic activities. It must ensure that this policy is published in such documents as the faculty handbook and made known to allfaculty members. Where applicable, the institution must develop policies regarding summer salaries paid from grant and contractfunds, salary supplements paid from grants during the regular academic year, and fees for consultative services provided by facultymembers. These policies must also be published and made known to the faculty.


The administrators who supervise the personnel proposed to work on the grant activities review each grant budget prior to submission. Theappropriate dean, provost, and/or administrator must approve any reduction of faculty teaching responsibilities. Each supervisor reviews thepersonnel commitments to ensure that faculty maintains an appropriate balance of instruction and grant-related activity. Valencia Policy6Hx28:08-22 on Research by Faculty establishes a clear policy concerning a faculty member’s division of obligations between research andother activities. The Policy Manual is available to all faculty at each campus at the LRC’s. The College has policies concerning salaries paidfrom grant and contract funds in both the summer terms and the regular academic year. All salaries must follow the established salaryschedule. Salaries for grant-funded personnel are established on the same basis as those for College-funded staff, and faculty performingduties above and beyond normal working hours may be paid a salary supplement on an hourly basis. The operating budget contains each ofthe different salary schedules of the College. The Faculty Handbook provides some information regarding policies on a faculty member’sdivision of obligations between research and other academic activities but this information is not comprehensive. To ensure compliance it wouldbe advisable to incorporate Valencia Policy 6Hx28:08-22 on Research by Faculty in the Faculty Handbook. The Internal Revenue Service willnot allow the College to treat an employee as an independent contractor, thus Valencia faculty may not be consultants to the College.

Audit Comment # 25

Criterion 6.5 Paragraph 2, page 76, lines 17-20It must ensure that this policy is published in such documents as the faculty handbook andmade known to all faculty members.


The Compliance Audit Committee directs that all policies concerning a faculty member’s division ofobligations between research and other academic activities are published in the Faculty Handbookand made known to all faculty members.

Follow-Up: The online Faculty Handbook has been modified to incorporate Valencia Policy 6Hx28: 08-22 on Faculty Research whichdescribes a faculty member’s division of obligations between research and other academic activities. Based on these corrective actions, theCompliance Audit Committee has determined the College to be in full compliance with this sub-section of the Criteria forAccreditation.

DocumentationValencia Operation Budget for the 2001/2002 Fiscal YearFaculty Handbook at http://valenciacollege.edu/pdf/hand.pdfValencia Policy 6Hx28:08-22 on Research by FacultyValencia Policy 6Hx28:07-05 on Salary Schedule

Criterion 6.5 Paragraph 3, page 76, lines 26-31In accepting funds from outside agencies, the institution must ensure that it maintains control over research and instruction. Becausemany agencies attach stringent regulations directing and limiting the activities for which they provide funding, the institution mustsafeguard control over its own activities.


Institutional control over the administration of grant funded activities for research and instruction is ensured by requiring that all grant projectdirectors be College employees who are supervised by College administration. Safeguards at the College exist in the procedures that must befollowed before a grant is submitted or accepted. Each individual grant proposal is reviewed prior to submission by the Executive Council todetermine that the grant is in line with College goals and objectives as detailed in the Strategic Learning Plan (SLP). The council reviews asummary for each grant that names the SLP goals addressed by the grant. Further review is done when the grant is submitted and presented tothe Board of Trustees for approval in accordance with Board policy.

DocumentationValencia Policy 6Hx28:08-22 on Research by FacultyValencia Policy 6Hx28:06-28 on Grant FundingExecutive Council Meeting Minutes









Criterion 6.5 Paragraph 4, page 76, lines 32-33, page 77, lines 1-9Continuity of support for general institutional activities must not be endangered by acquisition of research grants and contracts.Grants must be awarded and contracts must be made for specified periods of time. When the institution becomes even partiallydependent upon such funds for faculty salaries and/or graduate student stipends, termination of grants and contracts can jeopardizean entire educational program. It is also important that an institution not become dependent upon indirect cost allowances fromgrants and contracts to support its regular operating budget.


The grants and contracts program of the College supports the SLP goals and objectives, which do not include research. Grants are sought toenhance and expand instruction and College services rather than for support of ongoing services. Procedures exist to ensure that any suchgrant or contract does not interfere with general institutional activities. These procedures include the approvals of individual grants by both theExecutive Council and Board of Trustees as outlined above, and an annual schedule of grants approved by the College Planning Council. Grants awarded and contracts entered into by the College are made for a specified period of time. Valencia is not dependent upon such fundsfor faculty salaries and termination of grants and contracts would not jeopardize an entire educational program. The College is also notdependent upon indirect cost allowances from grants and contracts to support the regular operating budget as indirect cost accounted for lessthan one percent of the operating budget.

DocumentationValencia Policy 6Hx28:08-22 on Research by FacultyExecutive Council Meeting MinutesAnnual Financial Report, 2001/2002 Fiscal YearOperating Budget, 2002/2003 Fiscal Year

6.6 Related Corporate Entities


Criterion 6.6 Paragraph 1, page 77, lines 10-30Institutions are often associated with related separately-incorporated units, such as radio or television stations, athletic foundations,research foundations, scholarship foundations, hospitals, for-profit enterprises, press operations and publications, and insurancetrusts. When an institution is reliant upon such an entity, or when a separately-incorporated or related entity is reliant upon theinstitution, documentation outlining the mutual relationship and benefits must be maintained by the institution. This documentationmust include the following: a description of the separately-incorporated unit's activities; a statement demonstrating the manner inwhich the activities relate to the purpose of the institution; a current roster of board members of the unit, including institutionalpersonnel and board members who have responsibilities with both the institution and the incorporated entity, whether they areadditionally compensated by the entity or not; a copy of the separately incorporated unit's annual financial audit report for the mostrecently completed year; and copies of the charter and bylaws of the unit.


The Valencia Foundation is a direct support organization that the College relies on for most of the fund raising activities of the College. Thearticles of incorporation and bylaws of the foundation state the purpose, provide governance for its relationship with the College, and identify themutual benefits of this relationship. The Foundation office maintains documentation of its activities. To further the strategic goals of the College,the Foundation provides the financial and political support directed toward attainment of the statements of purpose as presented in Article II,Articles of Incorporation. The members of the Foundation and its Board of Directors are available in the Foundation office. The Foundationoffice maintains records of all personnel and board members of the foundation, their duties, responsibilities, and compensation. A copy of theFoundation’s recent annual financial audit reports is available in the Foundation’s office, along with copies of the Foundation’s articles andbylaws.

DocumentationArticles of Incorporation, Valencia FoundationBylaws, Valencia FoundationAnnual Financial Audit Reports, Valencia Foundation

Criterion 6.6 Paragraph 2, page 77, lines 31-34, page 78, lines 1-3If such entities are reliant upon the institution for fulfillment of their purposes, the institution should ensure that they complement, rather thandetract from, the institution's purpose, and that they are subject to proper operating controls and risk-liability containment. The institution shoulddemonstrate the manner in which each related entity contributes to its effectiveness.


The Articles of Incorporation and Bylaws of the Foundation state the purpose, provide governance for its relationship with the College, andidentify the mutual benefits of this relationship. Valencia ensures that the Foundation compliments rather than detracts form the institution’spurpose in several ways. The President of Valencia is a permanent member of the Foundation Executive Committee. One District Board ofTrustees member serves on the Board of the Foundation, assuring a beneficial relationship between the College and the Foundation. Anindependent external accounting firm conducts the annual audit of the Foundation. This report is reviewed by College personnel to monitor theactivities of the Foundation. The Foundation has elected to purchase a risk-liability containment package for Foundation board members. Theinsurance documents are available in the Foundation office.

In response to institutional needs, the Foundation office implemented many endowed chair programs. Foundation contributions to the Collegeare presented regularly at meetings of the District Board of Trustees and are documented in the Foundation Activity Report the Foundationmaintains.

Documentation



Articles of Incorporation, Valencia FoundationBylaws, Valencia FoundationFoundation Audit ReportFoundation Annual Financial ReportFoundation Activity Report





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VALENCIA COMMUNITY COLLEGE

Alternative Self-Study: Strategic Topics Report 2003Introduction

This Strategic Topics Alternative Self-Study Report addresses a group of six general objectives that are the focus of Valencia’s Strategic Planning Processand a set of three specific system objectives: core competency integration and assessment, implementation of the LifeMap (Developmental Advising) System,and the design and implementation of a comprehensive, computer-based learning support system (Atlas).

The four strategic topics, although reported on separately here, are in fact inextricably interrelated. Valencia's new core competencies and the developmentaladvising work that eventually led to the LifeMap system both originated in joint faculty/student-services staff work on a Title III grant project, 1994-99. Cyber Adviser and Cyber Career tools, developed during that same grant and evolved in subsequent work, laid the foundation for Valencia's commitment to astudent-friendly, learning-focused web system that has grown into Atlas. The collaborative Strategic Planning Process has provided the impetus and thecontext for all of our learning-centered work, of which the other three topics are among the most visible and significant. Each initiative, then, has been madepossible and/or strengthened by the dynamic of the others, and on-going work on each draws on expertise from and contributes to accomplishment across allareas of our learning college.

The Strategic Planning Process section of this report documents the first phases of a major transformational change initiative that has sought to movethe College from traditional institutional practice to creating a more learning-centered environment. It also presents a proposed framework for thecreation of the next phase of the initiative. The six general objectives of the Strategic Planning Process are as follows:

Objectives Related to Product

1. Revise the Vision, Values, and Mission statements to reflect the College’s focus on becoming more learning-centered.2. Design and implement plans to become more learning-centered.3. Document with formative and summative reports the processes and findings of the Strategic Self-Study to evaluate progress annually and to provide

a basis for the SACS consultants to conduct their evaluation and make recommendations.

Objectives Related to Process

4. Improve planning and systems design by attending national meetings of the Vanguard Colleges Project, visiting other colleges, utilizing learning-centered consultants, and drawing upon the literature.

5. Conduct professional development programs on learning-centered strategies and systems designed to improve student outcomes.6. Ensure involvement of faculty, staff, administration, students, community leaders, and the District Board of Trustees in the Strategic Self-Study.

The three specific system objectives aimed at improving student progression, completion, and transfer or job placement are:

Design and implement a system that integrates the core competencies into the curriculum through faculty development, curriculum design, andstudent assessment. This section of the report documents the development of Valencia’s new core competency integration from concept to reality;the substantial on-going faculty and staff engagement in the process; the various and continuing pilot projects in assessment of learning in the corecompetencies; other developments resulting from competency-based thinking; and a projection of “what next?”

Implement the LifeMap (developmental advising) system. LifeMap, Valencia’s “brand name” for developmental advising, is a student-centeredapproach toward developing an advising alliance among students, faculty, and other College professionals. This section of the report documents thegrowth of LifeMap from its early isolated academic advising roots to the present highly- visible system of shared developmental advisingresponsibility between students and the College. It also suggests future directions for further implementation of LifeMap.

Design and implement a comprehensive, web-based learning support system (Atlas). “Learning,” “connection,” and “direction” are key terms in thissection of the report that documents a massive institutional commitment which has led to the creation, through collaborative decision-making, of aportal-based learning support system (now known as Atlas) that integrates 14 applications into a single sign-on for Valencia’s learning community. Italso presents a look ahead to anticipated modifications, enhancements, and new applications.





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Alternative Self-Study: Strategic Topics Report 2003Strategic Planning Process

Executive Summary

Over the past seven years, Valencia College has been involved in a major transformational change process. That process has led to new vision, values, andmission statements, new core competencies expected of the Valencia graduate, a new developmental advising system, and a new process of working,planning, and communicating with each other. The culmination of that systemic and revolutionary change in Valencia’s culture and infrastructure has beenthe collaborative development of a Strategic Learning Plan (SLP) with seven learning-centered goals, related action agenda items, and indicators of progressto assess attainment of those goals (http://valenciacollege.edu/lci/essays/plan.pdf). At the center of the SLP are the two questions that now governplanning and decision-making deep within the organization: “How does this enhance student learning?” and “How do we know it does?”

The Valencia experience has been that to be successful the transformational shift from traditional institutional practice to creating a more learning-centeredenvironment must be done strategically and collaboratively.

In “education years,” Valencia has evolved in a relatively short time from a collection of pockets of innovation to a collaborative College communitycommitted to student learning and success. This sea change in institutional culture is evidenced in many ways. In just a few short years the College hasmoved from the traditional paradigm associated with most colleges to something new. This can be described as moving from:

Focusing on valuing all FTE growth to valuing growth controlled for quality;Being a more teaching-centered to becoming a more learning-centered College;Administrative efficiencies to learning effectiveness;Hierarchy for management to collaboration for learning;Budget dissemination to collaborative budget development rooted in learning-centered principles and targeted to achieve specific Strategic LearningGoals;Input measurement to measurement of results;Satisfaction in meeting numeric diversity goals to recognizing and engaging the power of diversity to enhance our learning mission and the College’simpact in the community.

The transformational change described above was the result of a collaborative and intentional strategic planning process that continues to evolve. This reportattempts to briefly highlight the College’s evolutionary progress to date, seven lessons about change from the College’s experience, and strategic challengesand opportunities for the future. This is “The Valencia Story.”

“The Valencia Story: Encouraging Dialogue and Consensus Building (1995-1998)”Phase 1 (1995-1998) was focused on encouraging dialogue and building consensus throughout the College for becoming a more learning-centeredinstitution. College-wide roundtable discussions involving hundreds of faculty, staff, students, and community leaders on important issues related to learningled to collaborative agreement on the need to move forward with “The Learning-Centered Initiative.”

Fall 1995The College conducted a Pew Higher Education roundtable that addressed issues impacting Valencia. An important outcome of this roundtable, a kickoffevent for involvement in the American Council on Education’s “Leadership and Institutional Transformation” project, propelled the College to focus itschange initiative on collaboration to become more learning-centered. The Leadership and Institutional Transformation project was funded by the KelloggFoundation. The President established an ACE-Kellogg Leadership Team (hereafter referred to as the Leadership Team) to oversee the change initiative.

May-September 1996The Leadership Team conducted 12 roundtables for 300 faculty and staff, including nearly every full-time faculty member, and students. The roundtablesfocused on what it means to be a learning-centered college and on recommendations for changes. Comments from all of the roundtables were compiled andcirculated College-wide. (Roundtable minutes available on-site in the SACS Resource Rooms.) Based on that feedback, the Leadership Team developed adraft Valencia definition of a learning-centered college that was then group edited by the College community.

As an outgrowth of the roundtables, “Valencia EDGE,” (http://valenciacollege.edu/edge/) a comprehensive faculty and staff development program, waslaunched.

October 1996A two and one-half day Transformation Workshop for administrators and faculty and staff leaders helped generate a common understanding of thetransformation process. In addition, participants reviewed the findings of the 12 roundtables held during the summer and made recommendations about howbest to proceed (compilation of participant feedback document available on-site in the SACS Resource Rooms). The chief recommendation was that theCollege establish collaborative action teams with distinct assignments that would be completed by July, 1997.

January 1997A College-wide roundtable on understanding change involved 170 faculty and staff. The roundtable’s purpose was to introduce the concepts and language ofchange to a broad College audience, to invite membership on the action teams, and to continue to identify the “early majority” who would drive the changeprocess (roundtable minutes available on-site in the SACS Resource Rooms).

February-July 1997Four action teams were created from 180 volunteers who responded to a college-wide invitation to serve. The teams were Short-Term Action Team(implementation of suggestions from earlier roundtables that could be accomplished with relative ease and speed), Core Process Action Team (review of












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existing core processes and development of a model to propose changes), Core Competencies Action Team (creation of learning-centered competencies of theValencia graduate), and Vision, Values, and Mission Action Team (development of learning-centered Vision, Values, and Mission statements). (Roundtableminutes and Action Team files available on-site in the SACS Resource Rooms.)

August 1997As part of faculty “welcome back” (fall orientation for faculty), 300 faculty and staff were presented with reports from the four action teams and given theopportunity in small group sessions to provide feedback to the teams.

November 1997 Thirty active leaders in the ACE-Kellogg project attended a Fall Forum on Institutional Change. Participants determined that there was enough consensus ona number of issues to take action. In January 1998, the Leadership Team submitted recommendations to the President for Phase 2 of the change initiative. The recommendations were approved by the President (recommendations available in the SACS Resource Rooms).

“The Valencia Story: Moving From Talk to Action (1998-2000)”

Phase 2 (1998-2000) was marked by intentional efforts to move the initiative from talk to action. During this phase there were further College-widediscussions, but substantive changes were evident in such areas as the administration’s support of the learning process and in the development of new studentcore competencies.

January 1998The Learning-Centered Initiative Leadership Team was expanded to include additional faculty, a department dean, and a campus provost. The name of theinitiative was changed from the ACE-Kellogg Initiative to the “Learning-Centered Initiative.”

February-July 1998A new Educational Technologies Committee was established with broad representation from throughout the College. A new Director of InstructionalTechnologies was employed to provide support with online courses and web-enhanced instruction.

Focus on the Workplace program was created to provide faculty with the opportunity to work for a term in a business in Central Florida related to theirdiscipline.

A Developmental Advising Model (later named LifeMap) was designed by faculty and staff with five major developmental stages that enable students tobecome increasingly self-sufficient. Computer-based systems were created to support the developmental advising process(http://valenciacollege.edu/lifemap).

A College-Level Academic Achievement Initiative began, focusing on faculty and curriculum development in college preparatory courses in communicationsand mathematics. Concurrently, a College Prep Task Force focused on a comprehensive set of curricular, teaching, and student services improvements thatresulted in significant increases in the completion rates of students taking college preparatory courses(http://valenciacollege.edu/sacs/archive/alternative/ir/cir9899.pdf).

August 1998A new senior management position, Vice President for Curriculum Development, Teaching, and Learning was established and filled following a nationalsearch. A number of functions dealing with teaching and learning, instructional technologies, and professional development were organized under this newposition.

October 1998Valencia’s focus on learning that meets employers’ expectations and students’ career goals resulted in the College being named Community College of theYear by the National Alliance of Business.

February 1999The college-wide Faculty Association endorsed new student core competencies (Think, Value, Communicate, and Act) for inclusion in the 1999-2000Catalog, and discussions were initiated on strategies for implementing discipline-specific and cross-discipline assessments. At the same time, a multi-yearprogram was initiated that supported faculty in integrating the core competencies throughout the curriculum, and in measuring and documenting studentmastery of the competencies. (http://valenciacollege.edu/competencies/default.asp)

July 1999The Educational Technologies Committee approved the Educational Technology Plan.Part 1(http://valenciacollege.edu/edtechplan/Ed%20Tech%20Plan.pdf)Part 2(http://valenciacollege.edu/edtechplan/Ed%20Tech%20Plan%202.pdf)

November 1999Sanford C. Shugart is selected as Valencia’s fourth President, following a learning-centered presidential search process. Faculty, students, administrators, andother staff were provided an opportunity to nominate representatives to serve on the search committee. Learning-centered writing samples and interviewquestions were designed and college-wide “town hall” forums were conducted where faculty, staff, and students could ask questions of the candidates andprovide immediate handwritten feedback to the committee. Teams of faculty and staff also visited the home institutions of each finalist.

February-April 2000Ten roundtables were conducted involving 200 faculty and staff. (Roundtable minutes available on-site in the SACS Resource Rooms.) Separate roundtableswere conducted with students. The purpose of the roundtables was to discuss the College’s Vision, Values, and Mission statements and the role of the newcore competencies in improving student learning outcomes.

February 2000Valencia was selected as one of 12 community colleges from over 100 applications from throughout the United States and Canada to participate in a three-year Vanguard Learning Colleges project sponsored by the League for Innovation in the Community College.(http://www.league.org/league/projects/lcp/vanguard.htm)

July 2000The Leadership Team developed draft statements of Vision, Values, and Mission based on input from the roundtables earlier in the year. The draft wasdiscussed in meetings held College-wide in September 2000, and comments were invited and considered by the Leadership Team as the final draft was beinggenerated.

August 2000Valencia’s new President discussed the Learning-Centered Initiative in his first formal presentation to over 300 faculty and staff at the beginning of the


http://valenciacollege.edu/competencies/default.asp

http://valenciacollege.edu/edtechplan/Ed%20Tech%20Plan.pdf

http://valenciacollege.edu/edtechplan/Ed%20Tech%20Plan%202.pdf

http://www.league.org/league/projects/lcp/vanguard.htm



academic year. He encouraged faculty and staff to “put an oar in the water” to continue moving the College’s learning mission forward (http://valenciacollege.edu/president/academicassembly.asp).

September 2000The President briefed the District Board of Trustees regarding proposed strategic learning goals and a related action agenda based upon College-wideroundtables and campus discussions.

The District Board of Trustees was briefed on the progress to date in implementation of the collaboratively developed Educational Technology Plan(http://valenciacollege.edu/edtechplan/ETslide01.htm).

October 2000The Enrolled Student Survey was administered to more than 5,000 students seeking feedback on a number of general and specific topics related to the qualityof College services and student life on campus.

November 2000The Commission on Colleges of the Southern Association of Colleges and Schools (SACS), the College’s regional accrediting agency, approved Valencia’sproposal to conduct an Alternative Self-Study on “Becoming A More Learning-Centered College: A Systems Approach to the Design, Implementation, andEvaluation of Institutional Change Strategies.” (http://valenciacollege.edu/lci/SACSalt/sacont.htm)

One hundred seventy faculty, staff, and student participants met (known as Big Meeting One) to review previous findings and recommend a specific set oflearning-centered goals and action agenda items based upon previous discussions in the roundtables.

“The Valencia Story: Developing/Implementing Strategic Learning Plan (2000-03)”

Phase 3 (2000-03) has been the point of convergence of all of the preceding work. This phase saw the College articulate clear statements of institutionalpurpose and develop and begin to implement seven new strategic learning goals through collaborative College-wide planning meetings, work groups, actionteams, and governing council recommendations.

January 2001After reviewing and considering input from faculty and staff, the final draft of the Vision, Values, Mission, and Statutory Purpose statements was presented tothe District Board of Trustees, which adopted them.

Valencia Community CollegeStatements of Institutional Purpose

VISION

Valencia Community College is an extraordinary learning community

VALUES

We value:

Each learner by promoting personal success, high academic standards, civic and personal responsibility, and a love of learning.Each member of the faculty and staff as a learning leader.The ongoing personal and professional development of learning leaders throughout the college community.The mastery of the core competencies -- Think, Value, Communicate, and Act.The potential of each person to learn.Planning skills that enable students to create, integrate, and achieve personal, career, and educational goals.A communicative, respectful, collaborative collegiate culture.A caring and professional relationship among student learners, employees, and the community.Diversity and the learning opportunities that it creates.Partnerships for community and workforce development.The purposeful use of technology and other tools that enhance learning.--Academic, professional, and personal integrity.

MISSION

Valencia Community College provides outcomes-oriented, quality learning opportunities by:

Achieving, measuring, and applying the results of learning;Emphasizing critical and creative thinking, effective communication, collaboration, and workplace skills;Maintaining an open-minded, nurturing, and collaborative environmentReaching out to potential students and providing affordable, accessible learning opportunities;--Fostering enthusiasm for lifelong learning;Motivating learners to define and achieve their goals;Respecting uniqueness and appreciating diversity;--Encouraging faculty and staff to continue professional growth;Partnering with businesses, industries, public agencies, civic groups, and educational institutions that support learning and promote the economicdevelopment of Central Florida.

STATUTORY PURPOSE

Valencia is a publicly supported, comprehensive community college that continually identifies and addresses the changing learning needs of thecommunities it serves. The College provides:

Associate degree programs that prepare learners to succeed in university studies;Courses and services that provide learners with the right start in their college careers;Associate degree, certificate, and continuing professional education programs that prepare learners for entering and progressing in the workforce;

A meeting (known as Small Meeting One) involving 40 faculty and staff who organized and led the discussions at Big Meeting One reviewed over 200 pagesof findings from the earlier meeting and consolidated the information into a specific set of strategies for each goal.

http://valenciacollege.edu/president/academicassembly.asp

http://valenciacollege.edu/edtechplan/ETslide01.htm

http://valenciacollege.edu/lci/SACSalt/sacont.htm



January – April 2001Career Staff Councils were created on all campuses and at the Downtown Center to provide an ongoing forum for career service personnel to share ideas andconcerns.

A Strategic Budget Initiatives process was developed to provide for broad-based involvement in the determining of institutional priorities in the allocation of2001-02 budget resources. Initiative sponsors submitted proposals that were reviewed by a task force of faculty, career and professional staff, andadministrators during a two-day “Budget Workshop.” The funding recommendations of the task force were submitted to the President and ultimately servedas the framework for the funding of new initiatives.

February 2001The draft Strategic Learning Plan generated in Big Meeting One and further developed in Small Meeting One was distributed to faculty, staff, and studentsfor review and comment.

February-June 2001The draft Strategic Learning Plan evolved through multiple iterations as feedback was received and incorporated by the Leadership Team in consultation withthe President.

June 2001 – April 2002The President directed that a learning-centered review of College-wide standing committees be undertaken and charged the College Planning Council withmaking recommendations to him. The Council designated the Communications and Shared Decision-Making Action Team as an advisory committee to it forthe review. A preliminary report was reviewed by the Council and submitted to the College community for feedback. The final report was endorsed by theCouncil and submitted to the President. (http://valenciacollege.edu/lci/documents/FINALREPORT.pdf) The President’s subsequent memorandum ofimplementation was disseminated. (http://valenciacollege.edu/lci/documents/Response.pdf) The following principles will inform the work of all Valenciacommittees.

Valencia committees will be learning-centered.

Valencia committees will have a clear, unique, and necessary charge.

The membership of each Valencia committee will be appropriate to the charge of the group.

Valencia committees will submit to the President or appropriate vice president or provost each year an annual report to include, but not be limited to,issues considered; decisions made and actions taken; and anticipated opportunities and challenges in the year ahead.Each Valencia committee will make recommendations to a specific administrator designated by the President, or appropriate vice president or provost;each committee will receive a response from that administrator within 20 College working days.

Valencia committees will provide input into reviews of the College’s Strategic Learning Plan when deemed appropriate by the committees.

July 2001The President established a new Governing Council Structure that significantly expanded shared decision-making at the College and created a governancearchitecture focused on learning. The College Planning Council replaced the Leadership Team as oversight group for the Learning-Centered Initiative.

VALENCIA COMMUNITY COLLEGENew Governing Council Structure – July 2001

District Board of Trustees (DBOT)

Legally vested with final decision-making power in all matters of College policy, programs, building, budget and personnel.

College Executive Council (CEC)

Operational systems and development and managementTriage on day-to-day management issues beyond the scope of campus leadershipFacility master planningTechnology Committee recommendationsCorporate partnershipsApprove minor staffing and budget adjustments, calendar, commencement, and campus-to-campus coordination issues

College Learning Council (CLC)

Curriculum approval (receives recommendations from College-wide Curriculum Committee)Program approval and reviewFaculty/Professional DevelopmentCredit and Non-Credit schedulesCatalogCoordinate fund raising plans, endowed chairs, scholarships, grants and awards with Valencia FoundationFaculty orientation, induction, tenure and reviewCollege assessment programsDistance learningLearning support, learning resources, libraries, and learning technologySchool and university partnerships and articulationCoordinate learning-related grants (Perkins, Title III, Title V, etc)Enrollment plans

College Planning Council (CPC)

Coordinate development and revision of the Strategic Learning PlanCoordinate the development of the annual budgetRecommend multi-year staffing plansOversee the measurement of institutional effectivenessFunction as Steering Committee for institutional accreditation by the Southern Association of Colleges and Schools

http://valenciacollege.edu/lci/documents/FINALREPORT.pdf

http://valenciacollege.edu/lci/documents/Response.pdf



Oversee the College’s Diversity Plan

Faculty Association

Official voice of the faculty in matters of College governance, faculty rights and privileges, and representation on Councils and college-wide standingcommittees.

GOVERNING COUNCIL STRUCTURE PRINCIPLES

The new Governing Council Structure for internal governance and effective coordination is based on the following design principles:

1. Collaboration in decisions affecting the college, especially in academic matters, will be reflected in the responsibilities, membership, and operatingprocedures of each Council.

2. Clear areas of responsibility will be described for each Council, minimizing duplication of effort and confusion of roles.3. Efficiency in decision-making will be enhanced by assuring that the Councils are not responsible to one another, i.e. no decision need be made

serially by more than one Council and each Council will have full authority to act in its area of responsibility subject to the discretion of the Presidentand the Board of Trustees.

4. Councils are designed primarily to act in an executive capacity on recommendations from other working groups.5. Each Council will develop habits and procedures based on the “primus principle” for making decisions.6. Council meetings will normally be open and the agendas and meeting summaries will be made available to the college faculty and staff.

August 2001The President circulated final draft of Strategic Learning Plan to College community for feedback.

September 2001The College Planning Council recommended adoption of the Strategic Learning Plan to the President.

A report on results of Enrolled Student Survey conducted in October 2000 of more than 5,000 students was published(http://valenciacollege.edu/sacs/archive/alternative/ir/enrsurvey2000.pdf). The report presents summaries and conclusions resulting from an analysis ofstudent feedback on a number of general and specific topics related to the quality of College services and student life on campus. Follow-up discussions tookplace in Executive Council, Planning and Educational Services Staff and Campus Provosts Staff meetings (the reports of findings on Enrolled StudentSurveys conducted in October 1994, October 1997, and October 2000 are available on-site in the SACS Resource Rooms).

All full-time Valencia faculty and staff were invited to College Planning Day and 1,050 employees participated in the event. Keynote speaker KayMcClenney (Senior Associate, The PEW Forum for Undergraduate Learning) and Valencia President Sanford Shugart discussed where the College was in itseffort to become an extraordinary learning community and the national significance of that journey. They also addressed significant challenges andopportunities ahead as individuals and the College community work to fulfill the promise of Valencia’s vision, values, and mission statements, and theStrategic Learning Plan. Attendees participated in a Town Hall meeting featuring Dr. McClenney responding to questions and comments from audiencemembers. An important element of the activities of the day was the collection of cards on which participants had written WOW! (exciting, innovative,critically important, or concepts that I liked) and UH-OH! (unrealistic, wrong-headed, threatening, or concepts that I didn’t like or understand) comments (acompilation of the themes reflected in those cards was prepared and distributed and is available in the SACS Resource Rooms).

October 2001The College Planning Council recommended adoption of Indicators of Progress for the Strategic Learning Plan to the President.

The four campuses hosted College Planning Day 2. Campus-based planning related to the Strategic Learning Goals was the central focus of these activities.

November 2001The Strategic Learning Plan and Indicators of Progress (http://valenciacollege.edu/lci/essays/plan.pdf) were presented to the District Board of Trusteesand adopted. The centerpiece of the Plan was seven Strategic Learning Goals and Indicators of Progress. The Plan contained the names of 726 members ofthe Valencia community that contributed to its creation. Essays on each Strategic Learning Goal are drafted by work teams of two or three staff members andcommunicated to the College community to promote discussion of the goals deep in the organization. (Copies of the essays available on-site in the SACSResource Rooms.)

STRATEGIC LEARNING GOALS

Goal 1: Learning First

Shape Valencia’s culture by making learning the chief value and design principle in every College policy, procedure, plan, and initiative.

Goal 2: Start Right

Ensure that students experience extraordinary learning success in their earliest encounters with the College and establish a solid foundation forsuccess in future learning.

Goal 3: Learning Leaders

Hire, develop, support, and empower learning leaders throughout the organization.

Goal 4: Learning By Design

Create a culture in which clearly specified learning outcomes and assessments engage students as responsible partners in their learning and in whichthe College’s learning leaders can effectively create the best conditions for learning.

Goal 5: Learning Support Systems

Create systems of learning support to enable students to achieve extraordinary learning results in classrooms, laboratories and beyond.

Goal 6: Diversity Works

Engage the power of diversity to enhance learning and the College’s impact on the community.

Goal 7: Learning Works

Position Valencia as a powerful and effective community partner for creating a learning workforce in a knowledge economy.




INDICATORS OF PROGRESS

Overview

To assess the College’s effectiveness in meeting the goals specified in the Strategic Learning Plan, theIndicators of Progress listed below have been proposed, discussed, amended, and sanctioned by the appropriateCollege councils and review teams. For the sake of convenience, the indicators are listed under the strategicgoal they most precisely measure; however, because the strategic goals are inter-related, many indicators revealprogress on more than one goal. The method for assessing the Strategic Learning Plan includes the preparationof periodic and annual reports to be published as data are available and relevant to decisions throughout thecurrent academic year.

1.0 Learning First

Conduct a qualitative research study to determine evidence of emphasis on learning as the primary value through examining (a) the availability ofappropriate courses for student success, (b) a facilities planning process that is consistent with student learning, and (c) perceptions of governance,policy and procedures.

2.0 Start Right

Participation in intake activities (assessment, placement, enrollment, orientation).Level of remediation required for FTIC’s (First Time in College students)College preparatory completion rates, by group.Completion of SLS 1122, with LifeMap plan on file.FTIC’s successfully completing gateway courses within two years.Performance, conversion rate, and later success of dual enrolled students and support of dual enrollment program (include number and nature ofpartnerships, etc.).

3.0 Learning Leaders

Annual documentation of faculty and staff renewal (SPD, Leadership Valencia).Annual measures of faculty and staff vitality and well being through qualitative research.Potential for student engagement (accessibility of faculty during scheduled office hours and via campus phone and e-mail) enhanced as measured bypercentage of student contact hours taught by full-time faculty.

4.0 Learning By Design

Graduation, program completion, and course success rates, by group.Successful completion of CLAST requirements.FTIC cohort studies including placement characteristics, success in first classes, success in college preparatory program, rates of progress tobenchmarks (15, 30, and 45 credit hours), graduation, CLAST performance, transfer performance, career placement performance.Incidence of courses meeting Learning By Design standards.Level of use of student electronic portfolio to document and display evidence of learning.

5.0 Learning Support Systems

Availability of instruction delivered by non-traditional means and student success in those courses.Levels of students’ access and use of the Learning Support System, LifeMap, and other services to support learning in defined ways (applicationthrough graduation and placement).Level of student and faculty satisfaction with learning laboratories, electronically equipped (“smart”) classrooms, tutoring, and other classroomsupport.

6.0 Diversity Works

Comparable levels of enrollment, achievement and completion by all population groups represented at the college regardless of rates of initial courseplacement.Faculty, administration, and staff diversity representing proportions of qualified persons in the community.Volume of purchases, services, and investment in partnerships with minority owned businesses.Inclusion of course content and instructional methods chosen to employ diversity as a positive learning factor.Diversity in co-curricular activities.

7.0 Learning Works

Success rates for licensure, standard examinations, wages and placement of leavers, completers, and graduates (include analysis of segments served bycourses and programs).Growth in participation of individuals and corporation in the Valencia Institute.Growth in measures of the business model for the Valencia Institute.Satisfaction of corporate clients.

Following adoption of the Strategic Learning Plan (SLP) by the Board of Trustees, the College Planning Council (CPC) approved a Goal Teams Conceptpaper (http://valenciacollege.edu/lci/pdf/goalteams.pdf) to provide ongoing comprehensive oversight and evaluation of the College’s infusion of learningthroughout the institution. The CPC, the governing council responsible for oversight of implementation and revision of the SLP, took this action in order toensure that a College-wide assessment and evaluation component would help inform the College of the outcomes associated with the multiplicity of actionsenvisioned in the SLP. The CPC created a subcommittee to coordinate staffing of a goal team for each of the strategic learning goals.

January 2002As a key component of the implementation of the Strategic Learning Plan, one or more person was designated as “primus” to ensure the collaborative designand implementation of recommendations related to each action agenda item for each strategic learning goal. In addition, a governing council was assignedresponsibility for oversight of the activity and for creating a deadline for the completion of the action. (Matrix of primus and governing council

http://valenciacollege.edu/lci/documents/goalteams.pdf



responsibilities related to strategic learning goal action agenda items available on-site in SACS Resource Rooms.) A more global view of progress towardthe attainment of each of the seven goals was assigned to goal teams that were appointed. A meeting was held to orient primuses to the overall strategicplanning process and their role as a primus. (The agenda and related hand out materials available on-site in the SACS Resource Rooms.)

College Learning Council and College Planning Council memberships are reduced by two administrators and one professional staff member is added to each.

The Professional Staff Forum, which had an organizational meeting in September 2001, is provided with direct access to Executive Council through amember liaison.

March 2002The President and Governing Council Officers meet with Goal Team Co-Chairs to clarify the role and responsibilities of the goal teams. Goal teamresponsibilities include the following:

Assess Indicators of Progress Data;Identify other data needed to review;Secure feedback from stakeholders as appropriate;Evaluate progress on goal based on findings;Prepare report on goal for submission to District Board of Trustees;Respond to questions from the District Board of Trustees;Make recommendations for revising goal/outcomes/strategies/action agenda items;Disseminate findings to stakeholders.

Goal Team 2: Start Right report ( http://valenciacollege.edu/gtreports/goal2.pdf ) was presented to the District Board of Trustees.

The President reported to the District Board of Trustees on the College’s facilities strategy, including the space and growth challenges of the College, theassets and opportunities available, the principles in which Valencia, as a learning-centered college, will be rooted, and state level strategies, partnering, landacquisition and exploration strategies and actions.

The Governing Council Officers began meeting regularly to ensure communication and coordination of work among and between governing councils.

The President met with the Governing Council Officers to assess the effectiveness of the Governing Council Structure and to discuss possible opportunitiesfor improvement.

June 2002The President presented a progress report to the District Board of Trustees on the strategic planning process and the status of each of the action agenda itemsin the Strategic Learning Plan. (http://valenciacollege.edu/lci/documents/ProgressReport.pdf)

Goal Team 4: Learning By Design Report (http://valenciacollege.edu/gtreports/ ) was presented to District Board of Trustees.

The College received (from the Community College Leadership Program at the University of Texas at Austin) Valencia’s institutional report on results fromthe 2002 “field test” administration of the Community College Survey of Student Engagement (CCSSE). Analysis and implications of the findings are beingexplored by governing councils, the institutional research staff, and other administrative units. (The CCSSE Institutional Report 2002 available on-site in theSACS Resource Rooms.)

July 2001 – June 2002Throughout the year, the College Planning Council (CPC) was updated on the challenging financial picture as it developed in Tallahassee. The Budget andFinancial Advisory Group, a work team of more than 20 faculty, professional, and career staff, were designated by the CPC to review information, suggestother ideas, and formulate recommendations for consideration by the Council. After collaboration over several months with the Budget and FinancialAdvisory Group, the Council recommended to the President 2002-03 “Budget Principles and Priorities” and “Financial Beliefs and Assumptions,” as well asgeneral “Principles for Budget Reductions.” (Those principles were given voice in the College’s budget reductions during Term 1.)

The College Planning Council, in conjunction with the Budget and Financial Advisory Group, designed a process for soliciting, evaluating, and ranking 2002-03 Strategic Budget Initiatives based on points generated using learning-centered, principles-driven criteria. Using that process, the Budget and FinancialAdvisory Group proposed to the Council a rank order of the submitted initiatives based on the previously developed learning-centered criteria. The Councilendorsed the work of the advisory group and recommended that the summary sheet be forwarded to the President for consideration. [The Council discussedpossible enhancements to the process for 2003-04. It was agreed that a budget calendar for the year would be helpful, as would extending the invitation toeveryone at the College earlier in the year. Consideration will be given to building in a “notice to apply” which might encourage collaborative efforts andminimize the possibility of duplications.]

A document was prepared and presented to the District Board of Trustees in June 2002, highlighting the learning-centered features of the College’s 2002-03Operating Budget. The following is the text of that document.

HERE’S WHAT’S LEARNING-CENTEREDABOUT VALENCIA’S 2002-03 OPERATING BUDGET

Valencia’s 2002-03 Operating Budget gives voice to an authentic learning-centered vision that is deep in the organization. That vision coupled with a desireto put our resources to work and invest in the future of our learners has resulted in this collaboratively designed financial framework to leverage realmovement toward achievement of the College’s Strategic Learning Plan. This allocation of budget resources has mirrored stated strategic priorities in anumber of significant ways.

The nine principles and nine priorities that were collaboratively developed by the Budget and Financial Advisory Group and the College PlanningCouncil drove the budget design process. Acting based on those learning-centered principles and priorities made the budget mean something.

The historic mystique of the budget process was further undermined this year. As the College faced a state-imposed budget reduction challenge earlyin Term 1, the President took action to make necessary cuts based on principles developed by the Budget and Financial Advisory Group andrecommended by the College Planning Council. The President kept the Valencia community updated throughout the year on legislative activities andour plans for future directions.

In the face of the significant budget reduction referred to above and despite tremendous uncertainty related to future funding levels, the Collegecommitted to advertising and hiring 19 tenure-track faculty positions for 2002-03.

Aside from the cost to continue of Valencia operations and new faculty and instructional support positions, the major focus of the expenditure of new2002-03 dollars to the College is on Strategic Budget Initiatives. Initiative proposals were solicited from throughout the College and were evaluatedbased on six principles that became the criteria for ranking by the Budget and Financial Advisory Group and the basis for endorsement by the College

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Planning Council. Some examples of 2002-03 Strategic Budget Initiatives that were funded include the following.

1. Core Competency Integration2. Under-prepared Student Initiative – Math3. LifeMap Implementation (Year 3)4. Pre-Tenure Professional Experience (TLA)5. Destinations 2003 Faculty Development Program6. Creating Opportunities and Resources for Educators7. Valencia Institute Marketing Plan8. Redesign and Streamlining of Admission and Enrollment Process

Staff and Program Development (SPD) funds ($976,471) were significantly decentralized in this budget in order to further Valencia’s learningmission. That reallocation of funds was earmarked in such areas as the following.

1. Tuition reimbursement was raised from $800 to $1,000 per full-time employee to facilitate additional academic work and exposure toeducational conference facilitators and materials. (Cost: $200,000)

2. Two Strategic Budget Initiatives (English Immersion and On-line/On-ground Faculty Development for Adjunct Faculty) were funded. (Cost:$243,064)

3. Creation of a learning-centered mini-grants program providing for campus-based ($100,000) and College-wide ($50,000) initiatives.

The College has captured “existing resources for strategies we wish to implement” by reorganizing marketing and media relations and the print shop in orderto provide for greater effectiveness of services while allowing significant funds to be redirected to Valencia’s core learning mission within the 2002-03Operating Budget.

Operating budgets can come and go; Valencia’s principles and priorities based on vision, mission, and values that are constant make this budget document aliving and vital document. The learning journey we are on to continually put learning first in all that we do is clearly the focal point of this work. As theCollege proceeds to implement this Operating Budget it will be important to remember that “The main thing is to keep the main thing the main thing.”

July 2002Goal Team 6: Diversity Works Report (http://valenciacollege.edu/gtreports/ ) was presented to the District Board of Trustees.

Tracy Edwards joins the College as Vice President for Academic Affairs and Chief Learning Officer, following an extensive learning-centered search process.

The College Planning Council provided the College community with a report on the inaugural year of operation of the governing council responsible forleadership in strategic planning, institutional planning, budget priorities, and diversity. (http://valenciacollege.edu/lci/documents/CPCAnnual.pdf)

September 2002Goal Team 7: Learning Works Report (http://valenciacollege.edu/gtreports/ ) presented to District Board of Trustees.

The Equal Access-Equal Opportunity Committee becomes the College Diversity Committee with a broader charge and oversight responsibility for StrategicLearning Goal 6: Diversity Works.

A systematic learning-centered review by clusters for all College policies is initiated.

October 2002Goal Team 1: Learning First report (http://valenciacollege.edu/gtreports/ ) presented to District Board of Trustees.

A Marketing Advisory Group is established to conduct a review and evaluation of the College's marketing materials, using learning-centered principles toevaluate the effectiveness of said materials. Members include four faculty representatives appointed by the Faculty Association, two student representativesappointed through the Student Government Association; one College administrator and one staff member selected by the administration, and onerepresentative of the Valencia Foundation. The tenth member, the Director of Marketing and Media Relations, chairs the group. It is expected that the groupwill meet at least quarterly, and more often as necessary.

The College community was informed of the implementation plan for dissemination of the Goal Team Reports, a mechanism for feedback on the reports, andan opportunity for the respective Goal Team and Goal action agenda item primuses to review the feedback and make recommendations for updating theStrategic Learning Plan and Indicators of Progress. The reports of the Goal Teams can be found at (http://valenciacollege.edu/gtreports/ ). That site alsoprovides a response form that can be completed for each report.

A series of “Goal Team Report Roundtables” will be conducted, one for each goal. While the entire College community will be informed of each roundtableand encouraged to attend, individual invitations will be extended to the Goal Team members, action agenda item primuses, and others as determined by theGoverning Council Officers.

The anticipated structure for each roundtable is that invitees will be provided in advance with electronic links to the Goal Team Report (a compilation ofresponses received from the College community to the report will be provided to participants in the roundtable). Discussions will be facilitated by the GoalTeam Co-Chairs (whenever possible) and focus on answering these questions:

What are the most significant findings in the report? What should we do to address those findings?Are there action agenda items for this goal that should be updated or clarified?Can we declare “victory” on any action agenda item(s)?Are there new action agenda items for this goal that need to be added?Are the Indicators of Progress for this goal meaningful? If not, how should they be revised?

Following the roundtables, feedback obtained will be used for refreshing the Strategic Learning Plan and Indicators of Progress. The roundtables began onOctober 28, 2002, and end on February 17, 2003.

November 2002College Learning Day was held with 1,050 full-time employees participating. After months of collecting and reviewing evaluations of the 2001 planning daysand synthesizing these with the results of the 523 online survey responses received from employees during the summer of 2002, a faculty and staff work teamdeveloped learning-centered recommendations for the day (http://valenciacollege.edu/lci/documents/WorkTeamReport.pdf). The Executive Council endorsedthe recommendations. The day provided a blend of learning opportunities for participants ranging from a big picture keynote to a selection of learningopportunities in two time blocks specialized to meet the needs of the four constituencies. These learning opportunities were provided in a variety of formats,sizes, and learning styles, such as presentations of information, applied workshops, and forums/working sessions (Participant responses to online survey


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regarding the 2002 College Learning day are available in SACS Resource Rooms).

September 2001-December 2002The College Planning Council solicited from throughout the College suggestions on “Learning-Centered Opportunities for Improvement.” Each suggestionwas forwarded to a governing council or appropriate individual(s) for reaction and, whenever possible, action (a document listing all suggestions andresponses was published during Term 2, 2002-03, and is available in the SACS Resource Rooms). Within that process, a response was prepared for eachsuggestion submitted. This ongoing process will be repeated in Term 1, 2003.

December 2002Goal Team 3: Learning Leaders report (http://valenciacollege.edu/gtreports/ ) was presented to the District Board of Trustees.

February 2003Goal Team 5: Learning Support Systems report (http://valenciacollege.edu/gtreports/ ) will be presented to the District Board of Trustees.

“The Valencia Story: Reflection and Direction (2003 and beyond)”

Lessons Learned From Valencia’s Transformational Change (1995-2002)

Lesson One: Institutional transformation serves to preserve and perpetuate a vision, a core purpose, andvalues that do not change.

In the beginning we found it helpful to identify what does and does not need changing. College members seemto fear change less if they focus first on what they want to preserve. Most of the changes we have initiated arenot in values, but, rather, changes designed to help us do a better job of serving our values. By articulating ourcore values and purposes as enduring aspects of the College, we find that change becomes less frightening sinceit represents an effort to better serve and preserve that which we hold most dear.

Lesson Two: Transformation involves both change and transition, which are two different things. Bothare uncomfortable.

Our transformation experiences and discomforts mirror those described by Bridges in Managing Transitions.He explains that discomfort accompanying any major change is great because transition begins with letting goof something. After letting go, people enter a neutral zone in which they have lost the comfortable old ways buthave not yet become comfortable with the new. The neutral zone is full of danger and also full of opportunity.It is here that organizations make or break change initiatives. We made a conscious effort to acknowledge thediscomfort that change imposes and to equip faculty, staff, and administrators with the tools needed to makeeffective transitions. We structured multiple learning opportunities to give people the transition tools theyneeded to understand and move past the discomfort of change. As more and more change occurs in ourlearning community, it is important that we recognize the imperative to constantly attend to and facilitate thechange and transition process.

Lesson Three: Transformation will involve changes of two distinct types—one enables you to improvewhat you are already doing, and the other enables you to create and implement an altogether new way ofdoing something.

As more than 300 of our faculty, staff, and students met in a series of roundtables during the summer of 1996to begin to define what Valencia would look like as a more learning-centered college, we found shared valuesand core purposes. The recommendations that emerged from the College-wide dialogues dealt primarily withchanges in operational processes, which can be categorized into two groups: (1) changes that would refine ourcurrent processes, making them work faster or better to bring about incremental improvements in outcomes,and (2) changes that would lead to the creation of entirely new processes to bring about a major,transformational leap forward in results. We recognized that both kinds of changes are important, but also thateach requires different approaches and strategies to bring them to fruition. As our learning-centered effortshave matured and expanded in recent years this basic approach to our work has been maintained.

Lesson Four: New structures, and new positions may be needed to ensure that the transformation effortsare sustained.

The use of a Leadership Team for the initiative and the creation of a new vice president for curriculumdevelopment, teaching, and learning were critical elements in our ensuring that innovation resulted in desiredtransformation. The Leadership Team constantly scanned the organization, the literature, other colleges, andnational initiatives to determine innovations that merited consideration for integration into the College,weighing the potential impact on learning outcomes. The Team established collaborative processes that yieldedrecommendations to the President regarding innovations, designed ways to achieve College-wide consensus,carried out the process of achieving that consensus, and recommended strategies to fully integrate theinnovation into ongoing operations. Likewise, the vice president for curriculum development, teaching, andlearning concentrated on the design of the learning experience, worked with faculty and other administrators topilot test and evaluate promising innovations, and made recommendations on the effective integration of theseinnovations into the College as a whole. As evidence of further acceleration of the transformation process, afteronly two years, the responsibilities of the senior management official for learning were expanded and theposition renamed Vice President for Academic Affairs and Chief Learning Officer.

Lesson Five: Transformation in higher education is made possible by collaboration.

If we have found one lesson to be more important than any other, it is this: higher education rests on a sharedgovernance model. We have found that for substantive change to be made, agreement on the changes must bereached collaboratively. In addition, what we have agreed upon has become conceptually stronger as a result ofthis collaboration. We have found most useful a process of collaborative decision-making that actively engagesall those who want to participate in informed dialogue about the College’s present and future. Still, this processhas its challenges. Some College members feel that we are holding ourselves back when we allow time for fullparticipation in the consideration of ideas and actions. Others caution that too fast a pace will derail the changeprocess. We have intentionally built our transformation process on a collaborative model that balances these





concerns.

Lesson Six: Utilize the train station metaphor to achieve ongoing momentum.

There is a temptation when embarking on transformational change to characterize critics or skeptics as theenemy and exclude them from discussions and future activities. Once the Leadership Team determined thatconsensus had been reached on moving forward with the learning-centered initiative, the strategic decision wasmade to continually engage all members of the learning community in future work. The Team embraced themetaphor of train station stops. A colleague may not want to board at this stop, but there will be plenty ofstops on down the track to pick up the train. This proved to be a very effective approach.

Lesson Seven: Creating an altogether new way of doing something involves a "Gulp Factor."

Collins and Porras (1994) argue that transformational change requires setting goals that seem staggering at firstglance: "What’s needed is such a big commitment that when people see what the goal will take, there’s analmost audible gulp." At Valencia, we are setting extraordinarily high goals for ourselves and for our students,acknowledging the power of high expectations for organizations as well as individuals.

Phase 4 (2003 and beyond) presents the College with exciting opportunities for continuing the transformational process. The Goal Team Report Roundtables(which conclude in February 2003) feedback and the recommendations from the SACS Alternative Self-Study Visiting Committee consultants will provideinvaluable input into the strategic planning process.

A broad-based, College-wide planning meeting will be conducted after the SACS visit, at which time progress to date and findings from the Goal TeamReports and related roundtables, and the SACS visiting team will be incorporated into the discussions. The result will be to 1) reflect on the level ofdevelopment in strategic planning and evaluation at the College, 2) determine priorities for the direction or redirection of human and fiscal resources based onthose findings and the College’s vision, values, and mission statements, and 3) set in motion an aggressive process to refresh the Strategic Learning Plan.





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Alternative Self-Study: Strategic Topics Report 2003 - Strategic Topic #1 - Core Competency Integration and Assessment - Valencia: A Learning College

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Conclusion

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Alternative Self-Study: Strategic Topics Report 2003Strategic Topic #1 - Core Competency Integration and Assessment

Executive Summary

Development of the current core competencies at Valencia grew from simultaneous initiatives begun nearly a decade ago: grass-roots facultyand staff work on improving student outcomes across diverse populations (supported with Title III grant funds) and an administratively-initiated,collaboratively-led exploration of becoming a more learning-centered institution (enhanced through college participation in the Pew HigherEducation Roundtables and in an ACE/Kellogg project, “Leadership and Institutional Transformation”).

Through a massive, college-wide collaborative process over a three-year period, we moved from seven discipline-specific competencies to fourcurriculum-integrating global competencies: Think, Value, Communicate and Act (TVCA). Now listed and explicated in the College Catalog,course syllabi, the Strategic Learning Plan, and other college publications, discussion continues on how best to understand, teach toward, andmeasure growth in these key life abilities.

This segment of our Self Study Report documents the progression of TVCA development from concept to reality; the substantial on-goingfaculty/staff engagement in learning about learning and about authentic measurement thereof; the various and continuing pilot projects inassessment of learning in the core competencies; other developments resulting from competency-based thinking, such as the newTeaching/Learning Academy for tenure-track faculty; and, finally, a projection of “what next?” How do we move from peripheralexperimentation to core process?

Accomplishments include:

Creation of new core competencies that serve to integrate the Valencia learning experience for students, faculty and staff.Dissemination and explication of core competencies in college publications, including course syllabiMultiple, on-going opportunities for faculty and staff to research, develop, and experiment with learning activities for and assessment ofcore competenciesDocumented results of pilot projects in integration and assessment of core competenciesCollege-wide familiarity with the core competencies; a shared vocabularyCommunity College Survey of Student Engagement (CCSSE) evidence that core competencies are being addressed within thecurriculum.A developed, fully operational e-portfolio, currently in pilot testing (an eventual repository for rich evidence of student growth in corecompetencies that can inform our analysis of degree program effectiveness in the future).

Work remaining includes:

Moving assessment of core competencies from periphery to center, from “special assignment” to “regular assignment” people andpracticesFurther developing understandings of the relationship between course outcomes achievement and measurable growth in mastery of thecore competenciesContinuing to provide learning opportunities across the college on the core competencies and their assessment Structuring on-going opportunities for collegial conversation to ensure shared understandings of intention and purpose, insights andchallengesFurther developing MyPortfolio and other tools that provide scaled andauthentic assessment possibilitiesBroadly practicing assessment of student growth in TVCA, building toward habit and expertise as well as a body of useful informationWidely learning and practicing the application of evidence to a continuous-improvement cycle.

We acknowledge the TVCA Project as a work still in early-stage progress and as complexly inter-related with other learning-centered initiativesat the College. We welcome the perspectives and guidance that this accreditation process will contribute toward accomplishment of ourlearning-centered commitment to know what our students are learning and to apply those understandings to improve and enhance subsequentlearning at the College.

Strategic Topic #1 - Core Competency Integration and Assessment

OverviewThink, Value, Communicate, Act (TVCA): Core Competency Integration and Assessment

The Valencia core competencies (Think, Value, Communicate, and Act {TVCA}) provide a holistic description of what “educated” persons (life-long learners) can do increasingly well. The conceptual model of TVCA is outlined in the Valencia College Alternative Self-Study Proposal(page 8). This report on the TVCA Core Competency Integration and Assessment Project (2001-2003) fulfills one of the three specificobjectives of the proposal for an Alternative Self-Study for Reaffirmation of Accreditation for Valencia Community College. Specifically, theobjective of the core competency project is to “design and implement a system that integrates the core competencies into the curriculumthrough faculty development, curriculum design, and student assessment” (Proposal, page 8).










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The student Core Competencies are now well established as goals of teaching and learning in all programs at Valencia (College Catalog, 2000-01, page 13, http://valenciacollege.edu/catalog/00-01/pdf/toc.pdf). The challenge addressed by the TVCA Integration and Assessment project isthat “The core competencies now need to be fully integrated into all courses by faculty through learning and assessment strategies” (Proposal,page 8). Core competencies unify the curriculum for both faculty and students, causing us to explicitly think about and focus the purposes ofour work. We assume that each course contributes to growth in the core competencies as well as to increased learning in the specificdisciplines. When working with faculty, our approach has been to “excavate,” that is, to uncover how growth is fostered and learning outcomesmet, and to document evidence of this. We are now challenging ourselves to name and demonstrate progress and mastery levels in those keyabilities: to measure deep, long-term, transferable learning and the ability to think critically and creatively; to exercise good judgment; tounderstand and effectively articulate ideas and perspectives; to act responsively, responsibly, and effectively across courses and disciplines—in life, in fact.

Our current system of institutional research does not collect and analyze evidence of student learning in terms of TVCA as outlined above. TheOffice of Institutional Research (IR) does expertly gather data on many vital indicators, such as rates and patterns of enrollment, retention,passing, graduation, etc. (reports available in the SACS Resource Rooms). Our curriculum does have some assessment checkpoints, such asthe Computerized Placement Test (CPT) upon admission (to place students into remedial courses as needed), the college preparatory level exitexams in Reading, English, and Mathematics, and the Freshman Composition I exit writing exam. But on the whole, the curriculum does notthoughtfully produce evidence of student learning, nor is such evidence systematically collected, analyzed, and shared back to the departmentsand professors so that it can be used to plan improvements. There is a gap between our goals for the curriculum (student learning in terms ofTVCA) and our systems for data collection, analysis, and application toward improvement.

Valencia’s chosen method for bridging this gap is via professional development programs for faculty and academic staff. This is clearlyindicated in the self-study proposal: “Professional development will be provided for department chairs and lead faculty, within and acrossdisciplines, to work with other faculty to integrate the core competencies into their course syllabi and curricula” (Proposal, page 8). There aremany dimensions to the professional development that will create real changes in the basic teaching, learning and assessment functions of thecollege: some will require support of academic deans as they develop departmental assessment plans; many others will require intensive workwith faculty to support the changes needed to shift to learning-centered practices. It is our goal to support our educators as they devise ways toknow and to show what their students have learned. Both deans and teachers need time, resources and support to learn how to developassessments that reflect more than information-recall; to collect the evidence of what students know how to do, and how well they can do it.

Bridging this gap actually means creating substantive changes in the culture of the college. Creating a cultural change in an organization aslarge and diverse as Valencia is a long-term goal, one of great complexity. The College’s stated intention is to move toward a “culture ofevidence” to support all key decisions, with evidence of student learning at the center. The method of effecting this change is appropriatelydependent upon comprehensive professional development programming. John Tagg, co-author of the oft-cited “Learning Paradigm” article fromChange magazine (Barr and Tagg, 1995) has commented on Valencia’s apparent success by conventional community college standards. Henoted that this very success would make cultural change that much harder-why change when what you do seems to work? As he told usduring a consulting visit in Fall 2000:

“…I suspect that the core culture of the college has not yet faced up to the paradox that in order to start doing new things you will have to stopdoing some old things. This is a possible source of conflict in the future. It will require an extended and open conversation about the trade-offsinvolved in change in order to break through some of the institutional defensive routines that are likely to appear to deflect changes.”

(Tagg Report to Valencia, 9/24/00)

Valencia Community College President Sanford Shugart understands the changes that need to be made in terms of systems and organizationalculture. He made this clear to the college in his presentation to the entire college assembly, November 5, 2002. The following is a paraphrase:

Education reform of the past 50 years has failed because it is phrased as a people problem, i.e., that the teachers and/or the students are the“problem,” that one or both are deficient and therefore in need of fixing. Instead, we need to focus on a systematic approach to what isessentially a systems problem. What we need is organizational change that empowers people to innovate and improve the conditions thatsupport learning. We may have to break and remake our systems at the college to reach these new outcomes.

We will need to collect results of our efforts. We don’t measure results. We need to work together collegially to identify who’s learning andwho’s not, and discover what we need to do to move the students to the next level of learning. We need to agree upon what needs to belearned and how we will know when it has been learned. And we need to approach this collegial work in the way that it increases liberty, ourfreedom to create the best conditions for learning.

(Shugart, 11/5/2002)

The TVCA Integration and Assessment Project needs to be seen within Dr. Shugart’s frame as an attempt to foster positive changes in theorganizational culture that will result in a “culture of evidence” of student learning. Our vision is that assessment of TVCA will inform theteaching and learning process and feed back into the curricular and professional development planning. What we have to report here is adescription of the ongoing work of core competency integration and assessment, its results to date, and the timeline for moving this learning-centered work outward into ever-expanding circles of awareness and engagement.

Incremental Progress in Mainstreaming the Learning-Centered Initiative (LCI), 1994-2000

Valencia has made steps toward the goal of bringing the LCI into the mainstream of the college through engaging individual faculty in curricularand professional development projects. The impact of the 1994-99 Title III grants on the approximately 300 faculty who participated isdocumented in research articles published in peer-edited academic journals (Nellis, DiMartino, Hosman, Clarke, 2000; Pedone and Bonsangue,2000; Nelson, 1998), numerous professional conference presentations (Reagan, Puyana, Hosman, Nellis, 2000), and annual reports to fundingagencies (copies of academic journals available in SACS Resource Rooms). Additional information on performance results can be found athttp://valenciacollege.edu/faculty/development/, and faculty participant lists, http://valenciacollege.edu/faculty/development/.

Since 2000, the Title III West and Title V Osceola grants, and the Destinations summer development program have adopted an ActionResearch model as a method to bring more members of the college community into a “culture of evidence.” Examples of faculty designs areavailable on the Faculty Development website. The summer program Destinations has stressed assessment for years(http://valenciacollege.edu/faculty/development/destination.), especially Classroom Assessment Techniques (CATs). Since 2002, theDestinations program has also emphasized standards of scholarship in faculty projects, which has deepened the commitment to collection ofdata on student learning results and the sharing of those results in ways that help the college better understand student learning. In all three ofthese programs, which engage over 140 faculty per year in sustained and intensive (40 to 60 hours of time) curricular and professional

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development projects, the explicit integration of TVCA into teaching and learning is an integral component(http://valenciacollege.edu/faculty/development/tla/).

There are additional professional development programs, such as the Teaching/Learning Academy (TLA) -- a redesigned approach toorientation and learning for tenure-track faculty (http://valenciacollege.edu/faculty/development/tla/). The TLA is currently serving 74 newfaculty. TVCA and its assessment are central to the program (http://valenciacollege.edu/faculty/development/tla/). Furthermore, Valencia hashelped develop and currently employs the Scenarios online course in learning-centered teaching. The primary audience for Scenarios is adjunctfaculty who often cannot participate in other professional development offerings because of scheduling and compensation complications. Approximately 100 faculty have participated to date in this 20-hour, web-mediated course. Research on the initial success of the Scenariosproject has recently been published in the New Directions for Community Colleges series (Nellis, Hosman, King, Armstead, 2002; articleavailable in SACS Resource Rooms, see bibliography, page 43).

The programs described here are part of the delivery of a comprehensive faculty development program. Apart from the major efforts of theWest Campus Title III and Osceola Campus Title V grants, Valencia has supported these development opportunities through the budgetinitiative process, which allows faculty and staff to request budgetary support on an annual basis. For two years, 2001-2002 and 2002-2003,Valencia budget initiatives have funded the Destinations summer program, the Scenarios online project, the TLA program for tenure-trackfaculty, the TVCA Integration and Assessment Project, and the Start Right projects in college preparatory Reading, Math, English and Englishfor Academic Purposes (EAP, the non-native English speakers’ preparatory program).

Valencia has evidence of student learning in aggregate data that is presented in the report on Strategic Learning Plan Goal 4: Learning byDesign, and Strategic Learning Plan Goal 2: Start Right (http://valenciacollege.edu/lci/). Additional data on student engagement with the collegefrom the students’ point of view was obtained via Valencia’s participation in the national Community College Survey of Student Engagement(CCSSE), the results of which indicate that Valencia does a consistently above average job of engaging its students when compared to thenational norm for Community Colleges.

Valencia is making steady progress on the implementation and assessment of core competencies. We are indeed “mainstreaming” theLearning-Centered Initiative (LCI) through the TVCA project and the three other strategic topics, all of which are driven by the Strategic LearningPlan. Evidence that Valencia is meeting the goals of this strategic topic include the following:

Creation of new core competencies that serve to integrate the Valencia learning experience for students, faculty and staff.Dissemination and explication of core competencies in college publications, including course syllabi.Multiple, on-going opportunities for faculty and staff to research, develop, and experiment with learning activities for and assessment ofcore competencies.Documented results of pilot projects in integration and assessment of core competencies.College-wide familiarity with the core competencies; a shared vocabulary.Community College Survey of Student Engagement (CCSSE) evidence that core competencies are being addressed within thecurriculum.A developed, fully operational e-portfolio, currently in pilot testing (an eventual repository for rich evidence of student growth in corecompetencies that will inform our analysis of degree program effectiveness in the future).

There is still plenty of work yet to do. Definition of learning outcomes for courses in terms compatible with TVCA is an ongoing task (seeLearning Outcomes). Assessment of student learning in courses is being accomplished on an individual faculty basis through the Title III andTitle V grant-funded programs; shared assessments by groups of faculty teaching the same course were pilot tested in fall 2002 as a result ofthe TVCA project (see Model Lessons and Case Studies). Ongoing course review at the departmental level, using evidence of student learningto inform a systematic improvement process is still beyond our reach at this time, but the TVCA project offers a vehicle for discovering how tobest develop such a system. For an outline of the vision for course and program assessment, seehttp://faculty.valenciacollege.edu/pbishop/tvca/tvca-home.htm. The work of creating cultural change in a large organization takes time. Valenciais engaged in this difficult work and discovering those systems it must change and create to support our progress toward demonstrating ourstatus as an authentic learning college.

2001-2003 Core Competency Initiative

As stated in the Self-Study Proposal, the problem addressed by the TVCA Integration Project is that “The core competencies now need to befully integrated into all courses by faculty through learning and assessment strategies” (Proposal, page 8). During 2000-2001, the College wasinvolved in construction of the new Strategic Learning Plan (SLP), and the need to integrate and assess the core competencies emerged as amajor goal to be accomplished. The charge for the TVCA project is drawn from SLP Goal 4, Learning By Design: “Create a culture whereclearly specified learning outcomes and assessments engage (learners) as responsible partners ... and where the College’s learning leaderscan effectively create the best conditions for learning” (http://valenciacollege.edu/lci/essays/Goal4Essay.htm).

Action Items are sub-elements of the SLP that are designed to move the college incrementally toward achievement of the desired outcomes foreach goal. Goal 4, Learning By Design, Action Item 1, 2, 3, and 5 are directly impacted by the efforts of the TVCA Integration and Assessmentproject:

Create a multi-year strategy to incorporate core competenciesIdentify learning outcomes and assessment procedures, with a focus on “front door” coursesPromote the use of classroom assessment modelsCreate a multi-year course review and approval process.

The work of the TVCA Integration and Assessment project is clearly at the heart of this segment of Valencia’s SLP (see Goal 4 Report:http://valenciacollege.edu/gtreports/).

To help accomplish this goal, President Shugart named humanities professor Dr. Philip Bishop as a “Faculty Fellow,” in Fall 2001 to lead thedesign and implementation of the TVCA project. Bishop was supported throughout the project by Ann Puyana, Interim Chief Learning Officer,and Patrick Nellis, Faculty Development Coordinator. Additional support came from the management team of the Title III and Title V grantprojects, Coordinator of the Teaching/Learning Academy (TLA), Coordinator of the Destinations summer program, and the College PrepCoordinators for Mathematics and Communications (i.e., the staff of the Curriculum Development, Teaching and Learning [CDTL] department).

Supporting internal expertise, three very important consultant visits regarding the TVCA core competency framework took place during1999 and2000. The suggestions by these consultants were influential in the design of the self-study proposal and they continue to guide our thinking

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about core competencies and assessment. A synopsis of each follows:

Kings College

This was the third visit by consultants from Kings. This time, a team of three faculty, led by Academic Vice President Don Farmer, presented aseminar on Evaluation of Core Competencies. Twenty-six people attended, among them two Vice Presidents, six Deans, one Provost and 17faculty leaders and CDTL staff.

Four discussion groups worked on course assignments, teaching strategies and assessment criteria related to TVCA. A variety of possiblecourse-embedded assessment activities to holistically assess student performance were demonstrated, and possible strategies to implementsuch assessments were outlined.

In his report to Valencia, Dr. Farmer suggested:

Wide discussion among faculty needs to be facilitated in order to create the expectation that TVCA will move beyond rhetoric to realityfor both faculty and students.Adjunct faculty need to become aware of the TVCA competencies.Pilot tests should be developed on each campus; these need to be supported with funds for release time and stipends.College-wide project teams should oversee each of the four core competencies as they are further developed, implemented, andintegrated into the curriculum.A team of faculty should be sent to the Assessment Forum sponsored by the American Association of Higher Education.

(Farmer Report to Valencia, 11/12/99)

Robert Diamond

In one of many visits to Valencia, Dr. Diamond used participant teams in this workshop to analyze the indicators of TVCA in specific detail. During the summary stage of the workshop, Dr. Diamond outlined important next steps for the development of the TVCA curriculum:

More work is needed to clarify the meaning of the TVCA indicators in terms of student learning outcomes.Editing of the TVCA indicators should proceed as problems are uncovered during the step above.Discussion should be facilitated across the college on the sequence and flow of the curriculum so that it has the best chance of fosteringstudent growth in TVCA.A review of course outcomes by each discipline should be conducted to infuse the TVCA indicators into the courses.

(Nellis, CDTL Report on Diamond seminar, September 2000)

John Tagg

In his report to Valencia following his visit (see bibliography, page 43), Professor Tagg offered the following suggestions on assessment ofstudent learning in terms of TVCA:

Assessment of TVCA must be an institutional function.This approach takes on a student’s perspective, whose learning experience is not bounded by departments.It is important to include department chairs in the change process.We must create trans-departmental structures that can plan and develop TVCA assessment from a more holistic perspective.

(Tagg Report to Valencia, September 2000)

In January 2001, Interim CLO Ann Puyana designed the budget initiative proposal to make TVCA integration and assessment an ongoing andauthentic effort, rather than merely for external review. The influence of the consultants above will be clear in the following aspects of the TVCAintegration project:

Open dialog on TVCA was to be the overall method of communication to promote awareness, interest and engagement in the project.Entry-level activity focused on identifying current course outcomes that are aligned with the global TVCA outcomes.Pilot testing was the approach to all implementation work.Course-embedded assessments were to be designed that could show development of TVCA.A holistic perspective of student development in TVCA was to be obtained through the use of an electronic portfolio.

The first steps of the curriculum development had already been accomplished when the proposal for the Self Study was written in September2000 - redefining the core competencies of Valencia graduates (College Catalog 2000-01, http://valenciacollege.edu/catalog/00-01/pdf/toc.pdf),followed by the declaration of learning as the primary goal of the college (SLP Goal 1: Learning First,http://valenciacollege.edu/lci/essays/Goal1Essay.htm)

The next steps were to define learning outcomes for courses that linked what is learned in the class to the overarching core competencies(TVCA), and to plan to assess student achievement across courses and programs in terms of these core competencies. Valencia’s strategywas to target the courses with very high student enrollment for the outcomes work, seeking maximum impact from the project in terms of theinfluence it could have over the learning experiences of as many students as possible.

The course review efforts followed a three-stage process:

Definition of course outcomesDesign of “model lessons”Broad dialog on outcomes and assessment

A section providing details of each of these phases of the course review for TVCA integration follows.

At the program level, the general education program that defines the AA Degree must be evaluated by a different means. TVCA is a holisticframework of student competence, which is what makes this assessment work both fascinating and very difficult. The electronic portfolio holdsmuch promise as the method to gather evidence of student achievement of the TVCA competencies while proceeding through the generaleducation program. The MyPortfolio product designed at Valencia for this purpose will become the database from which an assessment team

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can sample complex student evidence (creative projects that demonstrate student ability to synthesize knowledge from across the generaleducation experience) and evaluate it in terms of TVCA. An interdisciplinary team of faculty will commence work on a TVCA rubric forassessment of portfolio projects in the Spring term, 2003. The Nursing program is testing a version of MyPortfolio that has been customized fortheir curriculum during the 2002-03 academic year. The Honors Program will be participating in the further development of My Portfolio as ateaching and learning tool. We plan to have the assessment team begin to test their rubric for TVCA by using samples of student work drawnfrom pilot portfolios during Summer 2003. From this pilot test the assessment team will make recommendations on the uses of electronicportfolio for TVCA assessment of the general education program.

MyPortfolio is embedded in the Atlas learning support system, under the MyLifemap tab. There are significant connections between the portfolioas a tool for assessment of a student’s growth in core competencies and their progress in planning their career and academic goals. The e-portfolio holds more than evidence of academic achievement; it allows the student to bring the parts of their college experience into a coherentwhole, and to share that with professors as well as prospective employers. As this system matures we expect students and faculty to discoverthe reinforcing nature of the advising or student development curriculum and the academic curriculum.

It is our belief that our over-arching core competencies unify the curriculum on both conceptual and practical levels for both faculty andstudents, in ways heretofore not broadly understood or experienced at Valencia. The ultimate goal of the TVCA Integration and AssessmentProject is for significantly more students to complete their courses and programs and to be better able to use their knowledge and skills tofunction competently and successfully in the “real world.” Valencia is committed to gathering evidence of authentic learning across courses andprograms that will validate those programs and help us to improve them. The following sections provide detail about the Learning Outcomes,Model Lessons, and Case Studies of the changes in particular courses.

TVCA Integration and Course Outcomes

Although learning outcomes are identified and course outlines are available for all courses (Valencia AA Program Review, 2002, detailsavailable in SACS Resource Rooms), they are for the most part not aligned with the current student core competencies. As a point ofdeparture, this phase of the TVCA Integration and Assessment project selected courses to review on the basis of their high enrollment andimportance to general education. Our general education curriculum does not have a prescribed core of courses arranged in a developmentalsequence, apart from a pre-requisite system driven by the Computerized Placement Test (CPT) to identify those students whose skills in Englishand mathematics fall below the college level. There are the usual prerequisite sequences in mathematics and science, but apart fromFreshman Composition One (which is a prerequisite for other writing-intensive courses), students can and do take courses based upon courseavailability and student scheduling preference. Following a suggestion by Valencia consultant and critical thinking expert Joanne Gainen, wehave identified the de-facto core of the Valencia student experience by examining enrollment patterns. Thus the very high enrollment courses,a combination of college preparatory (remedial) and college-level introductory courses, have been identified as the “Front Door” courses. Because students stumble over the threshold of the “front door,” working with the faculty who teach these courses is seen as the most learning-centered approach to integration of TVCA into the curriculum.

A general call to all faculty for participation was sent out via email. At the same time, deans were asked to nominate full-time faculty forparticipation in the TVCA work. Stipends were available to faculty participants. The approach adopted was to guide lead faculty in thedevelopment of course outcomes and assessment standards that define what students will be able to do in the discipline and measure how wellthey'll be able to do it, as a result of what they learn in our courses. Work with 40 full-time faculty members began on 15 high-enrollmentcourses and two new Nursing courses in Spring 2002, and development continued through Summer 2002(http://faculty.valenciacollege.edu/pbishop/tvca/tvca-crsoutcms.htm).

A background file was distributed to participants that consisted of the existing course outline (usually 10 or more years old) and any othercourse development work that had been done through the grant-funded efforts. These documents are primarily of two types: a content topicoutline (usually drawn from textbook materials), with an analysis of the key skills addressed that would contribute to the students’ ability to passthe College Level Academic Skills Test (CLAST, the Florida “rising junior” exam); a second type of outline followed a competency-basedapproach guided by the WIDS (Wisconsin Instructional Design System) software, which is a precise analysis of discipline-based skills andknowledge needed to do well in the particular course. These outlines are neither analytically nor philosophically aligned with the recentlydefined Valencia Core Competencies.

Our approach was to engage faculty in the consideration of the outcomes of the courses that they teach-- relatively broad statements of theintegrated knowledge, skills, and values that a student is able to demonstrate upon successful completion of a course or program. They arefrequently found by asking the faculty member to speculate on the question, “What is it that you want the student to be able to know and do fiveyears after completing your course?” From a broad, perhaps philosophical and synthetic goal statement, we have the raw material of a courseoutcome statement. The following six points by consultant Mark Battersby clarify the outcomes approach to course and program design:

It differs from more traditional academic approaches that emphasize coverage by its emphasis on basing curriculum on what studentsneed to know and be able to do as determined by student and societal needs, not disciplinary tradition.It differs from competency-based approaches in its emphasis on integration and the development of more general abilities [such asTVCA] that are often overlooked in a competency approach.[The focus is on] what students should be able to do rather than merely what knowledge they should possess as a result of a course orprogram, making explicit the development and assessment of generic abilities [such as TVCA].A key element is the role of assessment. Assessment choices give clear meaning to the more abstract formulations of the learningoutcomes.Assessment tasks (assignments) should also be seen as a primary means of learning.Assessment methods should provide the opportunity for students to demonstrate the learning outcomes in as integrated and realisticuse as possible.

(Battersby, http://faculty.valenciacollege.edu/pbishop/tvca/whats-lrng-outcm.htm)

The goal of this work is to state learning outcomes clearly (in terms that students as well as faculty will understand) and provide evaluationbased on explicit standards, both of which will facilitate student learning (Stiehl, 2002; Diamond, 1998 see bibliography, page 43). Participantswere also given a copy of Learner-Centered Assessment on College Campuses, Huba and Freed (2000), as a reference and guide to the workahead. This book is a comprehensive overview of learning-centered practices that provides dozens of appropriate and concrete examples fromcolleges around the nation. Faculty also had access to conceptual supports on the Valencia Faculty Development web page (TVCA Glossaryhttp://faculty.valenciacollege.edu/pbishop/tvca/gloss/tvca-glossary_copy(1).htm; also the Learning-Centered Reference Guidehttp://valenciacollege.edu/faculty/development/).

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The design of course outcomes began with a two–day workshop lead by Dr. Mark Battersby on February 22-23, 2002. Battersby began with anexplication of his concept of the “competent lay person” as the desired outcome of a general college education. This is a powerful image ofcollege graduates as persons who can reason their way through life’s problems, most of which do not come to us as tidy, academic discipline-based homework tasks. It is an appealing rationale for revisiting course design on the basis of well-articulated learning outcomes. Followingthis introduction faculty formed work teams by course and plunged into the work of identifying their outcomes, frequently drawing upon thecourse outlines of record as a good starting point. Battersby led the two days of intensive workshop with facilitation by Faculty Fellow PhilipBishop, Coordinator of Faculty Development Patrick Nellis, and a team of Faculty Facilitators consisting of Linda Anthon, Melody Boeringer-Hartnup, and Penny Villegas (faculty participants are listed on the website that follows).

Following the workshop, faculty were encouraged to discuss their draft outcomes with colleagues, circulate the documents via email, andconduct on-line conversations on a web-based discussion board. This process of faculty-to-faculty discussion met with limited success. Theoutcomes were submitted to Dr. Bishop and a feedback process was begun. See the TVCA Integration and Assessment web page for facultyproducts from this work – there are 17 courses, with 15 high enrollment, front door courses; two are Nursing courses, a vital AS Degreeprogram. Forty faculty served on course specific teams (http://faculty.valenciacollege.edu/pbishop/tvca/tvca-crsoutcms.htm).

The overall goal of the Outcomes work was two-fold: course outcomes and assessment criteria for high-enrollment courses. The quality of theresults of this phase of the work varied widely, perhaps due to the background and preparation of the faculty authors, but surely also due to thevarying levels of time that they devoted to the task. During the feedback cycle it was clear that defining assessment criteria was a struggle formost participants. A solution to both of these issues was to provide a second phase of support to faculty volunteers through the intensivesummer program of faculty development that we call Destinations. Through the Destinations teamwork in summer 2002, faculty engaged indesigning concrete assessment tasks based upon the learning outcomes products of the Spring Term 2002 (see Model Lessons).

A second and deeper challenge was that there exists no strong connection between the TVCA Integration and Assessment Project and theacademic departments and their deans. This is not a failure of good will, but a system flaw. We lack the infrastructure to support ongoingcourse review and analysis of student evidence through well-designed and authentic assessment tasks that can be evaluated according tocriteria shared by all faculty teaching the course. We have begun the process at a logical point by initially reviewing and creating draftredesigns of course learning outcomes and assessment criteria. We are now conducting discipline dialogs on selected courses to engage amuch broader spectrum of key full-time faculty in this discussion (see Case Studies). We pilot tested assessment techniques in selectedcourses during Fall Term 2002, and are helping faculty analyze the results in Spring Term 2003.

TVCA Integration and “Model Lessons”

“Destinations” is our intensive summer faculty development workshop, coordinated by Math Professor Melissa Pedone, that has been runningcontinuously since 1998. It is a 40-hour commitment (20 contact hours and 20 hours of “homework”) by approximately 100 faculty (usually a60/40 split of adjunct and full-time). Typically, faculty will hear a keynote workshop by a nationally prominent specialist in higher education,followed by workshops to guide participants in the production of learning activities and assessment for their classroom (see the Destinationsdatabase of learning activities http://net4.valenciacollege.edu/cp/destination/). It has been an excellent vehicle for raising faculty awareness ofthe TVCA core competency framework and for learning about classroom assessment techniques.

The theme of Destinations 2002 was “The Scholarship of Teaching and Learning.” Donna Duffy of Middlesex Community College, a CarnegieScholar, was the keynote speaker. Dr. Duffy explained the scholarly framework of teaching that she promotes at her community college anddemonstrated many approaches to the assessment of course outcomes that are practiced by her colleagues. Faculty were assigned to one oftwo tracks: an Action Research track for individual work, or a Model Lessons track for group work. All work had clear required elements,including a rubric for evaluating their team products, based on the Standards of Scholarship.

The Model Lessons track was coordinated by Faculty Fellow Philip Bishop, Valencia’s TVCA Integration and Assessment project leader. Thegoal was for faculty to take the product of the Outcomes phase of the TVCA project and develop exemplary course units that target an essentialcourse outcome, employ best practices of teaching and learning, and embed assessment tasks that enable shared assessment of studentmastery while also providing students with useful feedback about their achievement. This practical application was accomplished as part of theDestinations program in Summer 2002. Implementation of model units and shared assessment took place in Fall 2002 by teams in 10 high-enrollment courses, with 40 faculty involved (many different from those in the Outcomes phase; part-time and full-time faculty included).

Liaison work to encourage implementation of the projects is currently being done by faculty leaders Penny Villegas and Linda Anthon, under thesupervision of Faculty Fellow Philip Bishop and Faculty Development Coordinator Patrick Nellis.

There are some distinct advantages to using an intensive summer program such as Destinations to help faculty learn to assess courseoutcomes, as opposed to the disjointed experience of ad hoc work conducted over an entire term. The products of the Model Lesson projectsare coherent and scholarly. One weakness is that participants in Destinations are not typically accountable to implement their projects, so thenew expectation to do so has met with limited success. Another weakness is that the Model Lessons did not involve enough full-time facultywho are central to the development of curriculum. The main weakness of trying to implement assessment of learning through this method is thesame one identified in the review of the Outcomes phase of TVCA Integration and Assessment: We lack the infrastructure to support ongoingcourse review and analysis of student evidence through well-designed and authentic assessment tasks that can be evaluated according tocriteria shared by all faculty teaching the course.

Each of the 10 Destinations Model Lesson projects resides on the TVCA website, http://faculty.valenciacollege.edu/pbishop/tvca/tvca-crsoutcms.htm.

TVCA Integration: Case Studies

To view each case study in greater detail, see the following web page: http://faculty.valenciacollege.edu/pbishop/tvca/tvca-casestudies.htm.

All of the courses under review in these case studies are highly enrolled, front door courses that are key to a student’s success in our college. The dialogs that are briefly described here have grown out of the work encouraged by the TVCA Integration Project. These discipline-baseddiscussions begin with a consideration of the course outcomes and proceed to the questions of evidence of student learning. The assessmentof learning is a difficult topic and it is likely that dialogs will need to continue for some time to come. Below are mini-status reports on severalcourses that are making progress toward the assessment of student learning.

The role of at least one dean is prominent in each of these case studies. To establish an improvement process based upon cyclical analysis ofevidence of student learning is one of the goals of the TVCA Integration Project. Dean leadership of this effort will be crucial, as will faculty


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control of the design and analysis of the assessments. These case studies represent incremental steps toward a new structure that will sustainan ongoing improvement process. A brief statement on the progress to date with the College Prep Mathematics and Reading, Speech,Humanities, and Spanish courses follows.

College Preparatory Mathematics

Valencia has been continuously exerting effort and resources on the seemingly intractable problem of student preparedness and performance inmathematics courses over the past several years. Coherent re-design efforts have met with many roadblocks, including changes in the coursenumbering and descriptions at the state level, imposition of state- mandated exit exams, and re-shuffling of college personnel and resources inthe creation of course labs and math support areas.

Prep Math InstituteOur most promising approach to college prep mathematics is being led by College Prep Math Coordinator William Johnson (seehttp://faculty.valenciacollege.edu/pbishop/tvca/tvca-casestudies.htm). Johnson has established a coherent approach to curriculum design andfaculty development that is based in both learning theory and research (local student performance and national data as well). Johnson’s modelfor learning is holistic, and in this manner engages the student core competencies (TVCA) throughout the curriculum (mathematical thinking;communicating through a student math journal/portfolio; valuing mathematics and learning to learn skills; acting on good decisions about studyhabits and academic planning). Johnson has worked with a core of six math professors who designed the curriculum modules and taught thepilot sections of the program. The college has supported this effort, begun in Fall 2001 with “hard” money from the college budget. In summer2002, a team of faculty, including Johnson and two math professors, attended the Kellogg Institute for the Training and Certification ofDevelopmental Educators, led by Hunter Boylan. The West Campus Dean of Mathematics, Dr. Cliff Morris, and West Campus Provost Dr. PaulKinser have been supporters of Johnson’s work and have helped make the logistics of the program possible.

SPC 1600, Fundamentals of Speech

SPC 1600 is the basic public speaking course at Valencia; it is required for the AA degree and for most AS degrees. This is a highly enrolled“front door” course that reaches most of our student population.

Work by faculty to update the design of the course has been intermittent since the creation of the official course outline in 1992. In 1996,several faculty used grant-funded resources to attempt a redesign with the goal of moving toward “real world” communications. Ultimately,however, the changes tested in the pilot phase were not accepted college wide, and the design of the course was not modified. Participatingfaculty enjoyed many benefits, nevertheless, including the opportunity to enhance their expertise in learning theory and pedagogy and toexperience new leadership roles.

In the meantime, the new student core competencies (TVCA) were developed. It was now necessary to review the course again to align itsoutcomes with the TVCA framework. In January 2002, SPC 1600 was placed on the list of highly enrolled courses that should be addressed bythe TVCA Integration project.

Before the new design work was undertaken, it happened that West Campus faculty member Dr. Mayra Holzer was concluding her dissertationresearch, including an inter-rater reliability study among four teachers of Speech on that campus. Holzer captured a sample of 60 studentspeeches on videotape and had each of the faculty rate the student performance, using shared criteria. One of the findings was that the facultyhave very close agreement on what constitutes a good quality college speech. This was the first systematic use of a sample of studentevidence to assess an aspect of teaching effectiveness since the 1996 grant-supported projects. The West Campus Communicationsdepartment has shown that shared assessment of samples of student work using common criteria can be accomplished. It was good news tohave evidence that we do have strong inter-rater reliability. A college-wide team of faculty in Speech are now discussing how similar samplingsof student artifacts can be used to inform the effectiveness of teaching and the integration of TVCA (Holzer, 2002).

In 2002, the TVCA Integration Project initiated work with faculty to identify the outcomes of the Speech course. Mayra Holzer and Beth Perell,both of West Campus, volunteered to lead the outcomes review. They shared the draft with colleagues college-wide (primarily via email), andby the end of Summer 2002, a strong draft of outcomes showing a relationship to the core competencies, and a full course outline includingcourse competencies and learning objectives, were ready for review by speech teachers college-wide.

Some of this progress was aided by the summer professional development program, Destinations 2002 (see Model Lessons). Holzerparticipated on a team that included an adjunct professor from West Campus and three full-time professors from East Campus. The five speechprofessors worked out some sharable teaching activities that fit the course outcomes and designed assessments, including rubrics for studentperformance. This project was pilot-tested during fall 2002, and analysis of evidence of student learning collected by faculty participants isplanned for early Spring 2003.

A Discipline Dialog for speech professors college-wide was hosted by Communications Dean Karen Borglum of West Campus and FacultyDevelopment Coordinator Patrick Nellis on October 24, 2002. Seven full-time speech professors attended, with East, West, and Winter Parkcampuses represented. Consensus was reached on the course outcomes and on the revised outline. A decision was made to constitute anSPC 1600 work team to further discuss the process of departmental assessment of student learning in the course. Another major issue still tobe addressed is whether to shift the course toward a more general communications orientation; the group agreed that more study of this issuewould be necessary to reach college-wide consensus.

Dialog on the teaching and learning of the Fundamentals of Public Speaking (SPC 1600) and the wider issue of communication across thecurriculum will continue into the coming terms. Plans for faculty to meet and discuss course design and assessment are already in the making;they will be informed by as much evidence of student learning as there is agreement by faculty to collect.

REA 0002, College Preparatory Reading

The pattern identified in the SPC 1600 (Fundamentals of Speech) course dialog is also evident in many of the case studies: an old courseoutline, revitalized by grant-funded faculty experimentation, but not widely addressed or agreed upon beyond the pilot. Two East CampusCommunications faculty, Dr. Janice Hunter and Ms. Nora Woodard worked on the TVCA Integration project in 2002, but this work had littleimpact across the college.

A Discipline Dialog for reading professors college-wide was hosted on November 1, 2002 by Communications Dean Karen Borglum of WestCampus, Dean Michele McArdle of Winter Park Campus, College-wide Coordinator of College Prep Communications, Dr. Nick Bekas, TVCAFaculty Fellow Dr. Philip Bishop and Faculty Development Coordinator Patrick Nellis. Six full-time reading professors attended; all fourcampuses were represented. Definitive consensus was not reached on the course outcomes. Instead, faculty identified the twelve reading sub-




skills that are tested on the state-mandated exit exam; however, they all agreed that the real outcomes of the course are much broader anddeeper than those measured by this exam. A robust discussion of what those major outcomes are and how they should be phrased ensued. Itwas agreed that more work was needed on an outcomes statement for the course.

Two faculty volunteered to collect some evidence of student learning of a specific course skill, and this assessment material will be analyzed bythe reading faculty in January 2003. There is a sense that the outcomes should be clearly defined before systematic assessment proceduresare put into place, but this effort to collect some student evidence is seen as a worthwhile “reality-check” for the group. It is the first attempt tocollect and analyze student performance across reading course sections. The work on defining outcomes and finding informative assessmentmethods will continue in the Spring 2003 term.

HUM 1020, Introduction to the Humanities

The Introduction to the Humanities course follows the pattern identified above, although the effort to integrate TVCA into this course has beenunderway for about 3 years. Humanities faculty Jean-Marie Fuhrman, Karen Styles and Wendy Schwam took part in the 2002 TVCAIntegration Project and continued to refine the course outcomes and the criteria for student performance. Jean-Marie Furhman also took part inthe Destinations work and led the design of the Model Lesson for that group.

A Discipline Dialog for humanities professors college-wide was hosted by East Campus Humanities Dean Rick Rietveld, TVCA Faculty FellowDr. Philip Bishop and Faculty Development Coordinator Patrick Nellis on October 31, 2002. Six full-time humanities professors attended, withEast, Osceola and Winter Park campuses represented. Significant progress toward consensus on the core outcomes of the course was made.

Several faculty volunteered to collect some evidence of student learning of a specific course outcome, and this assessment material will beanalyzed by the humanities faculty in spring 2003. It is the first attempt to collect and analyze student performance across humanities coursesections. The work on defining outcomes and finding informative assessment methods will continue in the spring term.

Meanwhile, East Campus humanities faculty have been participating in an assessment project led by Dr. Bishop. For the past two terms, facultyon his team have used a survey of student critical thinking, based upon the work of Dr. Judy Ruland of the University of Florida. Thisassessment offers faculty a view of their course from the students’ perspective and can help them find areas in their pedagogy that could beimproved upon. Results of the survey are found at http://faculty.valenciacollege.edu/pbishop/tvca/tvca-casestudies.htm. The combination ofstudent surveys with student artifacts should make for well-informed discussions of the effectiveness of the HUM 1020 (Introduction toHumanities) curriculum. These dialogs will continue in the spring term.

SPN 1000, Basic Spanish

The curricular design work in the Spanish language area is the least typical of the courses in the case studies. East Campus Foreign LanguageCoordinator Aida Diaz and East Dean of Humanities Rick Rietveld have been leading faculty and curricular development in Spanish for overthree years. This pioneering work, informed by the national standards set by the American Council of Teachers of Foreign Languages (ACTFL)and the Valencia core competencies, is already stated as clear outcomes. Diaz and Ana Caldero of West Campus worked together on theTVCA Integration Project in 2002 to share their work to date and verify that it was an appropriate design for student learning.

In Fall 2002, several faculty on East Campus recorded student oral interviews as a means of assessing communicative ability. This evidence ofstudent learning will be analyzed in an assessment project during spring term to discover if students are in fact able to communicate at anappropriate level and if professors in fact apply the agreed-upon criteria in a comparable fashion. Information from this project will be the basisfor further discipline dialogs in Spanish and perhaps provide a basis for adjustments in the design of the curriculum.

Summary and Future Plans

Our current work in the TVCA Integration project is built upon several years of individual faculty development projects such as the Title III andTitle V grants, the summer Destinations program, and the new Teaching/Learning Academy. These programs are where the evidence ofintegration of TVCA exists to date, in the results of individual faculty members’ action research projects.

Valencia has accepted the challenge of becoming a more learning-centered college. We now need to generate informative assessments ofstudent learning that will offer deans and faculty in their campus departments the opportunity to conduct evidence-based reviews of courseeffectiveness. This is new work for us at Valencia. Among other changes, this work requires a collective rather than an individual effort, whichin itself is a major cultural shift. Another cultural shift is involved in using a variety of quantitative and qualitative evidence of student learning toinform collective decisions about curriculum and pedagogy. A realigned infrastructure must support both course and program review. Thefollowing excerpts are taken from the TVCA Integration project website (http://faculty.valenciacollege.edu/pbishop/tvca/overvw.htm):

The Big PictureValencia seeks to develop an institutional assessment process for gathering qualitative evidence of student learning and using this evidence toimprove learning. The primary purpose of assessment is to inform and facilitate learning. Assessment must be part of a feedback loop thatinforms students about their own learning and guides educators in efforts to improve student learning.

An Emerging DesignAs curriculum leaders envision the process now, Valencia can assess student learning at two levels: course review and program review. TheTVCA Initiative has supported preliminary work by faculty, deans, and other leaders in shaping the key elements, but the real nuts-and-bolts ofboth levels remain to be designed in.

Course ReviewCourse review focuses on assessment of student learning at the course level, especially important to us in the high-enrollment, front-doorcourses that are decisive in student progress toward graduation. Course review rests on four elements that are led and designed by faculty anddeans:

Course outcomes: what students will be able to do in real life with what they learn in the course; outcomes involve students' corecompetencies (think, value, communicate, and act) because these competencies are woven into the academic disciplines.Course assessment tasks ("thin-slice"): small-scale, course-embedded assignments that demonstrate students' mastery of courseoutcomes and can be sampled to assess learning in the course.Course or discipline assessment teams: faculty teams who assess samples of student work on course assessment tasks; likely to bemore effective if their make-up is inter-disciplinary (i.e., they include faculty from outside the discipline).Feedback that improves learning: assessment results that inform and facilitate conversations about improving student learning in our


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courses.

Program ReviewProgram review assesses student learning across a program, enabling the college and students themselves to assess their growing mastery ofthe core competencies (TVCA) and other program outcomes, as demonstrated by work they do in courses. Program review rests on fiveelements:

The core competencies: the fundamental competencies of an educated person essential to success in the world beyond college.Portfolio assessment tasks ("thick-slice"): large-scale, course-embedded assignments that demonstrate students' mastery of the corecompetencies in a disciplinary context.The student portfolio: a mechanism for publishing large-scale student work for the purpose of the student's own self-assessment andthe college's assessment of program effectiveness.Inter-disciplinary assessment team: a faculty team that assesses student portfolio work for its mastery of TVCA.Feedback that improves learning: assessment results that inform and facilitate conversations about improving student learning in ourcourses.

Some Strategic Principles for Discussion

TVCA assessment should be designed and implemented by the faculty, deans, and other learning leaders-- those who will do theassessing and can use it to improve learning.TVCA assessment should involve students in their own self-assessment, especially at the level of program or portfolio assessment.Faculty participation in the TVCA assessment process needs to be voluntary. It is best carried forward by people who believe in itsvalue to teaching and learning.TVCA assessment should never be used to evaluate individual professors.In course review, student samples should be anonymous. Course review seeks to assess the quality of student learning in the course,not to grade students or evaluate professors.TVCA assessment is only worthwhile if it feeds back into improvements of teaching and learning. This feedback loop needs to bedesigned and implemented locally, by discipline faculty, deans, and other learning leaders. Seehttp://faculty.valenciacollege.edu/pbishop/tvca/overvw.htm for more information.

An examination of four dimensions of the implementation of assessment of learning: the institutional culture, the level of shared responsibility,institutional support, and efficacy of assessment (NCA, The Higher Learning Commission, 2000) shows that Valencia is making progress buthas by no means reached a mature stage of continuous improvement.

In terms of the official institutional culture, there is evidence of shared values regarding learning-centeredness. The recent collaborative re-writeof the college vision and mission statements reflects these values. Shared learning-centered values are also embodied in the student corecompetencies themselves, and in the new “Essential Competencies of a Valencia Faculty Educator,” developed for the Teaching/LearningAcademy and endorsed by the Faculty Association and the College Learning Council. A full understanding of general education assessment isstill not widely held, however, and much work remains in this area to create a shared purpose, vocabulary of assessment, and a habit ofpractice. Assessment of student competencies is progressing (see the Case Studies) but has not yet been broadly implemented.

In terms of shared responsibility for assessment, those faculty who have taken part in the individual faculty development offerings over the pastseveral years have the greatest understanding and commitment to this process. The executive administrators and the Board of Trustees arevery supportive of this movement toward continuous quality improvement as well. Growing the practice will require deans to take a prominentleadership role in the future direction of TVCA Integration and Assessment, engaging their faculty in the process. Students show someawareness of TVCA through surveys conducted under the Title III and Title V faculty development projects, and the Community College Surveyof Student Engagement (CCSSE) shows that Valencia students experience significant curricular attention to these core abilities in their study atthe college.

Institutional support for TVCA Integration and Assessment has been sufficient in terms of material resources; the real shortcoming is the lack ofa clearly structured framework for making this work central to the functioning of the college. TVCA work to date shows a pattern that isconsistent with grant-funded efforts: the innovations and insights discovered are too easily marginalized. TVCA Integration and Assessmentneeds to evolve into a systematic function carried on in campus departments to improve the results of our teaching, i.e., student learning. Thiswill require a new leadership role for both deans and veteran faculty. It is a core element of the cultural shift that is alluded to above.

The efficacy of our TVCA Integration and Assessment project is not yet clear. Implementation of assessment of learning is clearly in its earlystages at Valencia. We have made good pilot beginnings in research and practice. Through a collaborative process, the new Chief LearningOfficer, Dr. Tracy Edwards, along with the President, is currently engaging deans and their faculty in a new wave of learning conversations thatshould serve to enhance the TVCA initiative and move it from the status of innovation at the margins to a core function of each academicdepartment. The timeline on the next page represents a possible approach to this effort.

’02-‘03 ’03-‘04 ’04-05 and thereafter …

Fall Discipline dialogue on course outcomesand embedded course assessmenttasks in selected courses.

Discipline dialogue on courseoutcomes, with leadership fromdeans.

Continuation of collection ofassessment artifacts from coursesaddressed in previous year.

Implementation of enhancementdesigns and embedding of assessmenttasks in front door courses; continueddiscipline dialogue on implementationand assessment process.

Spring Dean program led by CLO to enhancedean ability to lead the evolvingassessment program.

Discipline dialogue on courseoutcomes with leadership from deans.

Assessment and analysis workshops bydiscipline, with leadership from deans:

http://faculty.valenciacollege.edu/pbishop/tvca/overvw.htm



More discipline dialogue on courseoutcomes and embedded assessmenttasks in a few additional front-doorcourses.

Assessment and analysis of samples ofstudent work collected from fall term bydiscipline teams in courses selectedabove.

Assessment and analysis of samplesof student work collected in fall termby discipline teams in coursesselected above.

Based on the evidence from samplestudent performance, what can welearn about how students are learningin our course?

Summer Deans engaged in design ofDestinations ’04 as means of supportingfaculty design of shared courseassessments.

Destinations ’03 continues individualapproach to faculty development withemphasis on Action Research withinindividual classrooms.

Assessment development seminarsunder umbrella of Destinations ‘04,with Deans in leadership role, facultyin course-based teams.

Assessment for improvement ofstudent learning in front-doorcourses; design of courseenhancements and courseassessment tasks for fallimplementation

Assessment development seminars bydiscipline: What do we need to learnand what do we need to do differentlyto improve student learning?

Design of course enhancements andnew or revised course assessmenttasks for fall implementation.

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Alternative Self-Study: Strategic Topics Report 2003 - Strategic Topic #2 - Implement the LifeMap (developmental advising) system - Valencia: A Learning College


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Alternative Self-Study: Strategic Topics Report 2003Strategic Topic #2 - Implement the LifeMap (developmental advising) system

Executive Summary

LifeMap is Valencia’s name for a developmental advising system designed to increase students’ social and academic integration, development of educationand career plans, and the acquisition of study and life skills. It is based on a developmental advising model that was developed through several years of grant-supported work on increasing student success through curricular and co-curricular interventions.

The LifeMap model describes the ideal progression of a student through Valencia in a five stage model that begins with postsecondary transition (pre-collegeexperiences) and continues to introduction to college, progression to degree, graduation transition, and lifelong learning. Each stage has a stated outcome,performance indicator, and guiding principles.

The LifeMap system is the integration of the model into the curriculum and co-curriculum, the business practices and procedures, messages to the collegecommunity, and daily interactions among students, faculty, and staff. While specific interventions at each stage are referenced and documented, the infusionof the LifeMap philosophy into the college is similar to a cultural transformation that is difficult to fully document.

The development of the LifeMap model and the literature on which it is based is described in this report. The implementation of the LifeMap system throughstrategies with students, faculty and staff are described in categories of materials and tools, marketing, faculty and staff development, student programs,organizational strategies, and evaluation, analysis, and recommendations. Materials in the SACS Resource Rooms will provide further documentation of whathas been done to implement LifeMap at Valencia.

The continued implementation of LifeMap is based on two main sources. The LifeMap Work Team that completed its work in June 2002 provided a set ofrecommendations that are being implemented in 2002-03. The Atlas system with its design emphasis on learning, connection, and direction provides the mostpowerful potential to move LifeMap to the next level of integration into the student experience at Valencia. With Atlas, we are in a cultural transformationthat expands the opportunity for learning connections and amplifies the potential for LifeMap and the Core Competencies to support students in achievingtheir learning goals. We are approaching this next phase thoughtfully and intentionally using the Action Research model to implement and evaluateinterventions that make a difference in students’ learning.

Strategic Topic #2 - Implement the LifeMap (developmental advising) system

Introduction

LifeMap is a system of shared responsibility between students and Valencia that is designed to produce social and academic integration, education and careerplans, and the acquisition of study and life skills. LifeMap, Valencia’s “brand name” for developmental advising, is a student-centered approach towarddeveloping an advising alliance among students, faculty, and other professionals. This alliance is developed through mutual trust, shared responsibility, andcommitment to helping students identify, clarify, and realize their personal, academic, career, and life goals. Developmental advising is an ongoing growthprocess that assists students in the exploration, clarification, communication, and implementation of realistic choices, based upon self-awareness of theirlearning styles, abilities, interests, and values.

LifeMap also recognizes that students often enter Valencia with vague notions of their goals and minimal understanding of how to negotiate a collegeenvironment. With the ultimate goal of student self-sufficiency, LifeMap interventions are designed to provide more support to students in the beginning oftheir college experience and then to intentionally assist them in becoming more self-directed. We express this in a model we named as “The Big A to the BigS”.

A As AS aS S

“A” stands for “Advisor or Faculty” member; S stands for “Student”. We acknowledge that in early interactions, students may rely heavily on faculty or staffto get started in college, i.e. What courses should I take this semester? However, LifeMap is designed to involve students early in an “advising alliance”(Frost, 1991) and to explicitly work with students to become increasingly self-sufficent in implementing their career and educational goals until they aretotally directing their own learning process. This model has driven us to examine our policies and procedures so that we don’t inadvertently create studentdependency when we mean to support and reward student self-sufficiency.

The roots of LifeMap are in our dissatisfaction with our students’ results as indicated by measures of institutional effectiveness. In 1993, 84% of studentswere required to take at least one college-preparatory course; 57.4% of students completed reading, 50% completed writing, and 39.2% completedmathematics college preparatory course sequences in two years. Just 30% of degree-seeking students graduated in 4 years. These rates were worse for under-represented students (e.g. Hispanic and African-American students). Services and support systems were fragmented and uncoordinated. And in thisenvironment, student enrollments were increasing, which meant we were affecting more and more student lives. We knew we could do better.

The design and development of what became LifeMap began in 1994 with a Title III Strengthening Institutions grant whose focus was improving studentresults through instructional interventions and developmental advising. The developmental advising component of the grant was based on Susan Frost’s workon developmental advising (1991) which advances the idea that learning and motivation will be enhanced when faculty/advising staff share responsibility andunderstanding with students about how to direct learning towards the students’ goals.

Another important theoretical component of LifeMap is O’Banion’s (1994) model which proposes that students’ educational success is enhanced when theircourse selection follows an exploration first of Life Goals, which then leads to Career Goals, which then leads to Educational Goals, which then leads toeducational requirements, and finally to course selection. Although students do not enter our doors with this in mind, the culture of LifeMap establishes thissequence as the “norm” and involves students in this exploration process as soon as possible.

A third theoretical concept in LifeMap is Gordon and Sears’ five-step career decision-making model (1997), which starts as the student:










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1) gathers information about him or herself via self-assessment tests,2) gathers information about educational options,3) gathers information about career options,4) interrelates these three sets of information in order to evaluate options, and5) makes an initial decision on a set of career and educational goals based on that evaluation.

This initial decision is then acted on, tested out, and may be adjusted based on more information and evaluation. The five-step process is therefore an iterativeprocess.

The centralizing theme in these conceptual models is student goals. LifeMap is predominately about student goal-setting. It includes creating a norm that astudent should have goals, establishing a system to establish and document those goals, facilitating a process of planning and implementing goals, developingassessment processes to re-evaluate goals and documenting the achievement of goals.

We assume that naïve though those goals may be when they first enroll, our students ultimately choose to pursue their education based on a set of goals. Thus, very early on in student interactions with the college, we seek to channel this positive (albeit diffuse) goal-directed energy into a supported process ofexploration, evaluation, and formal goal setting. We challenge students to explicitly reconsider their goals in the context of access to more completeinformation and support from faculty, academic advisors, and career advisors.

The initial process of the development of LifeMap involved about 300 faculty and staff from 1994-1998 within the context of the Title III grants. Within workteams of 12-20 people, we reviewed the literature for conceptual models and best practices, studied with consultants, and piloted interventions with students.As we reviewed and discussed this effort, we began to formulate a model of developmental advising that focused on the student perspective and was named“LifeMap” in 1999.

Frost (1991), O’Banion (1994), and Gordon & Sears (1997) are the three main models on which LifeMap is built, although there were many others thatcontributed to our understanding. The first element in our model was the Mission Statement and Definition of Developmental Advising, which we wrotecollaboratively in 1995 (http://valenciacollege.edu/lifemap/mission/). We added the Criteria for Implementation and formally shaped our recommendationsfor student achievement into a five-stage model that looks from the student perspective and provides guidance on “what a student should do when” tosuccessfully achieve their career and educational goals at Valencia. Each stage includes an outcome, performance indicators, and guiding principles that tie tothe literature on best practices in higher education, and specifies a time frame in terms of academic progression.

The Five Stages are:

Stage One: Postsecondary Transition (Middle school to College Decision)Stage Two: Introduction to College (0-15 credit hours)Stage Three: Progression to Degree (16-44 credit hours)Stage Four: Graduation Transition (45–60 credit hours)Stage Five: Life Long Learning (New career or career improvement)

The details on each stage can be found at http://valenciacollege.edu/lifemap/stages. Once students learn the LifeMap process, it is intended that they will beable to repeat it when needed throughout life.

While the development of the model was inspiring to those involved, it became clear that a significant change in student results would not occur until thedevelopmental advising model was implemented through a developmental advising system. The implementation of the model has taken place through asystematic and intentional process. While much has been accomplished, we have come to understand that the full implementation of LifeMap will be acontinuous improvement process without end.

Initial implementation strategies were as follows:

“Gap” Analysis We took the LifeMap model as the ideal and mapped the program and services that we had in place to the stages and each performance indicator and guidingprinciple. This provided a picture of what interactions were already in place for students that supported LifeMap. We re-focused interventions where neededand developed new interventions to better support the ideal we had described in LifeMap. An annotated description of programs by LifeMap stage is providedat (http://valenciacollege.edu/lifemap/). Notebooks including documentation on programs in each stage will be in the SACS Resource Rooms.

Faculty AlliancesFaculty understanding and support of LifeMap has also been understood as critical to its success for students. Particularly in a community college, facultyhave more interaction with students than any other group of staff. Students are often motivated by expectations that faculty convey. Developmental advising(aka LifeMap) has been emphasized with faculty and academic deans as a means to tap into student motivation through student goals and thereforeconnection to classroom learning experiences. This is the essence of Susan Frost’s description of developmental advising.

Faculty DevelopmentSpecific faculty development programs have been designed and implemented within grant work and established college mechanisms. Title III and Title Vprojects included developmental advising in the classroom context for the design of instructional strategies to improve student success (available in the SACSResource Rooms). Faculty Academy (preparation for tenure track faculty) included a workshop on developmental advising and LifeMap(http://valenciacollege.edu/lifemap/facacad). Workshops on LifeMap and its implementation have also been added to Leadership Valencia, the college’s staffdevelopment program. (Documentation in SACS Resource Rooms.)

Staff DevelopmentStudent services staff were also key stakeholders in the implementation of LifeMap. Many staff were involved in the Title III projects that resulted in LifeMapso they have an understanding of the concepts on which it is built. Content on the development and implementation of LifeMap is included in formal staffdevelopment programs such as the Advising and Registration Updates which are held three times annually for all student affairs staff, and it is built intodepartment meeting agendas and staff evaluation processes.

Electronic Planning Tools (Cyber Suite)Early in our developmental advising work, we developed a PC-based advising program that we named Cyber Adviser. It provided information to students oncourses needed to satisfy Valencia degree requirements and included the pre-requisites for majors at the University of Central Florida, the transfer institutionof choice for most Valencia students (83%). Cyber Adviser was intended to elevate the content of conversations between advisors and students to deeperdiscussions of students’ career and educational goals, since it provided basic information that was previously the main subject matter of advisingconversations. It assisted faculty-student interactions in providing information that faculty did not have at their fingertips. It was a tool to support student self-sufficiency. The implementation of Cyber Adviser included integrating it into the curriculum of our Student Success classes, which enroll approximately4,500 students per year. It also involved establishing Student Success Centers on each campus (computer labs) where Student Success classes and students atlarge could use Cyber Adviser. Cyber Adviser spurred the concept and development of other “Cyber” applications that we eventually referred to as the “CyberSuite.” Cyber Registration enhanced the registration function by providing students a list of their required college preparatory courses, a real-time list of

http://valenciacollege.edu/lifemap/mission/

http://valenciacollege.edu/lifemap/stages/

http://valenciacollege.edu/lifemap/

http://valenciacollege.edu/lifemap/facacad



available courses, and a visual display of the courses they selected in terms of meeting days and times. Cyber Career supported the career decision-makingfunction by allowing students to take assessments and access information on majors and careers as a guide to initial decision-making on career andeducational goals.

Performance EvaluationWe continued to monitor progress towards improvement of the student results with which we were originally dissatisfied by regularly examining the collegepreparatory placement rates, the appropriate placement of students in required college preparatory courses, student enrollment in Student Success courses,student completion of college preparatory courses, student enrollment persistence and student graduation rates (available in the SACS Resource Rooms).

Marketing LifeMapAs we began to think more intentionally and explicitly about introducing the developmental advising model to students, we realized that we needed amechanism to explain developmental advising in a manner that was more inviting and that tapped into the motivation of students. In 1999, our MarketingDepartment provided the expertise that created the “brand name” of LifeMap and the tag line, “Life’s a trip. You’ll need directions,” along with a stylizedlook and promotional campaign that was formally introduced in August 2000.

Another component of this effort was re-creating and re-designing current college publications and materials to tie into a single LifeMap message and effort.The Student Handbook represents the best example of this effort. The chapters were designed so that they follow the O’Banion model (e.g. Chapter One isLife Goals, Chapter Two is Career Goals, etc.). College programs and services are listed in the chapter related to the goals they support. Each chapter includesself-assessments and interpretations that students can use. The calendar pages provide a “day-timer” and include key college dates such as final exam datesand college holidays. “To Do” cues are listed on each calendar page and are tied to LifeMap developmental advising stages with icons that students canfollow. “Been There” quotes at the beginning of each chapter add advice from peers.

Other publications that were edited to include or focus on LifeMap were the College Catalog, the New Student Orientation Guide and career center materials.The LifeMap logo was also added to appropriate college brochures and flyers, and we began developing the habit of using the name in internal language bothoral and written.

We began presenting the LifeMap name to faculty and staff in February 1999, with the first introduction to the Title III Opening Workshop (Faculty),followed by the March 1999 Advising and Registration Update (Student Services staff).

Student Information SystemEarly in our developmental advising work, we knew that our ability to improve student results would need to be enhanced through a web-based system thatprovided connection between students’ goals over time and the interactions they had with faculty and staff. We began to imagine and specify the componentsof this system in 1994 and greatly evolved in our thinking through the development of LifeMap and our experience with the Cyber Suite, particularly withCyber Adviser. This evolution formed the basis for the development of the Learning Support System, now named Atlas, which is the subject of Objective 3 inthis self-study and will be explained in greater detail there.

Integration of LifeMap into Valencia CollegeSince 1999, evidence of continued integration of the LifeMap (developmental advising) system has focused on engaging students in the LifeMap processthrough key strategies of materials/tools development, faculty and staff development, marketing campaigns, student programs, organizational focus, andconsulting with colleagues. Previously mentioned programs have been sustained in addition to new and evolving initiatives.

2000-2001: Materials/tools development

For Students: The LifeMap Student Handbook, 2nd edition (second edition of Handbook available on-site in SACS Resource Rooms) was revised andedited based on feedback from students and faculty on the 1st edition. The New Student Orientation folder was replaced by a LifeMap folder and theNew Student Orientation guidebook was revised to include LifeMap more prominently. The Cyber Suite deployment continued with improvementsbased on curriculum changes and student, faculty and advisor feedback. The LifeMap web site was designed and deployed to support the LifeMapmarketing campaign. For Faculty and Staff: The LifeMap information card was written and published to support the LifeMap marketing campaign. (Available in SACSResource Rooms.) It was intended to provide faculty and staff with answers students might have about LifeMap and how to contribute to LifeMapthemselves. The card was distributed in August to faculty through the Academic Assembly and Campus Orientations and was sent to all professionaland career service staff through campus mail with a cover letter asking everyone to support students through LifeMap. Definitions of developmentaladvising and Lifemap were included in the Learning-Centered Reference Guide for our internal learning community(http://valenciacollege.edu/faculty/development/coursesResources/flipbook). The LifeMap Student Handbook, 2nd edition, was also provided to allfaculty as an additional LifeMap resource tool.

Marketing LifeMapThe LifeMap marketing campaign was led by the Marketing Department with input from faculty and staff. The project was approached with a full-blownmarketing perspective for our internal audiences of students, faculty and staff. Design work included focusing on the main messages and the call to actionintended. What did we want students to do as a result of seeing the LifeMap campaign? Fry Hammond Barr, a professional advertising firm with whichValencia had a contract for services, participated as partners.

The guiding principles for the campaign were:

Creative messages should convey a “thirst” for career and educational planning and how to get started.Creative messages should urge students to utilize key college resources.Faculty should be included in the LifeMap marketing images.The LifeMap creative messages should reflect the “smart attitude” of Valencia marketing.The visibility of creative messages should be equitable on all campuses.Place “planning” messages on the exterior of college buildings with more specific “resource” messages inside the buildings.Concentrate LifeMap messages where student traffic is “high”.Provide “directional” messages for registration.Create a visual tie-in to LifeMap for specific offices on campus.

The messages or call to action were:

Have a PlanUse college resources (career centers, advising, financial aid, LRCs)Take Student Success.Talk to faculty.

http://valenciacollege.edu/faculty/development/coursesResources/flipbook



The resulting campaign included 109 banners with high-quality photographs and clever messages, 85 that were on the outside of campus buildings and 24 thatwere inside campus buildings. There were also 39 posters that were put inside campus buildings. Two LifeMap banners alternated on the light posts at theentrances of each campus driveway that had the two messages of “Life’s a trip”, and “You’ll need directions.” In total there were 16 different messages withstylized photographs of students and faculty. Student Services staff designed bulletin boards to complement the LifeMap campaign as well.

Faculty and Staff DevelopmentInitial presentations to faculty coincided with the beginning of the 2000-01 academic year and the roll out of the LifeMap marketing campaign. The LifeMaptheme was prevalent in the staging of the Academic Assembly and the President’s welcoming remarks specifically encouraged faculty engagement inLifeMap with students. This message was also conveyed by Faculty Association leaders, Deans of Students, and Provosts at the Campus Faculty WelcomeBack and Adjunct Faculty Orientation events. Student Services staff were introduced to the LifeMap campaign through the June 2000 Advising andRegistration Update. The College and Community Relations Department, which provides an orientation program for all employees called “ValenciaTraditions,” added LifeMap to its curriculum. The annual Career Service Welcome Back social included a LifeMap theme. LifeMap workshops were includedin the Leadership Valencia workshop program and in the Faculty Academy curriculum.

The PBS Adult Learning Services teleconference on LifeMap: A Learning-Centered System for Student Success, held in November 2000, served as both aninternal and external professional development program. Internally, it focused our reflection on how to describe LifeMap and its systematic implementation,its relation to our learning-centered transformational work, why we had developed it, and what evidence we had that is was improving student results. Thetape of the teleconference, the resource book we developed for participants, and the website (http://valenciacollege.edu/pbs/lifemap) document ouraccomplishment. During the actual broadcast, faculty and staff workshops were held on two campuses with discussion following. As part of our external workwith colleagues, the teleconference was viewed by 126 colleges and we have had innumerable exchanges with colleagues on LifeMap following theteleconference.

Student ProgramsAnnotated description of LifeMap programs by stage are available at http://valenciacollege.edu/lifemap/. During 2000, special interventions wereimplemented to support the visible introduction of LifeMap through the marketing campaign. Student leaders were briefed on the initiative at the July 2000Student Leadership Workshop and the April 2001 Student Leadership Symposium. New students were introduced to LifeMap through the New StudentOrientation curriculum, which was presented to 13,061 students. The Student Success course was revised to specifically name LifeMap in the part of thecurriculum that focuses on developmental advising.

In response to the encouragement of the President and engagement with the faculty development curriculum, many faculty designed specific instructionalstrategies to draw students’ attention to the call to action messages of the LifeMap campaign, and to planning and goal setting. We have examples of facultyresponse through anecdotal reports and faculty videos (available in SACS Resource Rooms).

The RoadMap to Success Awards were initiated in 1999 to tangibly reward students who completed a developmental advising co-curriculum. Students whocomplete their required college preparatory courses, complete a developmental advising sequence with an advisor, and integrate other co-curricular activitiesearn $500.00. This opportunity is announced to students enrolled in Student Success classes each fall (SLS1122). In 2000-01, 114 RoadMap to SuccessAwards were earned.

Organizational StrategiesLifeMap was integrated into the college institutional effectiveness program in several ways. Most prominently, the Strategic Learning Plan draft that wasunder development at this time included several references to LifeMap and its full implementation (SLP draft available in SACS Resource Rooms). Thestrategic priorities of the division of Planning and Educational Services focused on the implementation of LifeMap and the core competencies. The Deans ofStudents included LifeMap and the core competencies in their departmental goals and staff evaluations. To help guide the implementation of LifeMap, aLifeMap Strategy Group composed of college-wide faculty and student services staff, led by the Director of Curriculum Development, Teaching andLearning, and the Assistant Vice President of Educational and Student Services met periodically to review feedback and recommend next steps.

Consulting with ColleaguesIn addition to the LifeMap teleconference, Valencia hosted on-campus visits of many colleges from across the United States who were interested in learningmore about LifeMap and seeing it in action (list of the visits that were hosted in 2000-01 available in SACS Resource Rooms).

In March 2001, LifeMap was presented at a regional conference on “Student Affairs in a Learning-Centered College,” hosted by Central Florida CommunityCollege. Dr. Terry O’Banion was a consultant to this conference, and stated after the presentation that he believed LifeMap represented a premier advisingsystem in the United States. In June 2001, LifeMap was presented at the state meeting of the Council of Student Affairs, where it was well received and theExecutive Director of FACTS (Florida’s electronic advising system, http://facts.org/) stated that LIFEMAP was a key model for career and educationalplanning which the FACTS system complements.

2000-01 Evaluation, Analysis, RecommendationsEvaluation of LifeMap in 2000-01 was conducted through review meetings, discussion groups, reports from faculty and staff, and feedback from peers. Theoverwhelmingly positive response we have received from peers through means such as the formal evaluations of the teleconference, the informalconversations with visitors and other colleagues, and the commendation from Dr. O’Banion indicate that the conceptual model for LifeMap is valid and theimplementation strategies reflect sound, best practice in higher education. Consistently, the feedback indicates that our systematic, comprehensiveimplementation and focus on the student perspective is unique and appropriate. While we tend to focus on what we have “not yet” accomplished withLifeMap, our peers convey admiration for the breadth and depth of LifeMap, and on what we have accomplished in a relatively short time.

Our internal review through the LifeMap Strategy Group, division and department level discussion groups, formal Strategic Learning Plan initiatives, andreports from faculty and staff, indicates areas for problem solving and improvement. These are explained within the context of the followingrecommendations for 2001-02:

Increase faculty involvement and engagement. A theme that plagued the introduction of the LifeMap marketing campaign was the perception thatfaculty had not been sufficiently involved in its development. For some, this extended beyond the marketing campaign to the original design of thedevelopmental advising model. While we can document significant involvement of faculty through Title III in the development of the model andsome inclusion of faculty in the marketing design, the perception of insufficient involvement has caused reticence or rejection of LifeMap by somefaculty. We need to seek ways to engage more faculty in understanding LifeMap as a means to motivate student learning in the classroom and toauthentically evolve LifeMap along these lines.Fully integrate LifeMap into everyday interactions with students. It takes time and sustained effort to truly integrate a new model into the everydaybusiness of the college. Particularly with student services, we need to continue to work with staff to present LifeMap as the modus operandi ofValencia, not an “add on” initiative.Ensure that students have a deep understanding of LifeMap as a process to achieve their goals. Although LifeMap is visible at Valencia in manyways, we are not sure to what extent students understand the LifeMap process and how to implement it for themselves. We suspect the overallunderstanding may be rather shallow and that the full potential of LifeMap will not be realized until we can deepen and broaden this understanding.Conduct a formal assessment of students and faculty to evaluate their understanding of and commitment to LifeMap. A formal survey of students andfaculty will provide us with data to check our assumptions and provide a baseline from which to evaluate future development.Design and implement a web-based learning support system to support LifeMap for students. It is increasing clear that we simply are not going to be

http://valenciacollege.edu/lifemap/pbs/default.htm


http://facts.org/



able to realize the full potential of LifeMap in a college of our size without a web-based system that will sustain student connection with their goalsand with advising alliances with faculty and staff. This initiative is more completely addressed in Objective 3 of the Self-Study.

2001-2002During 2001-2002, the continued integration of LifeMap can be described in the same categorical strategies.

Materials/tools development

For Students: The LifeMap Student Handbook, 3rd edition was revised and edited based on feedback from students and faculty on the 2nd edition.The New Student Orientation Guidebook was revised based on student and staff feedback. The Cyber Suite deployment continued with theintroduction of Cyber Bridge, which provides job search information on employers in Central Florida. Improvements to Cyber Adviser were basedon curriculum changes and student, faculty and advisor feedback. A total re-design of the Cyber Suite was initiated, described in more detail inObjective 3. A “What is LifeMap?” (http://valenciacollege.edu/lifemap) card for students was written and published to distribute to students enrolledin Student Success classes. The LifeMap web site was updated.For Faculty and Staff: The LifeMap information card was revised and published based on feedback from faculty. LifeMap implementation examplesin the classroom were added along with improved descriptions. It was distributed to faculty and all professional and career service staff throughcampus mail with a cover letter asking everyone to support students through LifeMap. The LifeMap Student Handbook, 3rd edition, was alsoprovided to all faculty as an additional LifeMap resource tool.

Marketing LifeMapThe LifeMap banners and posters on and in campus buildings and light posts, were sustained through upkeep and replacement. A Strategic Budget initiativefor the evolution of the LifeMap marketing signage was approved, though the design process was delayed and was not fully implemented until 2002-03.LifeMap style signage was implemented to label prominently those campus offices where students need to complete the application and enrollment processes.The LifeMap “look” was applied to appropriate print materials when they were revised through a collaborative effort with the Marketing Department. TheLifeMap teleconference was shown regularly on the Valencia cable channel and became a mechanism for educating students, faculty, and staff on LifeMap.

Faculty and Staff DevelopmentProfessional development strategies were sustained through the Valencia Traditions workshop (for all new faculty and staff), Leadership Valencia workshops(staff development program), Advising and Registration Updates (Student Services staff), Faculty Academy (Tenure-track Faculty program), and FacultyWelcome Back campus meetings.

Faculty development through grant activities continued to substantially include LifeMap. Online development programs especially for part-time faculty(Scenarios Online) included an explicit case study involving LifeMap concepts, and faculty participated in rich discussions of the application of LifeMap toclassroom settings. A new “Connections” grant also began on the East Campus, the major focus of which is the implementation of LifeMap through learningcommunities for selected groups of students along the LifeMap developmental continuum. An overview of LifeMap and the areas in which we need toexpand its integration was presented to the Connections Leadership Team in January. Eight projects were designed by faculty and staff and piloted in Fall2002 (http://valenciacollege.edu/lifemap/).

Student ProgramsStudent programs described earlier were continued and expanded. Many faculty continue classroom interventions that introduce students to LifeMap conceptsand use the LifeMap Student Handbook as a resource. Student services workshops were developed to explicitly teach students about LifeMap and how toengage in the LifeMap process. Career Program Advisors have built a system of interventions with students enrolled in Associate in Science programs basedon the LifeMap model (Documentation available in SACS Resource Rooms).

Educational and Student Services leaders designed a model, plan, and proposal for implementing a Learning-Centered Student Services System that is basedon LifeMap. The model re-engineers Student Services from a functional to a relational model. Services are provided based on the level of intervention thestudent is seeking rather than on the content of the intervention. Cross-trained staff provide the majority of student services in a central location, withspecialists available as needed, and web-based information available in a student friendly manner. This new model will be implemented in Summer 2003(Proposal available in SACS Resource Rooms or at http://valenciacollege.edu/lifemap/redesign).

Organizational StrategiesThe Strategic Learning Plan (SLP) was finalized and formally adopted by the Board of Trustees in November 2001. LifeMap concepts are interwoven intomuch of the SLP and are referenced explicity in Learning Goal 4, Strategy 4-D and Learning Goal 5, Strategy 5-B.

In July 2001, Valencia adopted a new governance structure which included the creation of the College Planning Council (CPC) and the College LearningCouncil(CLC). LifeMap is closely related to the scope of each of these Councils. The College Planning Council has oversight of the SACS re-accreditationprocess and the Alternative Self-Study. LifeMap reports (written and verbal) are presented at every CPC meeting. Goal team reports of the SLP, includingthose that cover LifeMap implementation strategies (4-D and 5-B), are made to the CPC before they are presented to the Board of Trustees. The CLC wasassigned oversight for progress towards Learning Goal 4, Strategy 4-D which states “Fully integrate LifeMap into curriculum and co-curricular learningexperiences, and implement the Learning Support System (now Atlas) to ensure that all students have educational and career tools to plan and manage forsuccess.”

A work plan for this goal was submitted and approved by the College Learning Council in November 2001. It established the LifeMap Work Team to makeprogress towards this goal. The LifeMap Work Team was composed of faculty and staff representatives and met monthly from January to June 2002.Accomplishments included definition of what it means to “fully integrate LifeMap”; documentation of LifeMap implementation in student programs, facultyinitiatives, and professional development; analysis of the LifeMap Student Survey results; design, implementation, and analysis of an online LifeMap FacultySurvey, done in Spring 2002 (the summary of each survey’s results is available in the SACS Resource Rooms).

The LifeMap Student Survey data indicated relatively high levels of student recognition of LifeMap (52%) while fewer students were able to articulate itsmeaning (20%). It was noted by the Work Team in their analysis of the student results that there was little misunderstanding of what LifeMap is. Studentswho were able to describe LifeMap did so accurately (http://valenciacollege.edu/lifemap/stusurvey). The Work Team concluded that the branding andmarketing of LifeMap has been effective, while future efforts should focus on deepening student understanding of LifeMap. The LifeMap Faculty Survey dataindicates high levels of commitment to the concepts of LifeMap (i.e. actively supporting student planning through in-class and out-of-class interactions withstudents), while not specifically embracing its “branding” as LifeMap (http://valenciacollege.edu/lifemap/facsurvey). The Work Team’s analysis providedsummative analysis and recommendations for further LifeMap implementation (http://valenciacollege.edu/lifemap/workteam).

The leadership of LifeMap and its implementation has been shared and diversified. For example, various staff members have assumed leadership positions forpresenting LifeMap to visiting colleges, for working with faculty to implement LifeMap, and for writing and editing materials to support LifeMap. Theapplication of the LifeMap model that the Career Program Advisors organized for students enrolled in Associate in Science programs is yet another exampleof more widespread ownership throughout the college for the implementation and integration of LifeMap.

Consulting with Colleagues Colleagues from other colleges were hosted in 2001-02 (a list of visiting colleges is available in SACS Resource Rooms). Valencia staff also visited Johnson



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County Community College (JCCC) in Overland Park, Kansas in September, 2001 to learn more about their student services delivery model and itsimplementation. JCCC developed a one-stop student services center in order to help students focus first on career and educational plans before discussingcourse and schedule selection. It is the only “one-stop” model we have found that is based on a student development conceptual model similar to LifeMap,rather than purely on customer service models.

2001-02 Evaluation, Analysis, RecommendationsLifeMap continues to receive national recognition. The National Academic Advising Association (NACADA) recognized the LifeMap Student Handbookwith its Outstanding Advising Publication Award at the annual NACADA National Conference in Salt Lake City, Utah in October 2002.

The final report of the LifeMap Work Team forms the basis for continued direction for the full implementation of LifeMap at Valencia (LifeMap Work Teamreport to CLC available in SACS Resource Rooms). As part of the conclusion of its work, the LifeMap Work Team reviewed and prioritized therecommendations for continued implementation based on greatest impact and most readiness within the college culture. These recommendations weretranslated into specific strategies and the assignments made for their design and implementation during 2002-03.

The Atlas system is another component that supports the continued implementation of LifeMap. The My LifeMap tab in Atlas and the LifeMap tools inparticular are fertile ground for working with students on planning, setting goals, and assessing progress towards those goals.

2002-2003: Materials/Tools Development

For Students: The LifeMap Student Handbook, 4th edition (http://valenciacollege.edu/pdf/studenthandbook.pdf) was revised and editedbased on feedback from students and faculty on the 3rd edition. The New Student Orientation Guidebook was revised based on studentand staff feedback. The Cyber Suite was completely re-designed with the implementation of Atlas and the development of the MyLifeMap tools. My Career Planner, My Education Plan, My Portfolio, and My Job Prospects were introduced to all students through Atlasbetween April and October 2002. The My LifeMap tab in Atlas was created to introduce students to LifeMap, its concept, its performanceoutcomes, and how students use LifeMap to plan and achieve their career and educational goals. For Faculty and Staff: The LifeMap Student Handbook, 4th edition, was provided to all faculty as a LifeMap resource tool. The Learning-Centered Reference Guide, available in print and online versions, includes definitions of developmental advising, LifeMap and Atlas. InJanuary 2003, a new LifeMap Faculty Guide was distributed that serves as a companion to the LifeMap Student Handbook. Designed ina day-timer weekly format. It contains information on the Learning-Centered Initiative, Core Competencies and LifeMap, collegecalendar dates, important reference information, weekly hints for integrating LifeMap into the curriculum and specific strategiesimplemented by faculty in a variety of academic disciplines. It was written and designed by a faculty team from the Connections grant.

Marketing LifeMapA Strategic Budget Initiative to provide for the next evolution of our LifeMap marketing campaign was funded and design work has begun with the LifeMapWork Team serving as the representative group for feedback into the design process. Some of the themes are: take the message beyond “action” to“transaction” or engagement; expand “Have a plan” to “Have a plan to learn and to graduate; and, point students to use the tools in the MyLifeMap tab inAtlas to create and store their plans, and transact with faculty and staff about their plans. The first phase will be implemented by March 2003 with the secondphase completed by July 2003. The LifeMap stylized look is also applied to appropriate print materials as they are revised or re-printed. The LifeMap website was updated and added as a link within Atlas.

Faculty and Staff DevelopmentThe tenure track faculty professional development program was substantially revised and renamed the Teaching/Learning Academy. LifeMap is included as an“essential competency of a Valencia Faculty Educator” as follows:

Incorporate LifeMap concepts as tools for learning

foster social connections in classroom, library, counseling environmentshelp students to continue clarifying and developing purpose (attention to life, career, education goals)establish rapport via student - faculty contactestablish student services - faculty connectionsemploy electronic tools to aid student contact (Atlas, WebCT, email…)seek out struggling students and identify options through dialog (and appropriate referrals)

College Learning Day replaced the Opening Day Academic Assembly so that all staff could participate and LifeMap was the content of several sessionspresented by faculty and staff. Other professional development strategies that continued the conversation about LifeMap were sustained through the ValenciaTraditions workshop (for all new faculty and staff), Leadership Valencia workshops (staff development program) and Advising and Registration Updates(Student Services staff). At the October 2002 Advising and Registration Update, all Educational and Student Services staff wrote down on an index card onething they would do within their work to “fully integrate LifeMap at Valencia.” These responses were collated and shared back to the staff(http://valenciacollege.edu/lifemap/staffideas). Faculty development through grant activities continued to substantially include LifeMap. An overview ofLifeMap and the Action Research questions to advance our work was presented to the Connections Leadership Team in December(http://valenciacollege.edu/lifemap/research).

Student ProgramsBesides the continuation of programs previously described (New Student, Student Success course, LifeMap workshops for students, RoadMap to SuccessAwards, faculty initiatives to integrate LifeMap into the classroom), a major thrust has been the promotion of LifeMap through Atlas. The New StudentOrientation and the Student Success advising curriculum was revised to introduce Atlas and the MyLifeMap tools. Advising Centers also implemented a newbusiness practice that students must have a print of their My Education Plan and their Degree Audit before meeting with an advisor. Students are directed tothe Atlas Outpost for assistance with these programs in Atlas.

The pilot projects of the Connections grant implemented in Fall 2002 involved students in new curricular and co-curricular interventions related to LifeMap,the Core Competencies, and the use of Atlas as a learning tool that improved student success rates (data available in SACS Resource Rooms).

Organizational StrategiesLifeMap written and verbal reports have been provided to the College Planning Council (CPC). Strategic Learning Plan, Goal 4-D (fully integrate LifeMap)was also reviewed and reported by Goal Team 4. The College Learning Council approved the recommendation that the LifeMap Work Team serve as therepresentative design group for the new LifeMap marketing campaign.

The Learning-Centered Re-Design of Educational Services has continued with preparation for implementation in Summer 2003. New job descriptions and re-classification recommendations have been prepared, reviewed, and approved by the Executive Council and the President. Position announcement, searchprocedures and training plans are under development.


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Consulting with ColleaguesWe have appreciated the opportunity to host visiting groups from other colleges to learn more about LifeMap in 2001-02 (list of visiting colleges available inSACS Resource Rooms). We are looking forward to feedback from the Alternative Self-Study consultants and the visiting team to assist us with ourdevelopment and implementation of LifeMap.

2002-03: Evaluation, Analysis, RecommendationsThe implementation of the recommendations of the LifeMap Work Team will be analyzed and evaluated. The re-fresh of the LifeMap promotional campaignis currently underway and will occur in phases. To continue our “culture of assessment”, we plan to conduct the LifeMap Student Survey and the LifeMapFaculty Survey later this year. These results will be analyzed to develop future recommendations.

The major thrust of LifeMap development this year is the use of Atlas to integrate LifeMap more fully into the curriculum and the co-curriculum, and tomeasure the results of this integration. As the Atlas self-study report describes more fully, we have come to understand this process as a culturaltransformation of our learning community that will take time and measured progress to achieve. We believe it is critical that we develop the habit ofdocumenting the behavioral and attitudinal changes of our learners, analyzing the documentation, and making future plans based on our collectiveobservations. To this end, we are planning an Atlas Fall 2002 report that will be our first attempt to document behavior and attitudes about Atlas, includinguse of the My LifeMap tab. We expect this first report to be rudimentary but plan to grow in our sophistication and ability to measure “learning.” We plan tosend the Atlas Fall 2002 report as a supplement to this document when it is available.

We are looking forward to feedback from the SACS Alternative Self-Study consultants to assist us with our development and implementation ofLifeMap.





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Alternative Self-Study: Strategic Topics Report 2003 - Strategic Topic # 3 - Design and implement a comprehensive, computer-based learning support system (Atlas) - Valencia: A Learning College


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Alternative Self-Study: Strategic Topics Report 2003Strategic Topic # 3 - Design and implement a comprehensive, computer-based learning support

system(Atlas).

Executive Summary

The Learning Support System (now named Atlas) began implementation in January 2001, after a two-year collaborative review process that focused on thesupport of learning. From the beginning, the design principles for the system were identified as providing “connection” and “direction” for students in orderto support their learning and success, which derive from the learning-centered initiative, the Core Competencies (TVCA), and LifeMap.

Atlas is a portal based system that integrates fourteen applications into a single sign-on for our learning community. The portal is powered by CampusPipeline and the student enterprise system is SCT Banner. We have customized several functions in the portal and focused clearly on our design principlesthroughout the implementation so that the resulting system is unique in higher education.

The implementation process is described in terms of involvement and organization, process including business process analysis, policy and proceduredevelopment, faculty, student, and staff involvement, integration, portal development, marketing, and training and support. Materials in the SACS ResourceRooms will provide further documentation on the implementation process.

We believe it is critical that we develop the habit of documenting the behavioral and attitudinal changes of our learners, analyzing the data in term of ourdesign principles, and making future plans based on our shared conclusions. To this end, the Atlas User Report, Fall 2002 is in process and will be sharedwith our governance structure for discussion this Spring. We plan to use the model of Action Research (1998) to design, implement, and evaluate strategies toimprove learning through Atlas. We want to make sure that we examine the wisdom of migration to new functions and technologies in Atlas based on ourdesign principles of learning, connection, and direction.


Alternative Self-Study: Strategic Topics Report 2003Strategic Topic # 3 - Design and implement a comprehensive, computer-based learning support

system(Atlas).

Introduction

In the mid-to-late 1980’s, Valencia created and installed an IBM mainframe Student Information System that was non-integrated, flat file,COBOL-based. In the mid-1990’s, it became clear that the existing system could not support Valencia’s key strategic directions. While we wereat first preparing the specifications for a File Expansion to our mainframe system, in 1998 it was recommended by Collegis, our new contractorfor Information Technology services, that our needs would be better served through the purchase of an enterprise wide software application,rather than continuing the ongoing research and development efforts of our own system. They recommended three higher education vendorswho had products that could serve a college of our size and complexity.

From September 1998 to December 2000, we conducted a thorough and collaborative process to determine the suite of software applications,hardware requirements, and implementation services that would meet our design goals. This process involved over 75 Valencia staff in acareful review and analysis of software applications and functionality, development of a functional specifications document, telephone, e-mail,and on-campus interviews with colleges using the software, and a deliberate decision making process that applied design principles andreflected the collaborative priorities for Valencia (detailed description of the process and documentation available in SACS Resource Rooms).

The final recommendation to the District Board of Trustees in December 2000 was a comprehensive system that we called the “LearningSupport System” as a working title, to be clear that the purpose of the system was to support learning. This system was composed of 14software applications that we planned to integrate into a single entity to achieve our two main design principles of “connection” and “direction”.These design principles emerged from our learning-centered work and meant to us:

1. Connecting students, faculty and staff into a single learning community where information and learning is maximized and shared, and2. Encouraging students to set direction for their learning and educational goals early in their Valencia experience and document their goal achievement.

The initial implementation of the Learning Support System took place January 2001 to August 2002. In July 2001, we named the system “Atlas”to reflect the “direction” principle and to complement our developmental advising model, named “LifeMap.”

Atlas is a portal-based system that integrates 14 applications into a single sign-on for our learning community(http://valenciacollege.edu/atlas/components). The portal is powered by Campus Pipeline and the student enterprise system is SCT Banner. Wehave customized several functions in the portal and focused so clearly throughout the implementation on learning, connection, and direction,that the resulting system is unique in higher education. Along the way, we realized that the migration to Atlas will be transformational to ourlearning community, and the increased learning results for our students can be exponential.




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Learning-centered Implementation ProcessInvolvement and OrganizationContinuing our commitment to collaboration that started during the selection process, the design of the Implementation Team emphasized wideparticipation and college resources were dedicated so that Implementation Team members could focus on the design and developmentprocess. The full Implementation Team included 36 members from admissions, financial aid, advising, business office, institutional research,continuing education, faculty, academic administration, and informational technology. The Project Leader was the Assistant Vice President forEducational and Student Services who worked full time on the implementation for 18 months. The Project Manager was from InformationTechnology and worked full time on the project for 24 months. Additional full-time implementation services were provided by two consultants, aprogrammer, and a database administrator for 24 months. Ten other Implementation Team members were also dedicated full-time to theproject, while the others served in addition to their regular job responsibilities (http://valenciacollege.edu/atlas/impteammem).

Continuing our commitment to learning and the design principles of “connection” and “direction,” three committees were formed that contributedto the Learning Support System design and development. The relationship of these committees and how they contributed to the system designis depicted at http://valenciacollege.edu/atlas/lcidiagram.

The Learning-Centered Process Team was charged “to conceptualize the high-level view for the Learning Support System based on the designand identification of learning-centered processes for all cohorts of Valencia students.” This group met from October 2000 – February 2001,reviewed and discussed literature on student development and learning, and considered the conceptual relationship between the Valencia CoreCompetencies and LifeMap (developmental advising model), both of which had emerged from our learning-centered work(http://valenciacollege.edu/atlas/processteam).

The Learning-Centered Service Design Team was charged “to design and re-engineer a learning-centered system to deliver student servicesbased on student development progression toward learning goals rather than on functional delivery of services.” This group met from Januarythrough July 2001, reviewed and discussed literature on student development, organizational change, and re-engineering of student services,reviewed business processes, and recommended a re-designed model that focused on student learning, student self-sufficiency, and sharinginformation made possible through the Learning Support System (http://valenciacollege.edu/atlas/designteam).

The Learning Support System Implementation Team was charged “to design the first phase of the Learning Support System focusing onlearning-centered principles and implementation and integration of its software components.” This group emerged from the planning group, metformally from September 2000, and continues today as the Atlas Improvement Team.

The Learning Support System Executive Team included the Vice Presidents of Planning and Educational Services and of AdministrativeServices, the Director of Information Technology, the Project Leader and the Project Manager. This team met periodically to review progressand address issues. The Vice President of Planning and Educational Services served as liaison to the Executive Council and to the President.The Vice President of Planning and Educational Services facilitated recommendations from the LSS Implementation Team that requireddecision making to the Executive Council, the College Learning Council, the College Planning Council, the Faculty Association, and thePresident as needed.

The work of the Implementation Team was organized among six Work Teams and seven Committees that were assigned specific content arearesponsibility (http://valenciacollege.edu/atlas/impteamorg). The membership of the Work Teams and Committees were composed to representthe user perspectives, experience, and responsibility. The Work Teams and Committees brought their recommendations to the LSSImplementation Team for discussion and approval.

Other task forces were formed as needed along the way and other college committees and councils were involved in reviewing and approvingrecommendations from the Implementation Team, as appropriate.

ProcessImplementation Team MeetingsOne of the first agenda items for the Learning Support System Implementation Team was to develop and endorse implementation principles,implementation goals, and implementation guidelines. With learning as the central theme, team members generated ideas to capture theessence of our collective thinking on each area (goals, guidelines, and ground rules) and through a collaborative process, condensed theseideas into three lists that were the guideposts for our work. Besides providing copies of these lists to each team member, we created postersize versions and framed them for display in our Planning Center (http://valenciacollege.edu/atlas/goals).

The LSS Implementation Team met weekly to review and approve recommendations and discuss issues and progress. Every recommendationwas presented in a standard written format and voted on by the membership. These recommendations are documented and serve as a recordof implementation decisions that shaped the system and executed the design principles. (Available in SACS Resource Rooms .)

Communication PlanSeveral components were designed to execute a comprehensive Communication Plan in order to achieve widespread understanding and invitefeedback to the design process. The collaborative decision making process that resulted in the overall design of the Learning Support Systemand the specific software components has been described in the introduction.

In February 2001, President Shugart sponsored a kick-off meeting to which the management and faculty association leadership was invited. The Director of Information Technology provided an update on major IT initiatives underway and timeline for specific projects. The AssistantVice President of Educational and Student Services provided an overview and timeline for the Learning Support System.

In March and April 2001, the Director of Information Technology and the Assistant Vice President of Educational and Student Services madecampus presentations on each of four Valencia campuses.

A monthly newsletter, “The LSS Times” (now known as “Atlas Times”) was distributed to all Valencia employees through e-mail starting inJanuary 2001. A Learning Support System web site was created in February 2001 that included the organization of the Implementation team,work teams, and committees, the project overview, and the monthly newsletters (http://valenciacollege.edu/lss).

Written and verbal progress reports on the Learning Support System implementation were provided at every meeting of the College PlanningCouncil, the Executive Council, the Planning and Educational Services Division meetings, and the tri-annual Advising and Registration Updates.Feedback was solicited from the membership of each of these groups each time a presentation was made.

Business Process AnalysisFrom January through May 2001, a thorough Business Process Analysis and documentation was conducted through a collaborative process. One of the

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student system consultants conducted thorough process interviews with staff in Admissions, Financial Aid, Advising, Assessment, Academic Departments,Business Office, Honors Program, Facilities, Continuing Education, Institutional Research, Enrollment Management, Tech Prep, and Internships and createddocumented flows of the business processes that each area conducted which the staff reviewed and edited. These formed the basis for understanding currentpractices and identifying areas for re-design in the new Learning Support System.

In April 2001, two outside consultants conducted two, 3-day Business Process Analysis with a cross functional college team in which a highlevel view of the student experience from application to enrollment was documented, the stakeholders and actors in the process were identified,and the “pain” for various stakeholders was identified. The consultants provided documentation of what was discussed with specificrecommendations of how the “pain” could be eliminated or reduced through process re-design and/or the functionality of Banner. The learningfrom this analysis was useful for the specific ideas discussed and in learning the Business Process Analysis technique, which we applied toother processes on our own after the consultants visit. Some of the ideas from this BPA were the basis for recommendations of policy andprocedural change in the new system.

In May 2001, one outside consultant conducted a 3-day Business Process Analysis with a cross-functional work team for Financial Aidprocesses. The consultant provided documentation on what was discussed with specific recommendations on process improvement and designof Banner implementation to improve our processes. This feedback was used in the design process.

Policy and Procedures ImprovementWith our design principles, implementation guidelines and goals, and team ground rules, the Learning Support System Implementation Teamapproached the implementation with the intent to improve processes and procedures rather than to simply re-create “the way we’ve alwaysdone things”. With the key design principles of “learning-centered”, “connection” and “direction” in mind, the team sought opportunities tostreamline operations, to reduce students being passed from office to office, and to share information among functional areas.

As specific issues surfaced, the Learning Support System Implementation Team invited groups of representatives from different areas in thecollege to discuss the principles involved and develop recommendations that reflected the best collaborative thinking.

For example, an LSS Academic Issues Task Force was formed with faculty and dean representation that were recommended from theirrespective college-wide associations and with members of the LSS Implementation Team. This Task Force met from September to October2001 and made specific recommendations on several academic policy issues to the College Learning Council(http://valenciacollege.edu/atlas/acadrecs). The format the Task Force developed was to discuss the issue, review relevant data, and reach adraft of a recommendation. For the next step, each member shared a summary of the issue, recommendation and justification with theirconstituents and invited feedback. Following this, each member brought this feedback to the LSS Academic Issues Task Force and agreementwas reached on a final recommendation. Some examples of recommendations that were presented to the College Learning Council were:

New withdrawal grade for College Preparatory coursesRevision of Academic Standards of Progress policyRevision of Academic Honors policyInterim Progress Reports proceduresParts of term organization and naming conventions

When the College Learning Council approved the recommendations that involved college policy, the proposed changes to the policy werereviewed with the College Attorney and the proposed policy was presented to the Faculty Association Board of Directors and the President fortheir review and approval. Once approved, the revised policy was presented to the Board of Trustees for final approval and adoption.

Academic Deans were involved on both an operational and policy level. Operationally, the academic areas were the first to be affected by thenew system since courses for Summer 2002 had to be created in the system in time for the production of the print credit class schedule. As anexample of the collaborative nature of the implementation, meetings were held in September 2001 to which all academic deans and academicassistants were invited. At the meetings, the proposed timeline for training and the input of the credit schedule was shared and feedback invitedto fit the needs of the academic departments. Adjustments were made as agreed to by the groups. These meetings included discussion of newprocedures that improved processes, such as creating the parts-of-term for instruction, and new vocabulary and organizational schemes, suchas “terms” (instead of sessions), and the definitions of “college”, “department”, and “discipline” (http://valenciacollege.edu/atlas/vocab) .Thesedefinitions and the scheme for naming the terms were presented and approved at the September 2001 meeting of the Instructional AffairsCommittee. One campus asked for a follow-up meeting that was held with the Project Leader and the Academic Dean and two AcademicAssistants that were on the Implementation Team. Training was held for Academic Assistants in October 2001 and for the Deans in December2001, and March 2002. Support chains were established for questions as they began to input the Credit schedule.

The print credit schedule re-design is another example of a collaborative effort to improve processes to support learning. In October 2001, theProject Leader convened a group of staff involved in the production of the credit schedule. A Business Process Analysis had been conducted inMay 2001 to identify the areas for improvement as part of the Enrollment Management Planning workshops that were held in March 2001. Withthe goal to improve the publication for students, and its production for the academic and student services areas, the Credit Schedule TaskForce considered how to re-design the publication and improve the process of its creation. A major recommended change was to list coursesalphabetically by discipline (e.g. accounting, math, psychology) and then the campus listings under each discipline (previously, courses hadbeen listed by campus and then by each discipline). This recommendation was seen as more learning-centered because it would draw studentsto the disciplines and courses they should take, rather than the course location. If courses were not available on one campus, the student couldeasily see where they could take that course on another campus. Other recommended changes involved how special types of courses werelisted (e.g. Internships, Honors), improved instructions on how to use the credit course schedule and improved, coherent information on theenrollment process.

The recommended changes were presented to the Calendar and Schedule Task Force which included designated representation from faculty,academic and student services staff and was chaired by the Vice President of Planning and Educational Services. The representatives took therecommendation with example print documents of the new layout to their constituency groups which included Faculty Senate on each campus,Instructional Affairs Committee, the Executive Committee, Planning and Educational Services staff, Dean of Students staff, and student focusgroups on each campus. The feedback from these groups was presented back to the Calendar and Schedule Task Force and therecommendation was approved. The Summer 2002 Credit Class Schedule was produced in the new layout. Feedback was invited after theSummer 2002 and the Fall 2002 editions and suggestions for improvement have been incorporated into next editions.

Faculty Association representatives participated in all parts of the implementation, as has been noted. The Faculty representative who servedon the Implementation Team was instrumental in a number of ways, most notably in her design and implementation of the Faculty TrainingProgram. She also provided updates on the Learning Support System Implementation to the Faculty Association Board at their monthly

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meetings.

Two key implementation issues that were led by the Faculty Association concerned the Course Management tools and the Interim ProgressReports re-design. The portal software is based on Campus Pipeline. When we learned about the capabilities of this application, we realizedthat it was more far-reaching than we had anticipated. In the 3.0 release of Campus Pipeline, the My Courses tab provides a web page withcourse management tools for every course at Valencia. While we immediately recognized the tremendous potential to support “connection”among students and faculty, we also realized the tremendous cultural change this would impose on faculty. We also anticipated a potentialconflict between the course management tools in Atlas and those available in Web CT, the application that supports Valencia’s on-line learningcourses. There is an overlap in the course management tools in Atlas and in WebCT and with more faculty adding “web components” toclassroom based courses, we were concerned about the confusion and duplication of effort this may cause. While the Web CT application ismuch more robust and flexible, the Campus Pipeline tools would be immediately available to faculty without having to arrange for WebCT.

The Implementation faculty representative discussed this issue with the Faculty Association Board who directed her to hold a college-widefaculty forum on the issue. This forum was held in early March and all sides of the issues were discussed. The most serious concerns of thefaculty at the meeting focused on work load issues (creating an extra work load or expectation for faculty who did not choose these tools) andthe legal liability of the faculty and the college if a faculty member choose not to use these course management tools and the studentsparticipated on their own in the chat room or message board. All questions raised were researched and reported back to the FacultyAssociation Board (http://valenciacollege.edu/atlas/coursmgt). The Board decided to conduct a faculty survey on the issue and present aposition paper for each side: turn the course management tools off or leave the course management tools on. The application design inCampus Pipeline did not allow the option of turning off the course management tools for selected faculty. The vote of the faculty from thatsurvey was to turn the course management tools “on” for the Fall Term 2002, and then evaluate faculty experience and re-consider the issuefor Spring Term 2003. A faculty survey was conducted in December 2002 and Faculty Association recommended to keep the Atlas coursemanagement tools in use.

Another example of faculty leadership in the design of Atlas was the Interim Progress Report notification system. Valencia has two policies thatrequire faculty to notify students of academic progress under certain circumstances. One (Policy # 6Hx28:10-02) requires faculty to notifystudents of excessive absences from class before the faculty member can withdraw the student from the class for excessive absences. Theother (Policy # 6Hx28:05-11) requires faculty to notify students if they are earning “below a C grade” in the course by Mid Term.

In the late 1980’s, Valencia’s Computer Operations Department created an application that allowed faculty to send “bubble sheets” thatindicated paragraph content that should be sent in a letter from the college to a student. The question for the Implementation team was how tore-create this system in Atlas. The Academic Issues Task Force addressed this issue but the proposal they developed did not receiveconsensus opinion so the matter was referred to the Faculty Association Board. The Faculty Association Board worked with the InformationTechnology Department to consider options and an application that used the student e-mail feature in Atlas was recommended. The applicationallows faculty to create an e-mail message that can insert pre-written paragraphs (written by faculty members), edit those paragraphs, or createtheir own e-mail message. The Implementation Team developed and disseminated directions to faculty on the use of the new Interim ProgressReport notification system.

IntegrationAs noted earlier, Atlas is an integration of 14 distinct software applications integrated through a portal so that a user experiences Atlas as asingle entity. This integration was accomplished through deliberate and systematic focus on the design principles of learning, connection, anddirection throughout the process. From what we have seen, Atlas is a unique application in higher education in which the learner’s perspectivedrives the application and therefore the traditional institutional factions have been minimized as we have joined together around the goal oflearning.

LifeMap and the Core Competencies provided the conceptual framework for the design of Atlas and therefore provided a rich and explicitframework that shaped the technology, rather than the other way around. At the same time that the design and implementation of thefoundation integrated database for the student information system, (SCT Banner), was progressing, the design and implementation of the Atlasportal was underway. When the Campus Pipeline consultants presented a two-day workshop on the features of the tool and the implementationdesign work to be done, the opportunity and enormity of this enterprise became more clear.

Due to the work of the Learning-Centered Process Team and the Learning-Centered Service Design Team, the higher level conceptualframework for the design and integration of Atlas was clear, although the challenge to accomplishment seemed overwhelming. We found noblueprints in other colleges. When looking at the web sites of colleges given to us from Campus Pipeline or SCT Banner web productsconsultants, it was clear that most schools viewed these applications as an add on to their college web sites, largely to support theiradministrative processes. There were “Campus Pipeline” links on the home page or registration links to standard Banner web applications. Webelieved that in order to achieve our learning goals, we had to conceptualize and design Atlas so that from their very first experience, studentsand faculty would understand it as a comprehensive learning support system, not just a way to conduct business transactions with the collegeover the web.

The ensuing design process involved building a series of complementary components in a relatively short time frame. Our distance learningcourses needed the portal to support their course delivery in January 2002. Academic administrators had been clamoring for e-mail for adjunctfaculty as a way to keep in touch with them and for adjunct faculty and students to connect. We were concerned about having all of ourstudents sign on to Atlas and use it for registration at the same time, so we wanted to introduce Atlas a few months before it was needed forregistration to separate the “Establish user name/PIN” issues from the “How do I register?” issues.

The initial design of the Atlas portal application started in October 2001 and we went live for distance learning faculty and students in January2002. This specific population provided an excellent feedback group and we built in applications to invite comment and feedback. In February2002, all adjunct faculty were invited to sign on Atlas for their e-mail and the other applications that were active at that time. For this firstrelease, which was built on Campus Pipeline 2.0, we focused on designing the architecture and look of the site to support the design principlesand the conceptual frameworks. For example, we changed the tab name of “Campus Life” under which most colleges list traditional studentactivities only, to “Academic Life” and included information about involvement in the college in all aspects. The description of the content undereach tab is located on the sign-on page of the site. “School Services” contains content related to conducting transactions with the college in avariety of ways. To support ease of use, directions for the site were embedded in several places.

To encourage students and faculty to stay within Atlas, links to the Valencia site were created as pop-up boxes within Atlas. We anticipated themost helpful links that students and faculty would seek and embedded them on the left tool bar of each Atlas page, according to the content ofthat page. Once the user used one of these links to the Valencia web site, they could navigate anywhere within the Valencia web site and when

http://faculty.valenciacollege.edu/association/

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they closed out of it, they returned to Atlas.

Feedback from users was gathered through the survey on the site (http://valenciacollege.edu/atlas/survey/atlas_survey.asp) and astudent/faculty focus group, and was immediately used to modify Atlas. We made the directions for login more explicit and more prominent. Wetook content off of the sign-on page as it was distracting to new users. We increased security to the PIN setting procedures. We learned fromthe questions that students asked that they were most interested in knowing when they could look at their grades in Atlas.

From January to April 2002, we planned for the roll out of Atlas to the entire Valencia community which included an upgrade to CampusPipeline 3.0 and additional key features that were critical to the achievement of the comprehensive learning community that we envisioned. Webelieved that the adoption of Atlas by the Valencia community was a cultural transformation that would only be achieved if Atlas was so usefulto students and faculty that they would adopt its use into their daily routine, and that its content and design screamed “learning”, “connection”and “”direction”. There were four major components to this design work. (Content Management, My LifeMap tab, Groups, Web site re-design)

A content management plan was developed for the continual refresh of the site with learning-centered and time-appropriate messages. A workteam including web development, marketing and media relations, student services staff, and faculty developed the lay-out and content for eachof the tabs, specified the length, format, and timespan for “Primary” and “Secondary” messages, and began the challenging task of creatingrelevant content that supported our learning-centered, LifeMap, and Core Competencies concepts. The content of the site changes at leastweekly. Two Primary messages in each tab change weekly while up to four Secondary messages change every 2 to 4 weeks. Targeted andpersonal messages to students, faculty, or campus wide are provided as timely updates and prompts on information or action. Content in theSchool Services tab focuses on transactional items with Valencia departments while content in the Academic Life tab focuses on timelyinformational updates. Links to additional information within the Valencia web site are included whenever possible.

Technically, we used the capability of Campus Pipeline 3.0 to create our own tab – My LifeMap, which includes a description of LifeMap, itsstages and performance outcomes, and the My LifeMap suite of on-line planning tools. My Career Planner, My Education Plan, My Portfolio andMy Job Prospects enable students to engage online in internal and external exploration, to collect baskets of self-assessments, majors ofinterest, colleges of interest, and careers of interest, to evaluate gathered information via a summary, at-a-glance view, to develop a basket ofcareer and educational goals based on this evaluation, to develop educational and career plans for reaching these goals, to implement thoseplans, and to establish accountability mechanisms via deadlines and portfolio elements that demonstrate goal-attainment. Faculty and advisorscan review these plans with students and provide guiding feedback. Students can review and edit the plans as they progress through theireducational experiences at Valencia. These applications provide fertile ground for fully implementing and integrating LifeMap and the CoreCompetencies, and the assessment mechanisms to monitor student progress.

Another enhancement in Campus Pipeline 3.0 that supported our design goals is the Groups function. Any user can request a Group byspecifying the name and purpose. Once approved, a Group provides a customizable web site for its members that includes e-mail, chat room,message board, and links to other web pages. We recognized this tool’s potential to support on-line learning communities of many varieties,and were intentional in our design of Group Categories that visibly support learning from its first roll out. (http://valenciacollege.edu/atlas/groups)For the introduction in April 2002, there were 36 groups in 8 Categories, and in January 2003 there were 207 groups in 10 Categories.Workshops on directing on-line learning communities through this tool have been taught to key college leaders and through our professionaldevelopment program. This tool has enormous potential to achieve connection with various constituencies and to document that connectionand its learning results using the on-line transactional data.

At the same time, we re-designed the architecture of the Valencia web site to align with the introduction of Atlas. The Web Tactical Team(current membership list available in SACS Resource Rooms) presented a design strategy that followed the tab navigation of Atlas, andpresented content based on user roles of students, faculty and staff, alumni, and visitors. The design of the home page accounted for marketingupdates as well as easy content management and the presentation of information in a variety of modes including videos, web links, andinformation content. Content is included by topic (e.g. Admissions Office, Advising Center) and by process (e.g. Enrolling at Valencia, GettingReady for Registration). The web site design was presented and approved by the College Learning Council and the Board of Trustees prior toroll out.

The Faculty Association lead decision regarding the course management tools has been described in an earlier section. The My Courses tabprovides another avenue for faculty and students to connect through the chat rooms, message board, e-mail, and web links for every courseoffered at Valencia. In Fall Term 2002, faculty began to use these tools to enhance and augment the classroom experience.

Feedback to improve processFeedback from many areas of the college to improve the implementation process was ongoing in formal and informal ways. Monthly reportsprovided to the various college governing councils allowed the opportunity for feedback to the Implementation Team members who wereproviding the reports. The Learning Support System web site invited feedback and questions from anyone. College e-mail was used to distributeinformation updates. Two formal focus groups were held in November 2001 and in February 2002. Faculty and student representatives wereinvited for the purpose of soliciting feedback on key implementation issues. In November 2001, the focus was on the features and marketing ofthe new Learning Support System and the brand name “Atlas”. In February 2002, the focus was on the Atlas portal, the directions available onthe site and its ease of use.

Three presentations and feedback sessions were held with student leaders through specific Student Leadership programs in April 2001, July2001 and April 2002. At the July 2001 Student Leadership Forum, following a presentation on Atlas and its features, feedback groups were heldas part of program in which students responded to questions about the information and use of Atlas (list of questions available in SACSResource Rooms).

A critical change in the implementation timeline was made in December 2001 based on feedback from the Implementation Team andInformation Technology Department. The original timeline was to implement registration with Summer 2002 which meant a “go live” registrationdate of April 8, 2002. By November 2001, there were indications that it would be risky to continue with this timeline due to the complexity of theimplementation, the various applications that we were integrating into one system, the transition issues with staff which were amplified by staffturnover in key positions, and the sheer manpower it would take to achieve the April 8 date. The Project Leader and the Project Managernotified the other members of the Implementation Executive Team and presented an analysis of the options and their projected consequences.A recommendation was made to the President in late December to amend the timeline to implementation with Fall registration which changedthe registration “go live” date to July 8, 2002. This required a re-design for Summer registration to take place in the Legacy system and carefulplanning for Financial Aid and Business Office operations. Other parts of the Implementation Timeline remained unchanged(http://valenciacollege.edu/atlas/imptime). To the surprise of the Project Leader, the reaction from the Valencia user community was one of reliefwith the delayed timeline rather than of disappointment!

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Feedback from faculty resulted in a re-design of the user sign on and personal identification number security in Atlas. As noted earlier, theestablishment of an Atlas account was designed as a web application outside of Campus Pipeline to make it easier for users and formaintenance of the system. In the original application, security was established by asking the user to select from one of three securityquestions, and then entering an answer to the question that only they would know. In Faculty Workshops that were held shortly after theintroduction of Atlas, the feedback was that this was not secure enough because the questions were fairly common ones and the answers couldbe guessed or found through other sources. The security was re-designed so that the user creates the question and the answer, allowing abroad range of possibilities and therefore a higher level of security.

Branding and Marketing PlanLearning Support System was the working title for the system, so named to build the expectation from the start of a comprehensive system ofapplications to support learning. For its long-term continuation, however, we needed a brand name that was easy to use, memorable, and fit ourlearning-centered principles. In the process of deciding whether to launch a college-wide naming contest, a staff member suggested “Atlas”,which tied into LifeMap (Valencia’s developmental advising system) and met the other criteria. Another staff member suggested that the letterscould stand for “Academic technology for learning and support.” The Implementation Team considered the suggestion for several months,informally surveyed others, and asked the Marketing and Media Relations Department, who would lead the creative design work, to considerthe suggestion; the brand name of Atlas was endorsed in September 2001. However, it was recommended not to use the name as an acronymbecause it would likely not be remembered by users and did not significantly add to the meaning.

The Atlas Marketing Plan was developed collaboratively with the Implementation Team and the Marketing and Media Relations Department(http://valenciacollege.edu/atlas/marplan). A focus group of faculty and students was convened in November 2001 to obtain ideas on thefeatures to emphasize and effective mechanisms for communications. These ideas were incorporated into the initial marketing plan thatsupported the January 2002 introduction of Atlas to faculty and students involved in distance learning courses. The next phase includedcommunication to adjunct faculty in February 2002 to invite their participation in Atlas (communication examples available in SACS ResourceRooms). April 2002 was the focus of the introduction of Atlas to the entire Valencia community. The major marketing effort was directed tostudents since faculty and other staff had been introduced to Atlas sign-on through formal training workshops that were held since January2002. All currently enrolled students were sent a letter with an introductory pamphlet about Atlas (letter and pamphlet available in SACSResource Rooms). Established campus communication systems such as campus newsletters and campus marquees also encouraged sign-onto Atlas. Many faculty encouraged students in their classes to sign on to Atlas.

A major goal was to get most of the users to establish their Atlas account and PIN number prior to July 2002 when they would need it forregistration or course information. Our strategy was to stage in the introduction of Atlas applications so that we could deal with potential userproblems in segments instead of all at once. This strategy was somewhat successful. We monitored Atlas user sign-ins on a weekly basis fromApril to June and on a daily basis from June to September. A review of this data shows that user sign on was slow but steady through midJune when it escalated rapidly (http://valenciacollege.edu/atlas/signon). However, the user sign-on procedure was robust and user friendly sothe system sustained high volumes of 1,000 or more new sign-ons a day without difficulty.

In June 2002, we began the next phase of the marketing campaign and the preparation for Fall Term registration. For students, we had routinelysent a pre-registration letter in late June with information about registration time, ways to register, holds on records, and academic information,including a degree audit. We sent this letter to all students who had been enrolled in Spring 2002 or were enrolled in Summer 2002 classes andincluded in it an eye-catching Atlas postcard that provided information on some of the functions of the system and how to sign on to Atlas.(Available in SACS Resource Rooms.) For faculty, we mailed a packet in July 2002 to their homes that included an introductory letter aboutAtlas, the academic calendar, and Start Right initiatives, the introductory Atlas pamphlet, and a calendar of Fall registration dates (Available inSACS Resource Rooms.)

In July2002, we also introduced Atlas campus signage consisting of two colorful banners that were installed on the light poles that surround theentrance of each Valencia campus. The banners contained two different student in vivid color, and the Atlas URL or the slogan “An Atlas youcan bookmark”. Campus e-mail was used extensively to keep the Valencia community informed about the Atlas implementation. Distributiongroups were created for academic deans, academic assistants, campus provosts and staff, student services deans and directors, facultyassociation officers, central administrators, Atlas training staff, Atlas implementation team, Business Office supervisors, Atlas Help Desk staff,and Information Technology Help Desk staff and used throughout the process to distribute updates on phases of implementation, identifiedissues and their solutions, instructions on procedures and deadlines, and words of encouragement. Many of these messages were thenforwarded through distribution lists to other Valencia staff.

The monthly “Atlas Times” distributed through e-mail to all Valencia faculty and staff and the regular reports to College Councils as noted earlierwere other parts of the overall communication plan. The student newspaper published several articles before and after the full Atlasimplementation (copies of Valencia Source articles available in SACS Resource Rooms). The effort put into the marketing plan and ongoingcommunication was key to the successful implementation of Atlas.

Training and SupportSCT system education on Banner began for the Atlas Implementation Team in May 2001. Education on the functions and implementationissues on each module in Banner Student and Banner Financial Aid was presented in 3 or 4 day segments from May through October 2001.(http://valenciacollege.edu/atlas/sysed)Work teams of 3 to 5 members were assigned responsibility for the various modules. They figured outhow to apply each module to Valencia, recommended values for each variable, recommended business procedures, and developed anexpertise in that module. Timelines were established for the completion of each module. Recommendations were presented to theImplementation Team each week for discussion and approval by the team. A protocol was adopted that the recommendation would bepresented one week and voted on the next week to allow time for consideration and consultation with others outside of the ImplementationTeam.

The Training Committee was responsible for designing and implementing the training program for Banner and for Atlas for the various usergroups at Valencia. User groups were at first defined by function or department, based on the Business Process documentation that had beencompleted earlier. For example, Admissions, Financial Aid, and Advising are examples of department-based groups, and Academic DeansAssistants, and Instructional Assistants are examples of functional based groups. The design of which groups needed what functional training atwhat point in the process was a critical part of the implementation. A corollary of this design was the creation of the security role system;defining which groups needed what level of access to what Banner forms took significant consideration to assure security while supporting thework of each user group. One of our consultants warned us that the timing of the training was difficult because if we held it too early, staff wouldforget what they learned and if we held it too late, staff would be overwhelmed with needing to learn everything at once. We erred on the side of“too early” and found that in most cases staff did not make the time to practice what they learned until they actually needed to use the system.

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Atlas Fall 2002 report(DOC 1.5MB)

Atlas Fall 2002 report(PDF 180KB)

The Training Committee established standards for the format and design of written documentation of procedures that was key to the learningprocess. Procedures were written in very simple steps with visual clips of what the form actually looked like to the user. Notebooks wereprovided to every participant so they could keep their Atlas materials in a single location for easy reference. (Procedures documentationavailable in the SACS Resource Rooms.) Procedures were revised as business processes were refined. The chairperson of the TrainingCommittee kept all of the procedures in a shared directory organized by chapters. This resource has since been posted to the Valencia web.After Atlas was introduced to the whole Valencia community, groups were created in Atlas for different users and the procedure documentationand other training information and updates are provided to those users through the Groups function.

As the Training Committee began to see the scope of what they had to accomplish and the number of staff who needed training, theyrecommended that we identify an additional team of staff from each department who could help provide the training and ongoing support tovarious groups. In September 2001, another group of staff that we dubbed “Super Users” were asked to join in the training effort. The TrainingCommittee provided Super User training in mid-October, 2001, and the full training calendar began then and continues to this day.

The Atlas training program was designed in collaboration with Valencia’s staff development program, Leadership Valencia. Leadership Valenciais organized by the College and Community Relations Department and provides an eye-catching calendar of offerings each term that isdistributed widely among all faculty and staff. The Atlas Training committee met with the staff that support Leadership Valencia in October 2001to discuss our projected training needs and design the training program so that it could be woven into the Leadership Valencia infrastructure.The Spring 2002 Leadership Valencia calendar included a full complement of Atlas training for faculty and staff of various functional areas. Weshared training facilities and Leadership Valencia staff supported registration procedures and evaluation processes. In this way, Atlas wasintegrated into Valencia’s established professional development program. The Summer 2002 and Fall 2002 Leadership Valencia calendarslikewise included a section on Atlas training so Atlas has been established as an ongoing component of Leadership Valencia. (LeadershipValencia training calendars are available in the SACS Resource Rooms.)

The faculty training program merits special description for its strategy and outcomes. The faculty representative on the Atlas ImplementationTeam designed and delivered the faculty workshops for Atlas. She organized them into 3, 2-hour sessions and titled them “Atlas 101 forFaculty”, “Atlas 102 for Faculty and “Atlas 103 for Faculty”, each having content of increased complexity (Documentation available in the SACSResource Rooms.) The faculty workshops were held from January to August 2002 at various times on various campuses. The faculty memberalso contacted Academic Deans and offered to provide an Atlas overview at a department staff meeting or conduct the workshops for specificacademic departments. Over 450 faculty participated in one or more workshops. Easy to follow step-by-step procedural documentation wasalso created and distributed to faculty through their academic departments. Some academic areas conducted their own “how to” workshopsduring the Summer 2002.

Special faculty support was provided at designated on-campus locations during the first week in August when final grades were input into Atlasfor the first time and during the first week of Fall term when class rolls were to be obtained through Atlas for the first time. Atlas instructions forfaculty consisting of a power point presentation with embedded video directions on certain features was developed and posted on Atlas forfaculty with the beginning of Fall term. Also during the Fall term, “just in time” hints were distributed to faculty through the Atlas e-mail withfurther information and links to “how to” directions on the web at midterm, when final grades input started and towards the end of the term. Allof these strategies resulted in a smooth adoption of Atlas by most faculty. For example, at the end of Summer term when faculty submittedgrades through Atlas for the first time, 95.6% of grades were successfully submitted.

Atlas Going Forward

The design principles of “learning”, “connection” and “direction” are key to the evolution of Atlas and its continuous improvement. As part of ourLearning-Centered initiative, the adoption of Atlas is a process of cultural transformation for our learning community that will take time andmeasured progress to achieve. We believe it is critical that we develop the habit of documenting the behavioral and attitudinal changes of ourlearners, analyzing the documentation, and making future plans based on our collective observations.

To this end, we are preparing an Atlas Fall 2002 report that will be our first attempt to document behavior andattitudes about Atlas, including use of the My LifeMap tab. We expect this first report to be rudimentary but plan togrow in our sophistication and ability to measure “learning”. For the Atlas Fall 2002 report, we will include theresults of the on-line Atlas usage survey (about 1,500 responses), the faculty Atlas use survey (conducted by FacultyAssociation), patterns of user sign-on over time and to certain elements within Atlas, number of saved career plans,educational plans, and portfolio elements, Atlas groups (growth over time and membership), a study of SpringRegistration conducted by student researchers in a statistics class and the results of Connections pilot projects thatutilized Atlas. To the extent possible, we plan to examine correlations between use of Atlas and measures of studentsuccess such as completion of Fall term, number of credit hours completed, and enrollment in Spring term. The Technical Team is examining the extent towhich we can track individual use patterns so that in the future we can compare individual student success with use of Atlas. We plan to send the Atlas Fall2002 report as a supplement to this document when it is available.

The analysis and future planning that will occur once we have the opportunity to process this report will form the cornerstone for continued Atlasevolution. The Atlas Improvement Team will continue to meet regularly to address specific recommendations for Atlas and coordinateimprovements but the strategic direction for Atlas will also be included in the agendas of broader-based planning (CPC) and learning (CLC),particularly of the Web Strategy Group which is in the process of being established.

To assist with our cultural transformation, we want to create mechanisms for faculty and staff to share their uses of Atlas with students tosupport learning so best practices can evolve and be documented. We plan to use the model of Action Research to design, implement, andevaluate strategies to improve learning through Atlas. We know that the evolution of technology will provide opportunities to enhance thefunctions of Atlas, but we always want to examine the wisdom of migrating to new technologies from our design principles of learning,connection, and direction.

Over time, we plan to evolve improved measures of “learning” through Atlas and to continue the learning-centered improvement process for thebenefit of our students.

In order to view PDF files, you will need Adobe Reader which is available for freefrom the Adobe web site.

In order to view DOC files, you will need Microsoft Word which is included in theMicrosoft Office software suite.

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Alternative Self-Study: Strategic Topics Report 2003 - Conclusion - Valencia: A Learning College

http://valenciacollege.edu/sacs/archive/alternative/conclusion/conclusion.asp[6/5/2012 10:35:07 AM]

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Alternative Self-Study: Strategic Topics Report 2003Conclusion

In the end, to become the extraordinary learning community that we envision, Valencia must move beyond planning and execution into the creation of aculture of evidence. As will be evident in this section of the report, we are much further along with planning and execution than we are at developing such aculture of evidence. It has been important to collaboratively build our planning process and within that process establish learning-centered core competenciesfor our students, enhance developmental advising, and update the use of technology to further student success. We have begun to assemble some evidence ofpreliminary successes and continuing and emerging challenges even as our Goal Team Reports suggest that in Phase 4 of the learning-centered initiative ourinitial Indicators of Progress need to be refreshed.

Significant institutional research reports (reports available on-site in the SACS Resource Rooms), and the Goal Team Reports(http://valenciacollege.edu/gtreports/) offer additional data. The following are what we consider to be some evidence of preliminary successes and continuingand emerging challenges.

1. Goal Team 1: Learning First, co-chaired by Valencia professors, conducted a survey of administrators, faculty, staff, and students todetermine constituent perceptions of learning-centered versus institution-centered aspects of College functions. The Goal Team reported:

First of all, the College has much to be proud of in terms of moving toward putting learning first. Many people have commentedabout the sense they have that the College is in fact in the right place and that their job allows them to contribute to the culture in ameaningful way. However, there is still a strong undercurrent of people who are concerned that the learning first emphasis is eithernothing more than the latest educational fad or a new buzz phrase to disguise trying to have your own agenda advanced. Old habitsdie hard, and we still have a way to go to convince everyone that Goal 1 is not simply a pat phrase, but a reflection of a new culture oflearning at the College.

2. Valencia’s 1999-2000 Collegewide Indicators Report (reports available on-site in the SACS Resource Rooms) noted that students who hadaccumulated 60 or more credit hours had an 86.2% student pass rate on all four CLAST (College Level Academic Skills Test) Subtests orCLAST Alternatives during the 1998-99 academic year. The Report stated, “The College shares the State Board of Community Colleges’goal of a 90% pass rate for students who have accumulated 60 or more credit hours.”

The latest (1999-2000) CLAST statistics that have been received by the College report that the student pass rate rose to 92.0%, the secondhighest of the six urban community colleges in Florida. (CLAST is an outgrowth of a Florida Statute passed in 1981 that created a programrequiring that students completing the Associate in Arts degree programs in public community colleges and advancing to upper divisions inpublic universities demonstrate a satisfactory level of academic skill.)

3. The College has made an intentional effort over the past decade to increase the pass rate percentage of students enrolled in collegepreparatory classes (percents shown as passing include grades of A, B, or C. All other grades are considered not passing for this analysis). Office of Institutional Research analysis (http://valenciacollege.edu/gtreports/Goal4.pdf) of final grades for the last three years for whichcomplete data are available reflects the following change in pass rate percentages by category from Fall 1999 to Fall 2001.

College Level Courses 70% (1999) to 69% (2001)College Preparatory Courses 61% (1999) to 66% (2001)All Courses 68% (1999) to 68% (2001)

4. There is some evidence in survey results that students are becoming aware of having mastered core competencies as they progress throughtheir academic programs. The College surveys students on a three-year rotation: all enrolled students (2000), alumni (2001), and graduatingstudents (2002). On all three surveys, identical questions were included referring to the students' mastery of core competencies. On average,graduating students rated their belief that the College had helped them master core competencies at an appreciably higher rate than the rate ofall enrolled students (that group contained a large number of students with fewer than 15 credit hours). The students who stayed enrolledlong enough to complete their programs apparently realized, toward the completion of their degrees, what they had been learning. It is thehope of many College leaders that students will gain a didactic knowledge of the competencies they are mastering much earlier in theiracademic programs as the faculty create course outlines that explicitly refer to discipline and core competencies, design assignments to assurestudents' learning them, and assess them systematically (survey results available on-site in the SACS Resource Rooms).

5. The most current comparison by percentage of recent high school graduates from Valencia’s service district with entering College studentsby ethnic group (Caucasian, African American, Hispanic, Asian, Native American, and Other) indicates that they are very similar, varying byno more than one percentage point between the high school and College numbers. That’s the good news.

The continuing challenge facing the College is that some of our diverse populations are not making it through the academic pipeline atcomparable levels of achievement and completion as other population groups. (http://valenciacollege.edu/gtreports/Goal6.pdf ).

6. An important part of the Valencia’s postsecondary transition process is converting applicants to enrolled students and enrolling asignificant share of the previous-year-high-school graduates from the service district. These two measures combine to indicate theeffectiveness of the College’s efforts to maintain healthy enrollment growth and serve the citizens of the service district. The applicant-to-enroller conversion rate of 64.9% seen in Fall 2001 surpasses that of many public universities. (reports available on-site in the SACSResource Rooms) In Fall 2001, Valencia enrolled 30.7% of the service district’s previous-year-high-school graduates. In addition,longitudinal studies have revealed that the College actually enrolls 51% of the service district’s high school graduates within four years.

7. For many years, Valencia has sought to determine how the College engages the student through analysis of numerous cohort studentstudies yielding insights into the numbers of first time in College (FTIC) students who declare majors, who are assessed and placed, who





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complete college preparatory courses, and who graduate and/or transfer.

As the College has become more learning-centered, it has begun asking a new set of questions:

How do individual students engage the College?How is student success defined?What patterns of course-taking and course-passing are associated with long-term success?What can be learned about individuals from a subjective examination of a sample of transcripts?

The Office of Institutional Research completed a “First Term Course Analysis of Degree Seeking FTICs” last year (this document available on-site in theSACS Resource Rooms). The analysis involved tracking the records of 3,491 FTIC students. Preliminary findings were summed up as follows:

The best predictor of program completion is passing all courses in the first semester of enrollment.Conversely, the best predictor for failure to complete programs is failure to complete all courses in the first semester.

Students most likely to pass all courses the first semester are older students taking one or two courses in an A.S. degree program.

Students most at risk for completing all courses in their first semester are younger students declaring the A.A. major and taking three or four courses.

Students taking a single course are most likely to fail, and subsequently leave the College before completing their programs.

8. The College has succeeded in increasing students’ fall-to-spring retention rate from 60% in the 1980’s to the Fall 2001 - Spring 2002 rate of 80%. Fordegree- seeking students, an important measure is fall-to-fall retention rates. Valencia’s return rates for the past three years for which complete data isavailable have not changed significantly, as the percentages below reflect (report on return rate data available on-site in the SACS Resource Rooms).

Fall 1998 to Fall 1999 57.5%Fall 1999 to Fall 2000 59.5%Fall 2000 to Fall 2001 58.2%

9. Historically, the College has not fared well in state funding when compared to the other 27 Florida community colleges. In 1996-1997, Valencia’sappropriation per full-time equivalent (FTE) student was 85% of the system average. Despite ongoing efforts for equitable funding, Valencia’s 2002 statefunding per FTE was 80.5% of the system average. (Strategic Indicators Report available on-site in the SACS Resource Rooms).

10. One source of student trend data is the Enrolled Student Survey, given every three years and last administered in 2000 (Enrolled Student Survey dataavailable on-site in the SACS Resource Rooms). Two trends appear: students report somewhat increased satisfaction with student services, instruction andmarketing, while they report less satisfaction with facilities. On both types of measures, fewer students marked “No Opinion” on the 2000 administration thanon the two previous ones. Thus students appear more decisive in what they expect of the College. More than counting the level of satisfaction with a singleitem, it is instructive to look for relationships among items. Strong dependent relationships developed between the following items:

Students who reported high satisfaction with instructional quality also reported high satisfaction that the college is contributing to their mastery ofcore competencies. This would suggest that students believe the academic program is contributing to their mastery of core competencies.Students who reported high satisfaction with the instructional program also reported high satisfaction with student services. This would suggest thatinstruction and student services complement each other and support the student’s engagement in her studies.Students who reported earning good grades also reported studying longer. One important finding is that new students who have completed few credithours report studying fewer clock hours than expected for the number of credit hours they are attempting. This finding was discussed in a Planningand Educational Services staff meeting and suggestions were collected and disseminated for advising new students of the preparation required foracademic success.Students reporting high levels of satisfaction with instruction also reported high willingness to recommend the College to others. Again, this suggeststhat students perceive that progressing toward their academic goals is a worthy undertaking.

11. On the 2002 Community College Survey of Student Engagement (CCSSE), Valencia's mean scores were significantly higher than all other participatinglarge colleges on all but two items addressed. Further, there was encouraging evidence that students experience significant attention to the abilities reflectedin our core competencies and to the student support services addressed through LifeMap and Atlas. (CCSSE survey results are available on-site in SACSResource Rooms).

Clearly we have some preliminary results that suggest progress is being made in Valencia’s efforts to implement the College’s seven strategic learning goals. However, we are mindful of significant challenges ahead. The first 25 years of the College produced a history of strategic planning and assessment thatreflected a degree of disconnection with the implementation of the plans. Those earlier days found an organizational structure that separated the designersfrom the implementers, a strategy that resulted in marginal implementation. And the allocation of budget resources did not necessarily reflect the statedstrategic priorities. The Strategic Planning Process has been designed to close the gap between planning and doing and to create a culture of belief from ahistory of doubt. Much work remains to be done.

In the multi-faceted academic arena there are successes, yet they are not satisfying enough. We are all troubled by the extraordinary number of students whocome unprepared to college, seem to flounder in their first 15 hours of learning, and disappear.

Though our educational services area offers strong programs, we aspire to do more to further refine our use of tools, especially information technology;enhance connections between educational services and instruction; and continue our good work in further integrating the interrelated roles of counselors,advisors, faculty, and others in giving our students the support and direction they require.

In August, 2000, Valencia’s new President spoke at the College’s Academic Assembly. President Shugart told the faculty and staff about a friend who is fondof saying, “The main thing is to keep the main thing the main thing.” Shugart went on to say, “For Valencia, the main thing is LEARNING. For half adecade, the College has been in the early stages of an important transformation – from an excellent teaching institution to a great learning College … Nowthe time has come to move this ‘learning centered initiative’ from the pilot stages and think tank to a central place in the College’s strategy for the future.”

We are proud to report on the work the College community has done, but we are very conscious that our learning-centered journey is far from over. Weeagerly await feedback from our SACS Alternative Self-Study Strategic Topics Consultants as we plan next steps in our ongoing effort to become anextraordinary learning community.

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Alternative Self-Study: Strategic Topics Report 2003 - Bibliography of Works Consulted in Designing the Learning-Centered Initiative - Valencia: A Learning College

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Bibliography


Alternative Self-Study: Strategic Topics Report 2003Bibliography of Works Consulted in Designing the Learning-Centered Initiative

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Angelo, Thomas and K. Patricia Cross (1993). Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco, CA:Jossey-Bass Publishers, Inc.

Barker, J. A. (1989). The Business of Paradigms: Discovering the future. Videotape. Burnsville, MN: ChartHouse Learning Corp.

Barker, J. A. (1992). Future Edge: Discovering the new paradigms of success. New York: William Morrow & Co., Inc.

Barker, J. A. (1993). Paradigm Pioneers. Discovering the Future Series. Videotape. Burnsville, MN: ChartHouse Learning Corp.

Barr, Robert, and John Tagg, "From Teaching to Learning," Change, November/December 1995, p. 13.

Battersby, Mark (2002). "So, What's a Learning Outcome Anyway?" Centre for Curriculum, Transfer & Technology. Available On-linehttp://www.c2t2.ca/page.asp?item_id=394

Beck, Don Edward and Christopher C. Cowan (1996). Spiral Dynamics: Mastering Values, Leadership, and Change. Cambridge, MA: BlackwellPublishers Inc.

Bellah, R; R. Madsen; W. Sullivan; A. Swidler; and S. Tipton. (1986). Habits of the Heart: Individualism and Commitment in American Life.Harper and Row, Publishers.

Bennis, Warren and Michael Mische (1995). The 21st Century Organization: Reinventing Through Reengineering, San Diego, CA: Pfeiffer &Company.

Bergquist, William H. (1992). The Four Cultures of the Academy. San Francisco, CA: Jossey-Bass Publishers, Inc.

Block, Peter (1993). Stewardship: Choosing Service Over Self-Interest. San Francisco, CA: Berrett-Koehler Publishers.

Bloom, Benjamin S., ed. (1956). Taxonomy of Educational Objectives. White Plains, NY, Longman, New York.

Bridges, William (1991). Managing Transitions: Making the Most of Change. Reading, MA: Addison-Wesley Publishing Company.

Bridges, William (1992). The Character of Organizations. Palo Alto, CA: Consulting Psychologists Press, Inc.

Bridges, William (1980). Transitions: Making Sense of Life's Changes. Reading MA: Perseus Books (Addison-Wesley Publishing Company,Inc.).

Brookfield, Stephen (1995). Becoming A Critically Reflective Teacher. San Francisco, CA: Jossey-Bass Publishers, Inc.

Brookfield, Stephen (1987). Developing Critical Thinkers. San Francisco, CA: Jossey-Bass Publishers, Inc.

Chickering, Arthur and Linda Reisser (1993). Education and Identity. San Francisco, CA: Jossey-Bass Publishers, Inc.

Collins, J. C. and J. I. Porras (1994). Built to Last:: Successful Habits of Visionary Companies. New York: Harper Business.

Conner, D. R. (1992). Managing at the Speed of Change. New York: Villard Books, Division of Random House.

Cooperrider, David; Peter Sorensen; Diana Whitney; and Therese Yaeger, eds. (2000). Appreciative Inquiry: Rethinking Human OrganizationToward A Positive Theory of Change. Champaign, IL: Stipes Publishing L.L.C.

Covey, Stephen R. Principle-Centered Leadership. New York, NY: Simon and Schuster.

Covey, Stephen R. (1989). The Seven Habits of Highly Effective People: Restoring the Character Ethic. New York, NY: Simon & Schuster.

Diamond, Robert (1989). Designing and Improving Courses and Curricula in Higher Education. San Francisco, CA: Jossey-Bass Publishers,Inc.

Diamond, Robert M (1992). Designing and Improving Curricula in Higher Education. San Francisco, CA: Jossey-Bass Publishers, Inc.

DiMartino, J. (1999). A Case Study of the Effectiveness of a Community College Faculty and Staff Development Program. Unpublished DoctoralDissertation, University of Central Florida.

Dolence, M., ed. (1995). Strategic Enrollment Management: Cases From the Field. American Association of Collegiate Registrars.

Dolence, Michael G and Donald M. Norris (1995). Transforming Higher Education: A Vision for Learning in the 21st Century. Ann Arbor, MI:










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Farmer, D. W. (1988). Enhancing Student Learning: Emphasizing Essential Competencies in Academic Programs, A Change Agent'sPerspective on Implementing an Outcomes-Oriented Curriculum and Course-Embedded Assessment Model at King's College. Wilkes-Barre,Pennsylvania: King's College Press.

Farmer, D.W. (1999). "Report to Valencia College." Unpublished Report. Curriculum Development Teaching and Learning Office. ValenciaCommunity College.

Frost, Susan (1991). Academic Advising for Student Success. Washington, D.C.: ASHE-ERIC.

Gainen, Joanne and Eleanor Willemsen (1995). Fostering Student Success in Quanitative Gateway Courses. San Francisco: Jossey-Bass, Inc.

Gardner, Howard (1985). Frames of Mind: The Theory of Multiple Intelligences. New York, NY: BasicBooks.

Gardner, Howard (1993). Multiple Intelligences: The Theory in Practice. New York, NY: BasicBooks (A Div. Of HarperCollins Publishers, Inc.

Garratt, B., ed. (1995). Developing Strategic Thought: Rediscovering the Art of Direction-Giving. London: McGraw-Hill Book Company.

Garratt, B. (1987, 1994). The Learning Organization. London: HarperCollins.

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Greenleaf, Robert K. (1991). Servant Leadership. Mahwah, NJ: Paulist Press.

Hamel, G. and C. K. Prahalad (1994). Competing for the Future: Breakthrough Strategies for Seizing Control of Your Industry and Creating theMarkets of Tomorrow. Boston, Harvard Business School Press.

Hammer, Michael (1996). Beyond Reengineering. New York, NY: HarperCollins Publishers.

Hammer, M. and J. Champy (1993). Reengineering the Corporation: A Manifesto for Business Revolution. New York: HarperBusiness.

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Heath, Douglas H. (1968) Growing Up In College. San Francisco, CA: Jossey-Bass Publishers, Inc.

Helfgot, S. and M. Culp, eds. Promoting Student Success in the Community College. New Directions for Student Services, No. 69, Spring,1995. San Francisco, CA: Jossey-Bass Publishers, Inc.

Holzer, Mayra. (2002). The Relationship Among Students' Self-Directed Learning Readiness, Perceived Self-Efficacy, and Self-Assessment ofTask Performance in a Community College Public Speaking Course. Unpublished Doctoral Dissertation, University of Central Florida.

Hossler, D. (1984) Enrollment Management: An Integrated Approach.

Hossler, D. and J. Bean (1990). Strategic Management of College Enrollments. San Francisco, CA.

Hossler, D. and K. Gallagher, "Studying Student College Choice: A Three-Phase Model and the Implications for Policymakers," College andUniversity, Spring, 1987, pp. 207-221.

Hossler, D. and J. Schmidt, Progress Report: A Longitudinal Study of the Postsecondary Plans and Activities of Indiana High School Studentsand Their Parents, A Report from Indiana University, February, 1990.

Huba, Mary and Jann Freed (2000). Learner-Centered Assessment on College Campuses. Boston: Allyn and Bacon.

Kaplan, Robert S. and David P. Norton (1996) The Balanced Scorecard: Translating Strategy Into Action. Boston, MA: Harvard Business SchoolPress.

Kaufman, R. (1991). Strategic Planning Plus: An Organizational Guide. Scott Foresman Professional Books.

Kaufman, R. (1996). Strategic Thinking: A Guide to Identifying and Solving Problems. Arlington, VA. & Washington, D.C. Jointly published bythe American Society for Training & Development and the International Society for Performance Improvement.

Kaufman, Roger and Douglas Zahn (1993). Quality Management Plus: The Continuous Improvement of Education. Newbury Park, CA: CorwinPress, Inc.

Kaufman, R. and J. Herman (1991). Strategic Planning In Education: Rethinking, Restructuring, Revitalizing. Lancaster, PA: TechnomicPublishing Company, Inc.

Kauffman, Stuart (1995). At Home In The Universe: The Search for the Laws of Self-Organization and Complexity. New York, NY: OxfordUniversity Press, Inc.

Kirby, Donald, et al (1990). Ambitious Dreams: The Values Program at LeMoyne College. Kansas City, MO: Sheed & Ward.



Kolb, David A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Kolb, David A., "Learning Styles and Disciplinary Differences,"The Modern American College (A.W. Chickering and Associates, eds.), 1981. SanFrancisco, CA: Jossey-Bass Publishers, Inc.

Kurfiss, Joanne (Gainen) (1988). Critical Thinking. Washington, D.C.: ASHE-ERIC.

LLand, George and Beth Jarman (1992). Break Point and Beyond. New York, NY: Harper-Collins Publishers, Inc.

Liberal Learning at Alverno College (1992). Milwaukee, WI: Alverno College.

Longstreet, Wilma and Harold Shane (1993). Curriculum for a New Millennium. Needham Heights, MA: Allyn & Bacon (A Division of Simon &Schuster, Inc.).

McGrath, Dennis, and Martin B. Spear (1991). The Academic Crisis of the Community College. Albany, NY: State University of New YorkPress.

Mezirow, Jack (1991). Transformative Dimensions of Adult Learning. San Francisco, CA: Jossey-Bass Publishers, Inc.

Mezirow, Jack and Associates (1990). Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. SanFrancisco, CA: Jossey-Bass Publishers, Inc.

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Mintzberg, H. (1995). "Strategic Thinking as 'Seeing'." In Garratt, B, ed. (1995). Developing Strategic Thought: Rediscovering the Art ofDirection-Giving. London, McGraw-Hill Book Company.

Morey, Ann I. And Margie K. Kitano (1997). Multicultural Course Transformation in Higher Education. Boston, MA: Allyn And Bacon.

Morrison, Elizabeth M. (2000) Integration of Adjunct Faculty into the Culture of a Metropolitan Community College: An Analysis. UnpublishedDoctoral Dissertation, University of Central Florida.

Naisbitt, J. (1996). Megatrends Asia: Eight Asian Megatrends That Are Reshaping Our World. New York: Simon & Schuster.

Naisbitt, J. and P. Aburdene (1990). Megatrends 2000: Ten New Directions for the 1990's. New York: William Morrow & Co.

Nellis, P., H. Clarke, J. DiMartino and D. Hosman (2000). "Preparing Today's Faculty for Tomorrow's Students: One College's FacultyDevelopment Solution." In To Improve the Academy, vol. 19. Bolton, Mass.: Anker Publishing Company, Inc.

Nellis, P., D. Hosman, J. King, C. Armstead (2002). "Web-Based Faculty Development Using Time- Revealed Scenarios." In, New Directions inCommunity Colleges, No. 120. San Francisco: Jossey-Bass, Inc.

Nellis, P. (2000). "Report on Diamond Seminar." Unpublished Report. Curriculum Development Teaching and Learning Office. ValenciaCommunity College.

Nelson, R (1998). "Using Teams to Change a Culture: Developmental Advising at Valencia College." New Directions For Institutional Research.San Francisco: Jossey-Bass, Inc.

Noel, L; R. Levitz; D. Saluri; and Associates (1987). Increasing Student Retention: Effective Programs and Practices for Reducing the DropoutRates. San Francisco, CA: Jossey-Bass Publishers, Inc.

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Reagan, L.G., A. Puyana, P. Nellis, D. Hosman. "College Level Achievement Initiative: Claiming Underprepared Students as Our Own." Paperpresented at American Association of Community Colleges Convention. April 8-11, 2000. Washington, D.C.

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Vella, Jane (1994). Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults. San Francisco, CA: Jossey-BassPublishers, Inc.

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AGREEMENT BETWEEN

http://valenciacollege.edu/sacs/archive/compliance/SectionV/addendum1.htm[6/5/2012 10:35:11 AM]

AMENDMENT #1 TO AGREEMENT

betweenCOLLEGIS

AndValencia Community College (Client)

Exhibit A

SCOPE OF SERVICESApril 26, 1999

I. General COLLEGIS Responsibilities

A. Executive Responsibilities1. Review and assure progress.2. Resolve issues and provide consultation at the request of the Contract Administrator.3. Make (within reason) presentations to boards, committees, and/or external groups as requested.4. Provide support for the allocation of COLLEGIS corporate and pooled resources to meet specific short-term

requirements.5. Assign a Director for Instructional Technology to manage the joint work effort. This position is to be advertised

internally (Valencia) within the first 90 days. The successful candidate will be selected by COLLEGIS,with client input.

6. Identify potential value-added partners for the Client.

B. Director for Instructional Technology Responsibilities1. Meet at least weekly or as required with Contract Administrator to discuss progress against plans, issues, and

concerns.2. Prepare a monthly status report by the 15th of each month detailing progress on the previous month’s agenda.3. Respond to Client’s issues in a reasonable time frame, but no less than 24 hours from time of notification by the

Contract Administrator.4. Meet regularly with Client to verify service levels and resolve issues or concerns.5. Ensure Client satisfaction and performance levels.6. Implement COLLEGIS methodologies and standards.

7. Manage corporate and pool resources as required for short-term assignments.8. Submit proposed travel expenses to Client for approval.9. Implement the duties of the job description for this position.

C. Network and CLNS Web Server Management1. Keep Client informed of any changes to the network and their operational impact.2. Perform network performance analysis, and work closely with Help Desk to analyze and resolve network-related

problems.3. Maintain a CLNS Web Server on PSInet for Client.

4. Maintain and create instructor and coordinator server accounts.5. Implement upgrades to CLNS Web Server Development Tools as available and on a schedule agreeable

to Client.6. Maintain appropriate backups and offsite storage procedures for Client programs and information on the

AGREEMENT BETWEEN


CLNS Web Server.

D. Help-Desk Services for Client’s Participants1. Maintain a CLNS (Help Desk) technical support 800-line 24 hours a day. Voice mail is available on the

800 line outside staffed hours. COLLEGIS will be evaluating the usage of the Help Desk line during theproject phases to determine if additional hours of coverage are needed. In Eastern Standard andDaylight Time, the CLNS Help Desk coverage is as follows:· Sunday 6:00 p.m. to 10:00 p.m.· Monday-Thursday 9:00 a.m. to 10:00 p.m.· Friday 9:00 a.m. to 5:00 p.m.

2. Provide knowledgeable personnel on the CLNS help desk to:· Support Internet Explorer 4.0 and up, Netscape Navigator 3.02 and up, and the CLNS Web Server

tools suite. The compatible operating systems are: Windows NT 3.5.1, 4.0, Windows 95, 98, andMacintosh 7.5 and up.

· Assign problems that cannot be handled directly to appropriate personnel.· Log and track all requests for help.· Follow up with Client’s users during and after their service calls to ensure satisfactory problem

resolution.· Analyze trends in service calls and make recommendations for remedial programs aimed at

minimizing and eliminating high volume problems where possible.3. Provide email access to CLNS (Help Desk) technical support.

4. Support faculty currently using Caucus courses; provide on-site support for current Caucus coursesduring normal business hours.

5. Appoint a COLLEGIS system administrator to have responsibility for database/account administrationresponsibilities and access on the COLLEGIS Learning Network Server.

E. Online Resource Center

1. Operate an online resource center on the COLLEGIS Learning Network focused on the pedagogical uses of theCLNS Web Server Development Tools and more generally on the use of online communication toolsand online resources to create and enhance learning communities.

II. General Client Responsibilities

A. General Responsibilities1. Appoint an overall project administrator, the Contract Administrator or his/her designee, with authority to make

staff and financial resource allocation decisions for the Client, per existing outsourcing contract withCOLLEGIS, dated June 18, 1998.

2. Provide computing and networking facilities, physical work location(s), office furniture, and telephone services forClient’s participants, per existing outsourcing contract with COLLEGIS, dated June 18, 1998.

3. Provide operating system level training and support for Client’s participants.4. Provide utilities and workspaces for the COLLEGIS staff, and provide and maintain an information technology

environment sufficient for the joint work effort per existing outsourcing contract with COLLEGIS,dated June 18, 1998.

5. Select participating faculty and staff for Client projects. 6. Communicate hardware, Internet browsers (Explorer 4.0 and up, Netscape Navigator 3.02 and up), and

software standards to participating students, faculty, and staff.7. Support compliance with approved standards, and communicate procedures for using the COLLEGIS

Help Desk to participating faculty, staff, and students.8. Appoint representatives to project implementation teams and advisory groups.

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9. Review status reports with participants.10. Approve and pay travel expenses incurred in meeting contract deliverables.

B. Client Contract Administrator1. Work with COLLEGIS Director for Instructional Technology and the C.L.N.S. start-up staff to develop outcome

measurements that are reasonable and attainable within existing staffing.2. Communicate to other senior administrative personnel the scope of the agreement and the outcomes expected.3. Maintain the strategic plan and the annual tactical plan for the joint work effort.

4. Assure faculty and staff participation on a mutually confirmed schedule consistent with the PilotProgram deliverables.

5. Schedule the required training and support facilities.6. Identify technical account coordinators to provide student account management and serve as a general

technical liaison.

III. Phase One Specific Deliverables and Related Responsibilities

Phase One is a 90-120 day schedule of planning and initiation activities that include the development of a strategic andshort-term plan and a Pilot Program for developing online instructional materials in conjunction with overall StrategicTechnology Plan.

A. Instructional Planning1. COLLEGIS Responsibilities

· Make recommendations for standards for design and delivery of instructional technologies,courseware, and professional development.

· Provide expertise in developing a resource and organizational plan that includes governance, and astaffing plan for a learning network center, staffed by COLLEGIS, to be opened early in Phase Two.

· Produce an overall status report on Phase One progress, including a work plan for the next phase ofthe Pilot Program.

· Produce a summary competitive analysis (e.g., peer or regional) report for an instructional focus area.· Write and distribute overall planning reports.

2. Client Responsibilities

· Approve standards for standards for design and delivery of instructional technologies, courseware, andprofessional development.

· Communicate with staff planning activities and progress.

B. Conduct an Assessment of Existing Online Instructional Development Capabilities1. COLLEGIS Responsibilities

· Conduct an environmental assessment, through a series of interviews, of institutional and personaltechnology issues related to the Pilot Programs. Use the Strategic Technology Plan as for guidingprinciples. Include meetings with faculty on individual campuses as subset of strategic planning andassessment process. Specifically, assess:- the skill level of the faculty, campus trainers, and instructional design/technology support staff,- the adequacy of related technical assistance,- the availability of appropriate hardware and software,- the capacity of existing networks,- the relationship of these resources to pedagogical concerns and Client’s stated direction.

· Produce a summary report on the assessment findings.


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· Ensure faculty and staff participation in the assessment phase.· Guide assessment data collection.

C. Conduct Orientation/Overview Sessions

1. COLLEGIS Responsibilities· Conduct two-four orientation/overview demonstration sessions about CLNS Web Server

Development Tools, services, and general topics related to online learning at locations selected andscheduled by Client.

· Create supplementary materials for distribution to Phase One participants.

2. Client Responsibilities· Provide a process for dissemination of overview session information.· Review the topics and objectives of overview sessions.· Distribute materials to participants.· Identify participants.· Schedule date/time and facilities for orientation/overview sessions.· Ensure faculty and staff participation at orientation/overview sessions.

D. Pilot Project Training and ImplementationThe COLLEGIS web development methodology is one of “empowerment.” It assumes that participatingfaculty and staff are prepared, with help from COLLEGIS throughout the process, to assume responsibilityfor learning to use the CLNS Web Server Development Tools and for using these tools to create and revisetheir web-based databases on the COLLEGIS Learning Network. 1. COLLEGIS Responsibilities

· Train and support Pilot Program faculty and staff in the CLNS Web Server Tools. The PilotProgram faculty and staff group may include a mix of users including those who are new toinstructional technology and those who are current Caucus users, for a total Pilot Program groupsize of up to 50 total users. Continue to provide training throughout term of the contract. Thetraining program will have the following features.– Up to three, two-day, hands-on training sessions will be conducted.– Up to two onsite intermediate-training sessions will be offered.– Trainers will instruct designated coordinators and managers in the necessary administrative tools

and techniques.– Training will include technical topics as well as strategies and methodologies for deploying

online resources and communication tools in academic and service programs.– At least one two-day, hands-on, introductory training session offered each month in North

Carolina (Phase I).· Establish a faculty and staff participant web site with announcements, policies and procedures,

documentation, support information, and a discussion forum for faculty participants.· Create databases on the CLNS server within three-five business days of a request.· For Caucus users, plan conversion/migration to CLNS database or continue to support existing

Caucus courses on the IDC server.· Provide subsequent, ongoing support through online and telephone consultation on the use of

Caucus tools or the CLNS Web Server Development Tools and media server and on general topicsrelated to online instruction.

· Manage student and faculty IDs and passwords.


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· Assign faculty and staff to participate in the training Pilot Program.· Schedule training dates and locations for training sessions.· Allocate adequate time for staff and faculty to attend training classes.· Learn to use the COLLEGIS suite of software tools.· Request new course creation via the “Course Request Information Form” for use by Pilot Program

participants.· Use the CLNS Web Server Development Tools to create and revise web-based content and produce

courses ready for beta-testing, review.

IV. Phase Two Specific Deliverables and Related Responsibilities

Phase Two is an initial implementation phase, lasting approximately six months.

A. COLLEGIS Responsibilities1. Recruit, hire, and train two onsite instructional technology professional staff members, a director of

instructional technology and an instructional technologist/multimedia specialist. Internal candidatesmay apply. The position will be filled within the first 90 days.

2. Offer online, onsite, and telephone support for Pilot Project continued development and implementation.3. Offer up to six training sessions customized for Pilot Project participants.4. Conduct periodic orientation/overview demonstration sessions about CLNS Web Server Development

Tools, services, and general topics related to online learning at locations selected and scheduled byClient.

5. Facilitate learning technology center program and governance structure planning.6. Prepare training program materials.7. Prepare learning technology center Phase III operational plan and alternative budgets for client approval.8. Provide summary report of activities and progress to contract administrator and the other Vice

Presidents at conclusions of Phase II.

B. Client Responsibilities1. Interview and approve staff appointments.2. Guide learning planning and development.3. Appoint faculty and staff to governance committees.4. Approve and fund the learning technology Phase III operational plan and budget.

V. Phase Three Specific Deliverables and Related Responsibilities

Phase Three consists of the ongoing deployment of the instructional technology program developed duringPhases One and Two.

A. COLLEGIS Responsibilities1. Assist faculty members in developing a significant online presence for up to 1,500 enrollments. The

associated course sections can be any combination of existing online (web-based) or web-enhancedcourses and courses under development.

2. Develop, implement, and maintain a communications/internal marketing program to keep facultymembers, students, and administrators informed about center activities.

3. Prepare annual tactical plans and budgets.4. Conduct annual assessments.5. Participate in Client planning activities when requested.6. Appoint faculty and staff to governance committees.

AGREEMENT BETWEEN


7. Provide 10 days/year of onsite services from the North Carolina-based COLLEGIS Learning NetworkServices staff plus 10 days/year of offsite consultation.

8. Provide ongoing training sessions throughout the term of the contract. B. Client Responsibilities

1. Interview and approve senior staff appointments.2. Guide learning planning and development.3. Appoint faculty and staff to governance committees.4. Approve and fund annual tactical plans and budgets.5. Adopt “train-the-trainer” policy for adjunct faculty interested in developing web-based courses or web-

enhanced courses.6. Approve policies.7. Provide additional funding for costs of COLLEGIS services beyond the 1,500 enrollments.


Exhibit A

Proposal forAddendum #4

To Agreement BetweenCOLLEGIS, Inc.

AndValencia Community College

Summary This proposal is in response to Valencia College’s desire to modify the existing COLLEGIS contract to providetechnical support services as described in the new Title V Osceola Campus Grant and to duplicate those servicesto support the existing Title III West Campus Grant. The Title V Grant specifies the following technical support position and functions:

Faculty Development Webmaster - 50% time – The Webmaster (Web Applications Developer) position willbe needed to assist faculty in developing materials for us via the Internet and to assist grant staff in placingfaculty development components on a faculty development web site. Materials to be developed include aweb-based version of the five faculty development components (one each year of the grant), as well as theindividual faculty web curriculum projects developed by 18 faculty each year. The college assumes 15%of the cost of this position in year four ($6,946 cash match), and 40% in year five ($19,448 cashmatch). This position will be contracted for an average of 20 hours per week. There is a 5% increase eachyear.

It is Valencia’s desire to duplicate the Title V Grant services for faculty involved in the West Campus Title III Grant. Therefore, COLLEGIS proposes the addition of one full-time Web Applications Developer (100% FTE) to meet theservice requirements of the grant. The new Web Applications Developer will be dedicated to supporting the faculty and staff working under the grantswith a rough approximation of 50% effort for Title V Osceola and 50% effort for Title III West. This position willreport to the current Director of Instructional Technology (Hap Aziz). This will provide additional benefits toValencia as the new position will be working closely with the other members of the instructional technologiesdepartment. This department is a result of the recent COLLEGIS CIT contract addendum and is focusing onactivities similar to the Title V and Title III grants in the areas of online course development and integration oftechnology into teaching and learning practices. This close integration will benefit not only grant support, but alsogeneral support for instructional technology.

Infrastructure Technology Equipment Form

http://valenciacollege.edu/sacs/archive/compliance/SectionV/infrastructure.htm[6/5/2012 10:35:13 AM]


CCOOLLLLEEGGEEWWIIDDEE

IINNDDIICCAATTOORRSS RREEPPOORRTT

11999988//11999999

IR2000-01

VVAALLEENNCCIIAA CCOOMMMMUUNNIITTYY CCOOLLLLEEGGEE

OFFICE OF PLANNING AND EDUCATIONAL SERVICESMichael HooksVice President for Planning and Educational Services

OFFICE OF INSTITUTIONAL RESEARCHRonald B. NelsonDirector, Institutional Research

Alys M. ArceneauxCoordinator, Institutional Reporting

Paul BlaisCoordinator, Information Systems

Michal O. EwingResearch Assistant

Rhonda D. GloverAssistant to the Director, Institutional Research

William G. LeBlancCoordinator, Decision Support Systems

Lawrence D. RosenDatabase Administrator

Nancy M. PayneTechnical Editor On-line Edition

IR2000-01COLLEGEWIDE INDICATORS REPORT 1998/99

This year's report is arranged to tell the story of the typical student's progress through college:choice of college, entry assessment and placement, completing the first session's coursesand registering for subsequent ones, completion of program, placement, and achievement.The story ends with a look at the environment in which the experience took place, and with theresources that provided it.

TABLE OF CONTENTS

INDICATOR PAGE Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Student Market Share

1 Previous Year Public High School Grad Enrollments by Ethnicity Compared to FTIC Enrollment of Previous Year High School Grad at Valencia: 1996/97 . . . . . . . . . . . . . . 3

2 Percent Change in Ethnicity by Year: FTAV Students (1994-1998) . . . . . . . . . . . . . . . . . . . . . 5 3 Market Share Trends: Service Area High School Graduates Fall Sessions . . . . . . . . . . . . . . . 7

Entering Student Performance

4 Mandate Rates for FTIC Students Fall 1995 - 1998 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Measures of Student Success and Retention

5 Grade Distribution: Completers and Non-Completers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Percent of FTIC College Students Returning Next Major Session . . . . . . . . . . . . . . . . . . . . . . . 137 Valencia FTIC Students Successfully Completing College Prep within Two Years . . . . . . . . . . 158 Retention Rate of A.A. & A.S. Degree-Seeking Students after Four Years . . . . . . . . . . . . . . . . 179 Percent Passing All Four CLAST Substests with 60 or More Credit Hours . . . . . . . . . . . . . . . . 1 9

College Environment

10 Average Class Size (Fall Session 1997 - 1998) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2111 Percent of Class Sections Taught by Full-Time Faculty (1995/96 - 1998/99) . . . . . . . . . . . . . . 2312 Enrolled Students’ Satisfaction with Programs and Services (1994 & 1997) . . . . . . . . . . . . . . . 25

Exit Performance

13 Community College Transfer Students Enrolled in SUS (Fall 1994 - 1996) . . . . . . . . . . . . . . . . 2714 Valencia AA Transfer Student GPA Performance in the SUS (1994/95 & 1995/96) . . . . . . . . . . 2915 Percent of FTIC Degree-Seeking Students Completing Associate Degree after 4 Years . . . . . . 3116 Percent of FTIC College Prep Students Completing Associate Degree after 4 Years . . . . . . . . 3317 Graduate Placement Rates: A.A. and A.S. (1994/95 - 1996/97) . . . . . . . . . . . . . . . . . . . . . . . . 3518 State Licensure Examination Pass Rates Health Related Programs (1996/97) . . . . . . . . . . . . . 37

Equity

19 Equity Act Implementation Plan: Relevant Labor Market Parity Goals for Facultyand Administrative Positions (1998/99) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

20 Annual Student Completion Rates: A.A. Degree Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Resources

21 Revenues by Source (1994/95 - 1997/98) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4322 State Funding per FTE for Valencia (1992/93 - 1999/2000) . . . . . . . . . . . . . . . . . . . . . . . . . . . 4523 Ratio of Instruction to Total College Cost in Comparable Size Community Colleges

(1996/97 - 1997/98) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4724 Financial Aid Awards (1997/98 - 1998/99) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Strategic Goals

Comprehensive Strategic Plan (CSP) Strategic Goals (1996-2000) . . . . . . . . . . . . . . . . . . . . . . 50

_________________________________________________________________Institutional Research i Collegewide Indicators Report 1998/99

INTRODUCTION

An indicator is a set of repeated measurements of the same phenomenon over time.Indicators make it possible to track trends, periodic changes, and fluctuations in rates ofchange. An indicator must be distinguished from a statistic that is a measure in relativelyunprocessed form. For example, the credit FTE produced by the East Campus in 1998/99is a statistic, not an indicator. Many statistics that do not qualify as indicators can be foundin the Valencia Statistical History that is published annually.

An indicator must be important enough to matter to the mission of the institution. AtValencia, we have linked indicators to the Comprehensive Strategic Plan (CSP) byspecifying the strategic goals the indicators support.

An indicator must be defined in such a way that it reliably and validly points to the underlyingeducational phenomenon it is supposed to be an indicator of. For example, graduationrates, expressed as trends, are one indicator of effectiveness, but care must be taken toselect an accurate and reliable measure. A cohort-based, longitudinal measure is usuallyconsidered the statistic of choice for graduation rates.

Indicators should be few but must be well thought out for the intended purpose. At theinstitutional or collegewide level, between 20 and 30 indicators can be considered amanageable number. The purpose in selecting Valencia's collegewide indicators is toprovide one basis for evaluating Valencia's institutional effectiveness.

Each indicator is displayed graphically on a separate page. The graphic, with titles andlabels, is intended to convey the essential statistical information. The accompanying text isbrief and is structured in a consistent way, as follows. First we state what is indicated; thatis, we identify the underlying educational phenomena of interest. Next, we indicate thecollege’s progress toward the target, reporting the target level for the indicator in question,commenting on the institution’s progress in meeting that target, and offering a few details ofwhat the college is doing to improve performance on that measure. Finally, data definitionsand sources are listed. Target levels are set by the institution, often referring to accountabilitymeasures set by the State Board of Community Colleges (SBCC).

All of the charts updated here as indicators were presented in last year’s CollegewideIndicators Report for use by decision makers throughout the college community. Next year’sedition of the Collegewide Indicators Report will contain many of these same items, updatedwith new information. Some may be deleted and others added, depending upon legislation,social trends, and institutional needs.

Institutional Research 1 Collegewide Indicators Report 1998/99

Indicator #1

Previous Year Public High School Graduate EnrollmentsCompared to FTIC Enrollment of Previous Year

High School Graduates at Valencia - 1996/97

(American Indians represent less than one percent.)Source: SBCC Accountability Report, Measure 1, Part 1

55.9%

19.9% 18.9%

4.9%

50.2%

16.4%

26.3%

6.6%

Caucasian African Amer Hispanic Asian/Pacific Isles0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

Public High Schools Valencia

CIR899


What Is Indicated: Within the college goal “Developmental Advising Processes” (StrategicGoal 3), this is an indicator of the proportional enrollment of students by ethnicity, measuredagainst the proportions of the same ethnicities graduating from high schools in the service areain the previous year.

Progress Toward Target: The college seeks to enroll previous-year high school gradu-ates as FTIC (First-Time-in-College) students at the same ethnic proportions as the previousyear’s graduating class in the high schools in the college’s service area. In 1996/97, the collegeexceeded its target for Hispanic and Asian/Pacific Islander students, while enrollment of AfricanAmerican students was slightly below the target. To the extent that non-Caucasian studentsexceed the targets, the percent of Caucasian students enrolled at the college will fall behind therecent graduating class from high school.

Data Definition and Source: FTIC (First-Time-in-College) is defined as all studentsentering college for the first time in a fall session in a specified year. Source: SBCC Account-ability Report, Outcome Measure 1, Part 1.

Indicator #1Previous Year Public High School Graduate Enrollments

Compared to FTIC Enrollment of Previous YearHigh School Graduates at Valencia - 1996/97


Indicator #2

Percent Change in Ethnicity First Time at Valencia Students

Fall Sessions 1994 - 1998

Note: Exclusion of Native American category due to limited numbers.

3.5%

10.8%12.0%

10.0%

-2.6%

10.8%

7.6%

19.9%

0.0%

6.4%

-6.8%

-2.2%

2.2%3.5%

-5.1%

10.3%

Caucasian AfricanAmerican

Asian/Pacific Isles

Hispanic

0.0%

10.0%

20.0%

-10.0%

Fall 1994 toFall 1995




CIR899Source: Stu 0004


What Is Indicated: Within the college goals “Educational Excellence” and “DevelopmentalAdvising Processes” (Strategic Goals 1 and 3), this is a broad indicator of potential requirementsfor tailoring the instructional and student services support programs to conform with the educa-tional needs of student groups defined by ethnicity. These indicators must be used in conjunctionwith other descriptive data for these groups.

Progress Toward Target: To meet equity goals, the college seeks to reflect the ethnic diver-sity of the service district in its enrollment. Indicator #1 shows the degree to which the ethniccohort of FTICs reflect the previous year’s high school graduation class. Indicator #2 showschanges in percent by ethnicity for FTICs over a four-year span. When the college’s equity planindicates that a given population is underserved, enhanced recruitment should be undertaken.Between Fall 1997 and Fall 1998 the percent of change increased for all ethnicities except Asian/Pacific Islanders. These changes may reflect the college’s expanded retention efforts since en-rollment patterns for the total student population in these ethnic categories continue to rise.

Data Definition & Source: FTAV (First-Time-at-Valencia) is defined as all students enteringcollege for the first time in a fall session in a specified year. Percent change shown is betweenyears over the past four years. The dominant cause of the unequal growth rates shown has beendemographic, not the result of the college’s recruitment policies. Source: STU0004.

Indicator #2Percent Change in Ethnicity

First Time at Valencia StudentsFall Sessions 1994 - 1998


Indicator #3Market Share Trends:

Service Area Previous Year High School GraduatesFall Sessions

Source: Stu 004, 98991-EOS & Mktshare98.xls & DOE School Diploma Certificate Reports

31.9%30.2% 29.6%30.4% 31.2%

28.5%

31.6%30.4% 29.4%

1996 1997 1998

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Orange Cty Osceola Cty Service Area

CIR899(Note: Includes standard diplomas only.)


What Is Indicated: Within the college goal “Developmental Advising Processes” (StrategicGoal 3), the percent of service area high school student market share trends serve as an indica-tor of the college’s ability to draw qualified high school graduates to its programs.

Progress Toward Target: In 1998/99, the college maintained within one percentage point its1997/98 market share for the service district. Last year, the college raised its goal to 50%. Thecollege’s marketing effort and Enrollment Management Center activities are expected to con-tinue to positively influence market share.

Data Definition & Source: Valencia Statistical History; STU0004 (1998/99-1 EOS); and Mar-ket Share Report. Cross-Reference: Related to SBCC Accountability Report, Outcome Mea-sure 1, Part 1.

Indicator #3Market Share Trends:

Service Area Previous Year High School GraduatesFall Sessions


Indicator #4College Preparatory Mandate Rates

First Time in College StudentsFall 1995 - 1998

80%

43%

40%

70%

84%

51%

42%

77%

86%

50%

38%

81%

90%

52%

38%

85%

At Least1 CP Course

Reading

Writing

Math

0% 20% 40% 60% 80% 100% 120%

1995/96-1 1996/97-1 1997/98-1 1998/99-1

CIR899


What Is Indicated: Within the college goals “Educational Excellence” and “DevelopmentalAdvising Processes” (Strategic Goals 1 and 3), this is an indicator of the level of preparation ofentering students to do college-level work.

Progress Toward Target: Most of the indicators in this report suggest results of the college’sactions. Indicator #4, however, is an input measure. It is not a result of activities at the college,but of conditions outside the college’s purview. The goal is not simply to enroll more students incollege-preparatory classes, but to see that each student is enrolled at the skill level appropriateto her or his level of development. This measure is not simply a gauge of how well the primary,middle, and high schools are performing; many first-time-in-college students may have completedhigh school many years ago and learning has been lost for many students. It is, instead, ameasure of students’ ability to do college-level work. This rising percent of students requiringcollege-preparatory work is reflected in the college’s growth in FTE assigned to college-prepara-tory enrollment. Valencia will continue to develop creative ways to reduce the degree of remediationrequired through articulation with the public school systems, partnerships to reduce remediation,and review sessions for the entry-level placement tests. At the same time, an adequate numberof class sections of college-preparatory courses will be offered to enroll all new students whoneed them.

Data Definition & Source: FTIC (First-Time-in-College) is defined as all students entering

Indicator #4College Preparatory Mandate Rates

First Time in College StudentsFall 1995 -1998


Indicator #5

Grade DistributionCompleters and Non-Completers

CIR899

96/97 97/98 98/990%

20%

40%

60%

80%

100%

Completers Non-Completers

22.9% 19.5% 19.3%

77.1% 80.5% 80.7%


What Is Indicated: Within the college goals “Educational Excellence” and “Developmental Ad-vising Processes” (Strategic Goals 1 and 3), this indicator tracks institutional success in helpingstudents meet their educational goals.

Progress Toward Target: The trend toward an increasingly higher percent of students complet-ing their courses reflects the college’s efforts to make courses and programs more accessible.The college’s Title III, School-to-Work, and other projects to enhance curriculum and instruction,as well as to make developmental advising a wide-spread practice, have shown impressive gainsin completion in pilot courses and are expected to effect significant change in the future.

Data Definition & Source: Instructor Grade Distribution by Discipline Report (SISP583P).

Indicator #5Grade Distribution

Completers and Non-Completers


Indicator #6

Percent of First Time in College StudentsReturning in the Next Major Session

CIR899

69%72% 73% 73%

1995/96-1 1996/97-1 1997/98-1 1998/99-10%

20%

40%

60%

80%

Source: STU004/SAS


Indicator #6Percent of First Time in College Students

Returning in the Next Major Session

What Is Indicated: Within the college goal “Educational Excellence” (Strategic Goal 1), thisindicator shows the effectiveness of Valencia’s retention programs.

Progress Toward Target: Having exceeded its earlier goal of a Fall-to-Spring retention of70%, the college has turned its attention to a longer-term strategic objective (Strategic Objective1.1.4: Retain or graduate 60% of part-time and 80% of full-time degree seekers). The college willcontinue to contact students through the Enrollment Management Center, as well as increaseenrollment in Student Success. Increased levels of developmental advising in math, communica-tions, and student success student support labs are expected to effect increased retention rates.

Data Definition & Source: FTIC (First-Time-in-College) students as indicated in the STU0004/SAS programs.


Indicator #7Valencia FTIC Students Successfully Completing College

Preparatory Program Within Two YearsFall '94 Cohort through Summer '96 Compared to

Fall '95 Cohort through Summer '97

Source: SBCC Accountability Report - Measure 4, Part 1

58.5%

50.3%

40.6%

63.0%59.1%

34.4%

Reading Writing Math0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

Fall 94 Cohortthru Sum '96

Fall 95 Cohortthur Sum '97

CIR899


Indicator #7Valencia FTIC Students Successfully CompletingCollege Preparatory Program Within Two Years

Fall ‘94 Cohort through Summer ‘96 Compared toFall ‘95 Cohort through Summer ‘97

What Is Indicated: Within Strategic Goal 1 (“Educational Excellence”), this indicator showsthe percent of students mandated into college-preparatory courses who have completed thecollege-preparatory program within two years (Fall 1995 - Summer 1997).

Progress Toward Target: Having met the Division of Community Colleges’ accountabil-ity standard in two of the three skill areas, the college raised its standard in Strategic Objective1.1.1 (completion of the college-preparatory program by 70% of students so placed). In thepast year, students in reading and English college-preparatory courses met the previous year’sgoals. The institution will continue to emphasize active learning in all the college-preparatoryareas as it moves into the next stages of the collegewide Learning Center Initiative. A Title IIIgrant project located on the West Campus will develop new active learning strategies in allcollege-preparatory and college-level courses. Experimentation and research in college-pre-paratory mathematics is on-going, with particularly promising results shown in sections featur-ing mediated instruction.

Data Definition & Source: Completion in each skill area is defined as passing the high-est level college-preparatory course in that area with a grade of “C” or better. Source: SBCCAccountability Report, Outcome Measure 4, Part 1.


Indicator #8Retention Rate of A.A. and A.S.

Degree-Seeking Students After Four YearsFall 1994 Enrollees Tracked Through Spring 1998

Source: Accountability Measure 1, Part 2.

64.0% 64.2% 64.1%

51.7%

42.6%48.3%

Full-time Part-time Total0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

A.A. Degree Seekers A.S. Degree Seekers

CIR899


Indicator #8Retention Rate of A.A. and A.S.

Degree-Seeking Students After Four YearsFall 1994 Enrollees Tracked Through Spring 1998

What is Indicated: Within the college goal “Educational Excellence” (Strategic Goal 1), thisindicator shows the percent of those students entering Valencia in the Fall of 1994 who eitherhave graduated or who are still enrolled. Strategic Objective 1.1.1 addresses retention ratesover four years.

Progress Toward Target: Because Valencia is approaching (and for some groups has ex-ceeded) the goals set by the Division of Community Colleges in its accountability measures,the college has raised its goals to 80% retention for full-time students and 60% for part-timestudents. The college is addressing retention systemically through the Title III, School-to-Work, and other projects which enable faculty and staff to help students through develop-mental advising and performance-based instruction. The college is also promoting retentionby designing course sequences for the A.A. degree that facilitate transfer to baccalaureatedegree programs.

Data Definition & Source: Retention is defined as the student’s having graduated or beingcurrently enrolled. Source: SBCC Accountability Report, Outcome Measure 1, Part 2.


Indicator #9Percent Passing All Four CLAST Subtests Who

Have Accumulated 60 or More Credit Hours1996/97

Source: SBCC Accountability Reports, Measure 5

74.1% 73.3%

63.9%68.2%

57.5% 54.4%

Valencia St.Pete

Hillsboro Broward Fla CCat Jax

MiamiDade

0%

20%

40%

60%

80%

100%

CIR899


Indicator #9Percent Passing All Four CLAST Subtests Who

Have Accumulated 60 or More Credit Hours1996/1997

What Is Indicated: Within Strategic Goal 1 (“Educational Excellence”), this indicator showsthe percent of those students accumulating 60 or more hours who have passed the CLAST.This indicator is more useful than the percent passing four subtests on the first try, since itpoints to the college’s overall effectiveness in helping students meet requirements for comple-tion.

Progress Toward Target: The college shares the State Board of Community Colleges’goal of a 90% pass rate for students who have accumulated 60 or more credit hours. Al-though the college’s pass rate dropped from last year’s level (6.7 percentage points), Valenciacontinues to lead the six urban community colleges in the percent of students passing CLAST.The college has addressed skills needed to pass CLAST through Title III, School-to-Work,Tech Prep, developmental advising, and other projects designed to promote curricular andinstitutional improvements. The mathematics departments on all campuses have revised themathematics curriculum, as well. Faculty are making efforts across the curriculum to helpstudents develop and strengthen the skills measured on CLAST.

Data Definition & Source: CLAST (College Level Academic Skills Test). Source: SBCCAccountability Report, Outcome Measure 5.

19

23.1

19.9 19.4

36.7

20.919.2

22.6 21.7 20.9

36.2

21.1

West East Winter Park Osceola TV College Wide0

10

20

30

40

Fall 97 Fall 98

Source: Instructional Productivity Reports, Average Load-Countable Sections CIR899

Num

ber o

f Stu

dent

sIndicator #10

Average Class SizeFall Session 1997 - 1998



Indicator #10Average Class Size

Fall Session 1997 - 1998

What Is Indicated: Within Strategic Goal 1 (“Educational Excellence”), this is a broadindicator both of the quality of instructional environment and of productivity. If average classsize becomes too large, instruction might suffer; if class size drops too low, allocation of scarceresources to teaching becomes less than optimal.

Progress Toward Target: The college has set a goal of maintaining an average classsize of 23 for West (where there is a higher proportion of laboratory disciplines) and 25 forother campuses. In Fall 1998, the college maintained desired levels for each campus, with acollegewide average of 21.

Data Definition & Source: Instructional Productivity Report for Session 1, 1997/98 and1998/99.


Indicator #11Percent of Class Sections Taughtby Full-Time Faculty (Fall Session)

CIR899

50 %53 % 54 % 55 %

95/96 96/97 97/98 98/990 %

10 %

20 %

30 %

40 %

50 %

60 %

Percent

Source: Instructional Productivity Report


Indicator #11Percent of Class Sections Taughtby Full-Time Faculty (Fall Session)

What Is Indicated: Within Strategic Goal 1 (“Educational Excellence”), this is an indicatorof the extent of the college’s ability to commit its experienced (full-time) teaching resources tothe education of students. Too low a proportion of sections taught by full-time faculty cannegatively impact certain aspects of the instructional environment; too large a proportion canreduce flexibility to rapidly change the schedule of classes in response to changing institu-tional and external circumstances.

Progress Toward Target: The percent of sections taught by full-time faculty has grownfrom 50% in 1995/96 to 55% in 1998/99.

Data Definition & Source: Instructional Productivity Report and Valencia StatisticalHistory.


Indicator #12Enrolled Students' Satisfaction With Programs and Services

Fall 1994 and Fall 1997

(Source: Enrolled Student Surveys)

75.8%

55.3%

82.4%77.6%

84.2%

71.6%73.4%65.4%

79.9%75.4%

83.9%

73.9%

AdmissionsProcedures

AcademicAdvising

Classrooms(Non Labs)

LRC Quality ofInstruction

OverallSatisfaction

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Fall 1994 Fall 1997

CIR899


Indicator #12Enrolled Students’ Satisfaction With Programs and Services

Fall 1994 and Fall 1997

What Is Indicated: Within Strategic Goal 1 (“Educational Excellence”), this indicator as-sessed selected elements of enrolled students’ satisfaction with programs and services: ad-missions procedures, academic advising, classrooms, learning resources centers, quality ofinstruction, and overall satisfaction.

Progress Toward Target: Satisfaction levels of some measures have declined slightlysince the last survey in 1994. However, a notable improvement of ten percentage points inacademic advising is encouraging, as is the 2.3 percentage point increase in overall satisfac-tion. Ninety-four percent of the students indicated they would recommend Valencia to others,which represents an 11 percentage point increase over the Fall 1994 survey results. The nextstudent satisfaction survey is scheduled for Fall 2000.

Data Definition & Source: 1994 and 1997 Enrolled Student Surveys.


Indicator #13Community College Transfer StudentsEnrolled in the State University System

Fall 1994- Fall 1996

CIR899

10,266

6,209

4,871

4,553

4,080

4,077

10,263

6,112

5,080

4,618

4,235

4,310

10,384

6,226

5,131

4,600

4,137

4,243

Miami Dade

Valencia

Broward

St. Pete

FL CC at Jax

Hillsboro

0 3,000 6,000 9,000 12,000

Fall '94 Fall '95 Fall '96


Indicator #13Community College Transfer StudentsEnrolled in the State University System

Fall 1994 - Fall 1996

What Is Indicated: Within Strategic Goal 1 (“Educational Excellence”), this indicator showsthe number of Valencia students who have transferred into the State University System (SUS).

Progress Toward Target: Of Florida’s 28 community colleges, Valencia ranks third inheadcount enrollment. In addition, Valencia has the second highest number of students trans-ferring into the State University System. The college, through its proactive articulation pro-gram, expects to maintain its high standing in this ranking.

Data Definition & Source: State University System reports and SBCC Articulation Re-port.


Indicator #14

Valencia AA Transfer Student GPA Performance in the SUS1994/95 and 1995/96

Source: Accountability Report, Measure 2.

90.4%

74.6%

90.6%

74.6%

90.0%

70.0%

2.0 & above

2.5 & above

0.0% 20.0% 40.0% 60.0% 80.0% 100.0%

GPA Earned1995/96

GPA Earned 1996/97

ValenciaGoal

CIR899


Indicator #14Valencia AA Transfer Student GPA Performance in the SUS

1994/95 and 1995/96

What Is Indicated: Within Strategic Goal 1 (“Educational Excellence “), this indicatortracks the performance of Valencia students after they transfer into the State University Sys-tem (SUS). Strategic Objective 1.1.2 specifically addresses academic performance of Valen-cia transfer students in the SUS.

Progress Toward Target: The college’s goal is for 70% of Valencia’s students transfer-ring into the SUS to earn above a 2.5 grade point average and for 90% to earn above a 2.0.The college’s students have met the proposed performance level in earning a 2.5 GPA andhigher and in attaining the 90% level for a 2.0 GPA or higher.

Data Definition & Source: Accountability Report, Outcome Measure 2.


Indicator #15Percent of FTIC Degree-Seeking Students*

Completing Associate Degree After Four Years

*First time in college, self-declared degree-seekers enrolled full-time (12 or more credit hours) in the initial Fall session and at least one other term during the tracking period.

33%35%

34%

1992/93-1 1993/94-1 1994/95 -10%

10%

20%

30%

40%

CIR899Source: Accountability Report, Measure 1, Part 2.


Indicator #15Percent of FTIC Degree-Seeking Students*

Completing Associate Degree After Four Years

What Is Indicated: Within Strategic Goal 1 (“Educational Excellence”), this indicator as-sesses the percent of FTIC (First-Time-in-College) self-declared, degree-seeking studentswho earned an associate degree (A.A. or A.S.) after four years at Valencia. This indicatorshows the college’s effectiveness in moving students to program completion within a timeframe consistent with substantial levels of part-time enrollment. Strategic Objective 1.1.3addresses completion rates. Data presented are for students who entered Valencia as FTICstudents in the following sessions: Session 1-1992/93; Session 1-1993/94; and Session 1-1994/95.

Progress Toward Target: Achievement of an upward trend in completion rates by 2000for this degree-seeking population is desired. The cohort reported this year has shown adecrease of one percentage point attributable in part to relaxed articulation practices in theSUS and a booming labor market. Title III, Tech Prep, School-to-Work, developmental advis-ing, and other projects are expected to help effect the trend.

Data Definition & Source: Accountability Report, Outcome Measure 1, Part 2.


Indicator #16Percent of FTIC College Preparatory Students*Completing Associate Degree After Four Years

* First time in college, college preparatory students enrolled full time (12 or more credit hours) in the initial Fall session and at least one other term of the tracking period).

19%21%

25%

1992/93-1 1993/94-1 1994/95-10%

5%

10%

15%

20%

25%

30%

CIR899Source: Accountability Report, Measure 4, Part 2.


Indicator #16Percent of FTIC College Preparatory Students*Completing Associate Degree After Four Years

What Is Indicated: Within Strategic Goal 1 (“Educational Excellence”), this indicator as-sesses the percent of FTIC (First-Time-in-College) college-preparatory students who earnedan associate degree (A.A. or A.S.) after four years at Valencia. This indicator shows thecollege’s effectiveness in moving students to program completion within a time frame consis-tent with substantial levels of part-time enrollment. Data presented are for students who en-tered Valencia as FTIC students in the following sessions: Session 1-1992/93; Session 1-1993/94; and Session 1-1994/95.

Progress Toward Target: Achievement of an upward trend in completion rates by 1999for this degree-seeking population is desired. The cohort of students entering the college in1994/95-1 has experienced an increase of four percentage points in completing their pro-grams. Investigation of this trend is indicated. Title III, Tech Prep, School-to-Work, develop-mental advising, and other projects are expected to positively influence this trend.

Data Definition & Source: Accountability Report, Outcome Measure 4, Part 2.


Indicator #17Graduate Placement Rates

Associate in Arts & Associate in Science Graduates1994/95 - 1996/97

CIR899

69% 66%

78%

94% 94% 95%

94/95 95/96 96/97

0%

20%

40%

60%

80%

100%

Associate in Arts Associate in Science

Source: Valencia IR Office/FETPIP files/AA-2 Reports.


Indicator #17Graduate Placement Rates

Associate in Arts & Associate in Science Graduates1994/95 - 1996/97

What Is Indicated: Within Strategic Goal 1 (“Educational Excellence”), this indicator showsthe effectiveness of the college’s educational programs in securing appropriate employmentand access to further education for graduates.

Progress Toward Target: Since the college exceeded goals proposed by the Division ofCommunity Colleges in its accountability measures several years, Valencia raised its goal forplacement of A.S. graduates to 95%. That goal was reached for the 1996/97 graduates, themost recent graduating class for whom statistics are available. Placement for A.A. graduatesis recorded only if the student is pursuing an education in the SUS. Although many studentstransfer to the SUS before completing the A.A. degree and subsequently drive this indicatordownward, the number of A.A. graduates enrolled in the SUS increased by12 percentagepoints since the last reporting period. During the past year state sources began reporting A.A.graduates in high-wage jobs. This indicator will most likely be shaped by these new datawhen they become reliable.

Data Definition & Source: Valencia Statistical History, FETPIP (Florida Education TrainingPlacement Information Program) and Valencia Student Follow-Up Survey. Cross-Reference:Related to SBCC Accountability Report, Outcome Measure 3, Part 2, and Vocational ProgramPerformance Measure 2.


Indicator #18State Licensure Examination Pass Rates

Health Related Programs - 1996/97

Source: Valencia Health Related Programs Department.

95%89%

100%92%

100% 100%

91%

80%

DentHyg

EMT NuclearMed

Para-medic

Radio-graphy

Resp-Care

RN Sono-graphy

0%

20%

40%

60%

80%

100%

CIR899


Indicator #18State Licensure Examination Pass Rates

Health Related Programs - 1996/97

What Is Indicated: Within Strategic Goal 1 (“Educational Excellence”), this indicator showsthe effectiveness of the college’s educational programs in preparing students to meet statecompetency standards.

Progress Toward Target: Exceeding the State Board of Community College’s Ac-countability Report, the college identifies a 95% pass rate as its goal. Three programs (NuclearMedicine and Radiography) have maintained their 100% pass rates and Respiratory Careimproved its pass rate to 100%. Dental Hygiene also increased, while other programs main-tained their pass rates.

Data Definition & Source: Valencia Statistical History and Health Related ProgramsDepartment.


Equity Act Implementation PlanRelevant Labor Market Parity Status for

Faculty and Administration - 1998/99

Source: Valencia Minority & Women Recruitment Plan & Human Resources DepartmentNote: Valencia data are as of 5/1/99.

9.0%

6.3%

0.4%

2.7%

17.9%

54.3%

17.1%

8.6%

0.0%

0.0%

25.7%

34.2%

6.1%

3.4%

0.3%

4.9%

14.6%

42.8%

AfricanAmerican

Hispanic

AmericanIndian

Asian/PacifIslander

Tot % AllEthnic Grps

Women

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%

Valencia Faculty Valencia Admin '90 Census-National

CIR899

Indicator #19


Indicator #19Equity Act Implementation Plan

Relevant Labor Market Parity Status forFaculty and Administration - 1998/99

What Is Indicated: Within Strategic Goal 2 (“Quality Faculty and Staff”), this indicatorshows the college’s success to date in achieving equity in employment for specified groupsdefined by broad job category, gender, or ethnicity.

Progress Toward Target: The college seeks to achieve parity in employment of facultyand administrators with the 1990 National Census’ levels of women and minorities with ad-vanced degrees. The percent of African American and Hispanic faculty members and admin-istrators exceeds the percent of those groups holding advanced degrees. The percent ofwomen administrators is somewhat lower (8.6 percentage points) than the percent of thegeneral population of women holding advanced degrees, while the percent of women facultymembers is appreciably higher (11.5 percentage points).

Data Definition & Source: 1998/99 Valencia Equity Plan and 1990 Census.


Indicator #20Annual Student Completion

Associate in Arts Degree Program

CIR899

59.8%

5.3%

12.2%

59.9%

8.5%

12.1%

56.7%

8.5%

15.4%

TotalFemales

Total AfricanAmerican

TotalHispanic

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%

1996-97 1997-98 1998-99

Source: AA-1a File


Indicator #20Annual Student Completion

Associate in Arts Degree Program

What Is Indicated: Within “Educational Excellence” and “Developmental Advising Pro-cesses “ (Strategic Goals 1 and 3), this indicator shows the change over time (four years) inthe number of A.A. degree graduates for three of the largest groups addressed by the college’sequity plan. Results on this indicator make up one element in the assessment of institutionalequity performance.

Progress Toward Target: The college is committed to proportional enrollment and com-parable graduation for females and non-Caucasian groups. The percent of African Americanscompleting the A.A. degree remained stable, while the percent of Hispanics increased by 3.3percentage points.

Data Definition & Source: Total number of A.A. degrees awarded in the years indi-cated; these are not cohort-based data, but are derived from the AA-1 report as required bythe equity plan. Data for A.S. degrees, Certificates, and the “Other Minorities” category arenot shown but are available on pages 6-8 of the 1998/99 Valencia Equity Plan. Cross-Refer-ence: Community College Equity Indicator V-B.


Revenues by Source1994/95 - 1997/98

CIR899

Fed Govt State of FL Tuition/Fees Interest/Other0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

94/95 17.2% 50.6% 28.5% 3.7%95/96 16.0% 51.6% 28.5% 3.9%96/97 15.0% 52.4% 27.6% 5.0%97/98 15.1% 50.2% 31.7% 3.0%

Source: Annual Financial Report

Indicator #21Revenues by Source

1994/95 - 1997/98

CIR899

Fed Govt State of FL Tuition/Fees Interest/Other0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

94/95 17.2% 50.6% 28.5% 3.7%95/96 16.0% 51.6% 28.5% 3.9%96/97 15.0% 52.4% 27.6% 5.0%97/98 15.1% 50.2% 31.7% 3.0%

Source: Annual Financial Report


Indicator #21Revenues by Source

1994/95 - 1997/98

What Is Indicated: Within Strategic Goal 5 (“Resources/Legislative Processes” ), this indica-tor shows the trend levels in four major sources of funding for the college.

Progress Toward Target: A target has not been determined at this time. In the past year,the college experienced a decrease (2.2 percentage points) in revenues from the State whilemaintaining its same level of funding from federal dollars, which includes grant programs andstudent financial aid. Revenue from tuition and fees increased by 4.1 percentage points.

Data Definition & Source: Valencia Annual Financial Report.


Indicator #22Valencia State Funding per FTE Compared to

State Average Funding per FTE1992/93 - 1999/2000

Source: Legislative Summary-Financial Affairs, May 7, 1999.Aid to Colleges-Community College Program Fund, pg.5; pg.26.

92/93 93/94 94/95 95/96 96/97 97/98 98/99 99/00$0

$1,000

$2,000

$3,000

$4,000

Valencia $2,300 $2,682 $2,853 $3,026 $3,261 $3,601 $3,859 $3,838State Avg $2,897 $3,091 $3,271 $3,433 $3,716 $3,987 $4,068 $4,349

Difference $597 $409 $418 $407 $455 $386 $209 $511

CIR899


Indicator #22Valencia State Funding per FTE Compared to

State Average Funding per FTE1992/93 - 1999/2000

What Is Indicated: Within Strategic Goal 5 (“Resources/Legislative Processes”), this indica-tor shows the college’s rank among Florida’s 28 community colleges.

Progress Toward Target: The college’s goal is to rank in the top 50% of the State’s 28community colleges in FTE funding. Through vigorous efforts on the college’s part to realizeequalization in legislative funding, the gap between the State average per FTE and Valencia’s perFTE funding decreased from $597 in 1992/93 to a low of $209 for the 1998/99 budget. However,the difference rose to $511 on the 1999/2000 budget.

Data Definition & Source: Legislative Summary-Financial Affairs, May 1999.


Ratio of Instruction to Total College Cost in Comparable Size Community Colleges

1996/97 - 1997/98

(percents represent instructional portion of total costs)

71.1%

69.8%

68.4%

65.7%

69.4%

71.6%

69.1%

68.9%

66.8%

65.0%

St. Pete

Broward

Hillsboro

Brevard

Valencia

0.0% 20.0% 40.0% 60.0% 80.0%

1996/97 1997/98

CIR899

Indicator #23

Source: Cost Analysis Report


Indicator #23Ratio of Instruction to Total College Cost in

Comparable Size Community Colleges1996/97 - 1997/98

What Is Indicated: Within Strategic Goal 4 (“Management and Technology Processes”), thisindicator shows the allocation of resources between academic and support costs at Valencia andcomparable peer institutions.

Progress Toward Target: The college has not determined a target level. Increased oper-ating costs associated with technology, postage, utilities, insurance, and other expenses causedthe ratio of total institutional costs to decrease by 4.4 percentage points.

Data Definition & Source: Valencia Cost Report and SBCC Fact Book, August 1998.


Indicator #24Financial Aid Awards

1997/98 - 1998/99

1997/98: Total awards = $26,301,855 to 14,848 students.1998/99: Total awards = $29,607,237 to 14,267 students.

$12.6

$3.2

$6.7

$0.7 $0.7

$2.4

$13.9

$4.5

$7.2

$0.7 $0.8

$2.5

Grants Scholar-ships

Loans WorkPrgms

Short-Term Loans

VA Stu-dents

$0.0

$2.0

$4.0

$6.0

$8.0

$10.0

$12.0

$14.0

$16.0

Millions

97/98 98/99

Cir899Source: Valencia Financial Aid Office


Indicator #24Financial Aid Awards

1997/98 - 1998/99

What Is Indicated: Within Strategic Goals 3 and 5 (“Developmental Advising Processes “ and“Resources/Legislative Processes”), this indicator reflects the college’s management of financialaid as a means of increasing enrollment and making the college not only more accessible butmore attractive to students.

Progress Toward Target: The college has not determined a target for financial aid at thistime. In 1998/99 the actual number of students awarded aid decreased slightly from 1997/98,although the total amount of aid awarded increased by 12.5%. Over $29 million was awarded to14,267 students. The number of students receiving scholarships increased by 18%, and thedollar amount of scholarship aid increased by 40%, or over $1 million. The number of studentsreceiving grants rose slightly, and the total amount awarded to students receiving grants increasedby 10%.

Data Definition & Source: Valencia Community College Financial Aid office and ValenciaStatistical History.


VALENCIA COMMUNITY COLLEGESTRATEGIC GOALS

1996-2000

GOAL 1 EDUCATIONAL EXCELLENCEIncrease students’ performance required for success at the next level of education,in the marketplace, and in life through educational excellence in curriculum devel-opment, teaching, and learning

GOAL 2 QUALITY FACULTY AND STAFFIncrease students’ success through a continuous professional enhancement pro-gram that results in improved scholarship, effective use of technologies, and qualityprograms and services

GOAL 3 DEVELOPMENTAL ADVISING PROCESSESIncrease students’ postsecondary transition, retention, progress, and completionthrough a developmental advising process that ensures that all students establishlife and career plans, set and complete their educational goals, and demonstrateachievement of identified curricular and co-curricular knowledge, skills, attitudes,and abilities

GOAL 4 MANAGEMENT AND TECHNOLOGY PROCESSESIncrease students’ completion of their programs through significant improvement inthe college’s planning, management, and evaluation processes, its facilities, opera-tions, and support services, and its information technologies

GOAL 5 RESOURCES/LEGISLATIVE PROCESSESIncrease students’ performance and success by acquiring public and private fund-ing and support to implement requisite programs and services that result in attain-ment of the strategic goals

COLLEGEWIDE INDICATORS REPORT1998/1999

THE END

VALENCIA COMMUNITY COLLEGEIR2000-01

Office of Institutional Research Valencia Community College, P.O. Box 3028, Orlando, FL 32802-3028

VALENCIA Community College

Institutional Report IR2002-06

Enrolled Student Survey Analyses

Administered October 2000

September 2001

Office of Institutional Research Valencia Community College, P.O. Box 3028, Orlando, FL 32802-3028

Enrolled Student Survey

Fall 2000

Table of Contents Executive Summary ........................................................................................................................... 1 A Word on Measures ............................................................................................................................ 1 Student Satisfaction: Selected Items.................................................................................................... 2 Student Characteristics.......................................................................................................................... 3 Relationships......................................................................................................................................... 3 Conclusion ............................................................................................................................................. 6 Formats for Survey Results................................................................................................................... 6

Appendices Enrolled Student Survey ................................................................................................ Appendix A, 1 Methodology.................................................................................................................... Appendix B, 1 Table 1a through 1e (Classroom and Other Facilities)............................................................. Appendix C, 1 Table 2a through 2e (Student Services, Instruction, and Marketing Services) .............................. Appendix C, 6 Table 3 (# of Responses Collegewide) .................................................................................. Appendix C, 11 Table 4 (Respondents by Campus) ....................................................................................... Appendix C, 12 Chi-square Contingency Tables...........................................................................................Appendix D Table 5 (Quality of Instruction AND Think Clearly, Critically, and Creatively) .......................Appendix D, 1 Table 6 (Quality of Instruction AND Communication Appropriate to Audience) ......................Appendix D, 1 Table 7 (Quality of Instruction AND Reasoned Value Judgments) ................................................Appendix D, 1 Table 8 (Quality of Instruction AND Act Purposefully, Reflectively, and Responsibly)................Appendix D, 2 Table 9 (Quality of Instruction AND Revising Conclusions)..........................................................Appendix D, 2 Table 10 (Quality of Instruction AND Speak, Listen, Read, and Write Effectively)......................Appendix D, 2 Table 11 (Class Meeting Times AND Parking Facilities)...............................................................Appendix D, 3 Table 12 (Extra Hours on Campus AND Cafeteria) .......................................................................Appendix D, 3 Table 13 (Academic Advising by Counselors or Educational Advisors AND Flexibility to Design Program of Study) ...............................................................................Appendix D, 3 Table 14 (Career Planning and Career Counseling AND Job Placement for Off-Campus Employment)....................................................................................................Appendix D, 4 Table 15 (Varieties of Courses AND Availability of Courses (Enrollment)) .................................Appendix D, 4 Table 16 (Scheduling of Courses AND Financial Aid)...................................................................Appendix D, 4 Table 17 (Attitudes of Professors AND Availability of Professors) ...............................................Appendix D, 5 Table 18 (Hours Worked Per Week AND GPA) ............................................................................Appendix D, 5 Table 19 (GPA AND Hours Per Week Spent Studying).................................................................Appendix D, 5 Table 20 (Qualities of Valencia AND Recommending Valencia) ..................................................Appendix D, 6

ENROLLED STUDENT SURVEY Fall 2000

Valencia Community College

Orlando, Florida

EXECUTIVE SUMMARY

The enrolled student survey (see Appendix A, Survey Instrument) was administered in October 2000 to over 5,000 students (see Appendix B, Methodology, for further detail). The sample included day and evening classes, as well as a representative sample of courses and disciplines at college preparatory, freshman, and sophomore levels. This document includes summaries and conclusions pertaining to collegewide analysis. More detailed information at the institutional or campus levels is available from the Office of Institutional Research. Major sources of detailed data are presented in the section titled “Formats for Survey Results” on page 6.

A Word on Measures

Detailed information on each item by campus is available (see “Formats for Survey Results” on page 6). Percent of satisfied, neutral, and dissatisfied are shown for the past three administrations in Tables 1a-1e and 2a-2e (see Appendix C). However, because there are nearly 100 items on the survey, studying percents of respondents who were satisfied, dissatisfied or neutral on 100 items by four campuses may be overwhelming. Therefore, we have developed a Ratio of Satisfied to Dissatisfied to enable users to grasp the magnitude of satisfaction on a single item or to see a three-year trend very quickly. The Ratio of Satisfied to Dissatisfied is simply the result of dividing the number of satisfied responses by the number of dissatisfied responses. The examples below should clarify the concept:

Example Number Satisfied Number Dissatisfied Ratio of Satisfied to Dissatisfied

1 100 100 1 2 90 10 9 3 75 50 1.5 4 10,000 100 100 5 35,000 7,000 5 6 10 100 .1 7 50 100 .5

A Ratio of Satisfied to Dissatisfied of 1 indicates that there were an equal number of

satisfied and dissatisfied responses. Similarly, a ratio of 10 indicates that there were 10 times as many respondents expressing satisfaction as dissatisfaction.

Similarly, Ratio of Satisfied to Dissatisfied for the three administrations of the survey (1994, 1997, 2000) shows which way an item is trending. When all items in Table 1 (Classrooms and Other Facilities) are combined, the ratios show the trend below:

Institutional Research 1 of 7 Enrolled Student Survey Valencia Community College Fall 2000

1994 1997 2000 4.4 5.0 4.3

When all items in Table 2 (Student Services, Instruction, and Marketing) are combined, the ratios show this trend:

1994 1997 2000 4.4 4.5 5.0

Key Findings

• While respondents’ Overall Satisfaction with the college has increased somewhat, the Ratio of Satisfied to Dissatisfied has declined sharply (see Table 2a, Appendix C).

• Respondents’ satisfaction with Overall Quality of Instruction increased slightly, but the Ratio of Satisfied to Dissatisfied declined slightly (see Table 2a, Appendix C).

• Respondents’ Ratio of Satisfied to Dissatisfied on facilities and services increased on 12 items and decreased on 7 items (see Tables 1 and 2, Appendix C).

• A strong dependent relationship was found between satisfaction with overall instructional quality and respondents’ belief that the college contributed to their mastery of core competencies (see Tables 5-10, Appendix D).

• Combining all items on facilities college-wide, the Ratio of Satisfied to Dissatisfied trends slightly downward.

• Combining all items on student services, instruction, and marketing, the Ratio of Satisfied to Dissatisfied trends upward.

Student Satisfaction: Selected Items Overall Satisfaction: Students in 2000 were more decisive in indicating their level of overall satisfaction than they were in prior years. The number indicating “satisfied” (which combines “very satisfied” and “satisfied”) increased by 9.5 percentage points for a satisfaction rate of 83.4 percent in the current administration of the survey. The percent indicating “dissatisfied” (which combines “dissatisfied” and “very dissatisfied”) also increased by 15.5 percentage points over the 1997 administration of the survey. The number of respondents indicating “neutral” fell from 13 percent in 1997 to 1.1 percent in 2000. The Ratio of Satisfied to Dissatisfied decreased from 17.2 in 1997 to 5.4 in 2000. Overall Quality of Instruction: There was a slight increase (1.3 percentage points) in the satisfaction rate from 83.9 percent in 1997 to 85.2 percent in 2000. At the same time, the dissatisfaction rate also increased from11.1 percent in 1997 to 12.5 percent in 2000. The number of neutral responses decreased slightly, from 3.5 percent in 1997 to 2.4 percent in 2000. The Ratio of Satisfied to Dissatisfied decreased slightly, from 7.6 to 6.9 in the same time period.

Facilities and Services: Although responses to each item by campus are available from the Office of Institutional Research, and each campus’ summary is available in Tables 1a through 1e, a general overview of student satisfaction with facilities and services can be seen in the Ratio of Satisfied to Dissatisfied in Table 1a, Collegewide Classrooms and Other Facilities. Changes in Ratio of Satisfied to Dissatisfied between 1997 and 2000 ranged from very slight (.3 for math labs) to more pronounced (3.0 for computer labs). Institutional Research 2 of 7 Enrolled Student Survey Valencia Community College Fall 2000

Areas showing increased Ratio of Satisfied to Dissatisfied were:

• Learning Resources Centers • Business Skills Labs • Computer Labs • Fine Arts Labs • Health Related Labs • Horticulture Labs • Math Labs • Reading Labs • Science labs • Personal Safety at Night • Security of Student Property • Study Areas (other than LRC)

Areas showing decreased Ratio of Satisfied to Dissatisfied collegewide are:

• Classrooms • Electronics/Robotics Labs • Writing Center Labs • Athletic Facilities • Bookstore • Cafeteria/Food Services • Parking

The negative change in the Ratio of Satisfied to Dissatisfied ranged from slight (-.4 for

Classrooms) to more pronounced (-3.5 for Parking).

Student Characteristics In order to make cross tabulations between student characteristics (age, gender, ethnicity, attendance patterns, degree intentions and the like), a number of characteristics are captured on the survey. The Office of Institutional Research can furnish these cross tabs for any member of the college community who requests them. Among the students surveyed, it is interesting to note that the predominant reason for attending continues to be transfer to a four-year school and completion of the bachelor’s degree. Percent of respondents indicating that their intention is to complete the bachelor’s degree for 1994, 1997, and 2000 is shown below:

1994 1997 2000 56.4% 63.1% 64.4%

Student characteristics are summarized in Table 3, Percent of Responses over Three

Administrations (see Appendix C).

Relationships

The users of this report have often expressed an interest in knowing how responses to certain items relate to responses for certain other items. With nearly 100 items on the survey, crossing each question with every other question yielded over 4,500 contingency tables. Naturally, it would not be feasible to examine each possible combination of items. A chi-square analysis was performed on each contingency table via SAS, a computer-based statistical package. (Detailed statistical analysis of each pair is available from the Office of Institutional Research for interested readers.) Some of the stronger relationships between the responses to different pairs of questions are explained below.


A chi-square analysis examines the interdependency between two items by statistically comparing the number of actual occurrences (observed frequency) and expected occurrences (expected frequency). Such a test may be used to predict one event from the presence of another event, or it may signal a relationship that needs to be probed.

For this Executive Summary, a stringent p-value of p<.0001 was selected. For many types of analyses, a value of p<.05, where chance would account for the difference five times out of 100, would be appropriate; however, because there are so many possible combinations of survey questions, the present study only examines relationships where p<.0001. The p-value selected (p<.0001) means that the difference between levels of satisfaction on one item with respect to differences in response to another item would be due to chance only one time in 10,000. This method of analysis points out dependent relationships that exist between responses to two items; it does not, however, attribute causality to either item.

Overall Instructional Quality and Core Competencies: Goals 1.0 and 4.0 of the Strategic Learning Plan (2001) are “Learning First” and “Learning by Design,” respectively. It is fitting, therefore to examine the relationship between students’ assessment of the overall quality of instruction and the degree to which they report that the college has helped them master core competencies. Significantly more students than expected reported satisfaction with instruction and indicated that their educational experience at Valencia had contributed to their ability to

• Think clearly, critically, and creatively (see Table 5, Appendix D). • Communicate in ways appropriate to their audience and purpose (see Table 6, Appendix

D). • Make reasoned value judgements and responsible commitments (see Table 7, Appendix

D). • Act purposefully, reflectively, and responsibly (see Table 8, Appendix D). • Reach sound conclusions (see Table 9, Appendix D). • Speak, listen, read, and write effectively (see Table 10, Appendix D).

Possible Action: Further analyze characteristics of students who are both satisfied with the college’s instruction and who recognize that the college has helped them master core competencies to identify characteristics that may be encouraged among all students. (Contact the Office of Institutional Research for copies of the cross-tabs and contingency tables that contain the source data for the analyses above.) Satisfaction with Facilities The college subscribes to the idea that satisfaction with facilities and services supports learning. Consequently, the following relationships are noted:

• Significantly more students who attended classes in the evenings said they were satisfied with parking, and significantly more who attended class in the daytime expressed dissatisfaction with parking (see Table 11, Appendix D).

• Significantly more students who spent 1-9 hours a week on campus expressed dissatisfaction with the cafeteria, while significantly more who reported that they spent no hours outside of class expressed satisfaction with the cafeteria (see Table 12, Appendix D).


Possible Action: If the college wishes to encourage students to spend more time on campus to encourage retention, conduct focus groups with students who spend several hours a week on campus to determine the level of product and service in the cafeterias that would make the campuses more attractive.

Satisfaction with Academic and Student Services Obviously, instruction, academic services, and student services do not exist in a vacuum. Rather, a student’s educational experience includes classroom instruction, interaction with professors and academic support personnel, and student services. The interactive nature of the student’s experience is seen in the following relationships. Significantly more students than expected expressed satisfaction with both

• Academic advising by counselors or advisors and the flexibility to design a program of study (see Table 13, Appendix D).

• Career planning and counseling and job placement for off-campus employment (see Table 14, Appendix D).

• The variety of courses in the curriculum and the availability of course sections (see Table 15, Appendix D).

• Scheduling of courses and availability of financial aid (see Table 16, Appendix D). • Attitude of professors and availability of professors (see Table 17, Appendix D).

Possible Action: Perform further analysis to identify characteristics of students who indicated high levels of satisfaction with both attitude and availability of professors. Explore a model of recognizing professors who demonstrate excellent attitude through ready availability.

Student Performance The enrolled student survey presents an opportunity to ask students about their personal schedules, particularly as to the number of hours they work and study each week.

• For students reporting a 2.5 or higher grade point average, the number of hours worked had a negligible effect. For students reporting less than a 2.5 grade point average, significantly more were observed working more than 15 hours per week. Conversely, fewer students with below a 2.5 GPA than expected were observed working less than 15 hours. Evidently, as intuition would suggest, the most able students seem to balance work hours against academic demands, while the less successful let increased working time take away from academic performance (see Table 18, Appendix D).

• Students who reported grade point averages higher than 2.5 also reported studying more than 11 hours a week. Conversely, students reporting lower grade point averages also reported fewer hours spent studying. Of particular concern to the college should be the new students who do not yet have a grade point average and who report studying fewer hours than expected (see Table 19, Appendix D).

Possible Action: Create a profile of students at risk by working long hours and spending an inadequate amount studying. Target that subpopulation with inducements to learn time management and study skills.


Perceived Quality and Student Recommendation

The college has long been interested in noting the relationship between the student’s notion of overall quality of the college and his or her willingness to recommend Valencia to friends. Those expressing the highest level of satisfaction showed a significantly higher willingness to recommend the college to others, while those least satisfied were least willing to recommend the college (see Table 20, Appendix D). Non-Relationships While it is not newsworthy to find pairs of items on a survey that do not demonstrate a significant relationship, there are some items that the college community would expect to see related to other items. No relationship was exhibited between the following pairs:

• Frequency of visiting the Valencia web site and students’ ranking Valencia as a college choice.

• Spending extra hours on campus and participating in intramural programs. • Grade point average and satisfaction with the Learning Resource Centers. • Grade point average and perceived overall quality of instruction. • Grade point average and satisfaction with student services workshops. • Time of class meetings (day or night) and satisfaction with personal safety.

Contingency tables displaying these relationships are available from the Office of

Institutional Research.

CONCLUSION A survey of this length (94 items) generates many times more data than can be readily digested and applied. The formats of results indicated below suggest several sources of data that could be further analyzed by the members of the college community. The Office of Institutional Research stands ready not only to furnish the information in paper or electronic forms, but also to support further analysis for those interested in deeper examination of the results. Realizing that nothing is so useless as an answer to a question that has not been asked, OIR has only published these collegewide findings on items of general interest. We are eager, however, to furnish both additional data and guidance in its analysis and interpretation to those interested in further study.

Formats for Survey Results

Survey results are available in the following formats: • Enrolled Student Survey Tables: These include, in an Excel spreadsheet, a distribution of

responses to each item by campus. This file is available on disc from the Office of Institutional Research upon request. Due to its large size, it is not recommended that it be attached to e-mail.

• Executive Summary: This present document discusses trends on selected items, as well as statistically significant relationships among items.

• Summary Tables 1(a-e) and 2 (a-e) in Appendix C: These present results from 1994, 1997, and 2000 administrations for items common to surveys for all three years.


• Table 3 (Appendix C): Presents selected student characteristics over the three administrations of the survey.

• Table 4 (Appendix C): Presents distribution of respondents by campus. • Chi-square Tables 5-20 (Appendix D): These present chi-square analyses for relationships

among selected items. • Cross-tabulations for All Items: Cross-tabs and chi-square analyses between any two items

are available to the college community on request from the Office of Institutional Research. Questions should be directed to Ms. Donna Kosloski at extension 1345.

• Free-form Comments: The instrument included a page for writing free-form comments on any item. These color-coded pages were distributed to the appropriate provosts.


ENROLLED STUDENT SURVEY

October 2000

Institutional Research 1 of 9 Enrolled Student Survey Valencia Community College Appendix A Fall 2000

In order to better understand our student population and assess our educational effectiveness, we ask your assistance in completing this survey. Since you are attending Valencia Community College, your experience can provide valuable information for future improvements to our institution. Thank you for participating in this process. PLEASE FILL IN YOUR RESPONSE ON THE SCAN SHEET

1. At which Valencia location have you taken most of your classes?

a. East Campus b. Osceola Campus c. West Campus d. Winter Park Campus e. Other

2. Do you plan to graduate from Valencia with an A.A. or an A.S. degree?

a. Associate in Arts b. Associate in Science c. I am not working toward a degree. d. Not sure

3. How many credits (semester hours) are you taking this session?

a. 3 credits or less b. 4 - 7 credits c. 8 - 11 credits d. 12 - 15 credits e. 16 or more credits

4. How many hours per week do you spend, on average, working in paid employment?

a. 14 hrs per week or less b. 15 - 29 hrs per week c. 30 - 44 hrs per week d. 45 or more hrs per week e. Not employed

5. How much does your employment conflict with your college studies?

a. Very little conflict b. Some conflict c. Definite conflict d. Serious conflict e. I am not employed during the session when I attend Valencia.

6. How many dependents are you financially responsible for?

a. Self b. Self + one c. Self + two d. Self + three or more e. None (I am supported financially by someone else.)

7. Is English the language most often spoken in your home?

a. Yes b. No


8. How do your family responsibilities affect your college work?

a. Very little conflict with college studies b. Some conflict with college studies c. Definite conflict with college studies d. Serious conflict with college studies e. I have no family responsibilities.

9. When do your classes meet?

a. Day only (classes starting before 5 p.m.) b. Evening only (classes starting 5 p.m. or later) c. Some day and some evening d. Weekend only (Friday night, Saturday, or Sunday) e. Weekend and other times

10. What is your Valencia grade point average (GPA)?

a. 3.50 or higher b. 2.50 - 3.49 c. 1.50 - 2.49 d. 1.49 or below e. I have not received end-of-course grades at Valencia or don't know my GPA.

11. Approximately how many hours a week do you study for classes?

a. 1 - 10 hrs b. 11 - 20 hrs c. 21 - 30 hrs d. over 30 hrs e. I do not study

12. NOT counting time spent in class or time spent in paid employment on campus,

how many additional hours a week do you usually spend on the Valencia campus?

a. 1 - 4 hrs b. 5 - 8 hrs c. 9 - 12 hrs d. 13 or more hrs e. None

13. How do you spend the largest part of your out-of-class time at Valencia (do not

include on-campus employment)?

a. Conversation with classmates or friends b. Studying or independent lab work c. Attending club or other organized activity (student government, sports, musical,

artistic, etc. ) d. Taking care of things like registration, changing courses, seeing an advisor or

professor, financial aid office, selecting or returning books, etc. e. Something other than above


14. Which of the following sections of The Orlando Sentinel are you most likely to read? (choose all that apply)

a. Living b. Sports c. Calendar d. "Front page" section e. I generally do not read The Orlando Sentinel.

15. Do you recall hearing a Valencia radio commercial in the past six months?

a. Yes b. No

16. Do you recall seeing a Valencia advertisement in the past six months?

a. Yes b. No

17. Which of the following best describes your level of involvement as a participant or

spectator in campus activities at Valencia? (choose one answer only)

a. Significant involvement b. Some involvement c. No involvement d. Do not care

18. Which of the following best describes your level of involvement in student

organizations, student government, and/or participation in student leadership training?

a. Significant involvement b. Some involvement c. No involvement d. Do not care

19. I am ________ aware of scheduled campus activities (cultural, entertainment, or social) at Valencia.

a. Usually b. Often c. Sometimes d. Occasionally e. Rarely

20. How often have you visited Valencia’s Website (http//:valencia.cc.fl.us)?

a. Never b. Occasionally c. Frequently

21. I am ________ aware of opportunities for participation in student clubs and/or

student government at Valencia.

a. Usually b. Often c. Sometimes d. Occasionally e. Rarely


22. How well do you think your high school (or GED diploma) prepared you for college?

a. Very well b. Well c. Adequately d. Inadequately e. Very Inadequately

23. How would you describe your program of study during high school?

a. Business b. College Preparatory c. General d. Vocational e. Other

24. What was your family's reaction to your enrolling at Valencia?

a. Very supportive b. Somewhat supportive c. Indifferent d. Disappointed e. No reaction

25. Which of the following is your most important reason for attending Valencia?

(choose one answer only)

a. Improve basic skills (Math, English, or Reading) b. Prepare for transfer to a 4-year college or university c. Retrain, stay up-to-date, or advance in job I currently have d. Learn skills for a new job or profession e. Personal interest or enrichment

26. What is the highest academic degree that you plan to complete?

a. Associate's (2-year) degree b. Bachelor's (4-year) degree c. Master's degree d. Doctorate (e.g., Ph.D. , Ed.D.), M.D. , or other professional degree e. Not sure

27. Where did Valencia rank among your choices for college?

a. First choice b. Second choice c. Third choice d. Fourth choice or lower

28. Did you transfer credits to Valencia?

a. Yes, from another community college b. Yes, from a 4-year college or university c. No

29. Are you the first person in your immediate family to attend Valencia?

a. Yes b. No c. Don't know


30. What is your gender?

a. Male b. Female

31. What is your ethnic classification? (Please leave this item blank if the best fit for

you is "other.")

a. Black or African American b. Asian/Pacific Islander c. Caucasian d. Hispanic e. Native American

32. What is your marital status?

a. Married b. Never Married c. Divorced d. Widowed

For questions 32-85 please use the scale listed below to express your opinion about various services you have used and your experiences at Valencia. Please choose only one answer per question and fill in your response on the scan sheet.

DOES NOT APPLY TO ME, I HAVE NO KNOWLEDGE, OR NO EXPERIENCE VERY DISSATISFIED DISSATISFIED

SATISFIED VERY SATISFIED

33. Availability of counselors and/or educational advisors...................... a b c d e 34. Academic advising by counselors or educational advisors................. a b c d e 35. Career planning and career counseling............................................. a b c d e 36. Job placement—assistance with securing off-campus employment.... a b c d e 37. Counseling services for personal problems........................................ a b c d e 38. On-campus student employment (Work-Study)................................. a b c d e 39. Valencia’s tutoring services............................................................... a b c d e 40. Valencia’s services for students with disabilities............................... a b c d e 41. Workshops offered by Student Services (Test Anxiety, Stress

Reduction)........................................................................................ a b c d e 42. Valencia’s intramural programs........................................................ a b c d e 43. Cafeteria/food services available at Valencia.................................... a b c d e 44. Cultural activities sponsored by Valencia (plays, concerts,

speakers)......................................................................................... a b c d e

45. Special events such as leadership programs and Matador Day)......... a b c d e 46. Campus parking facilities................................................................ a b c d e 47. Veterans services............................................................................ a b c d e 48. Flexibility to design your program of study...................................... a b c d e


DOES NOT APPLY TO ME, I HAVE NO KNOWLEDGE, OR NO EXPERIENCE

VERY DISSATISFIED DISSATISFIED

SATISFIED VERY SATISFIED

49. Class size........................................................................................ a b c d e 50. Variety of courses offered each session............................................ a b c d e 51. Space in courses you want.............................................................. a b c d e 52. Scheduling of courses at times you can take them........................... a b c d e 53. Attitude of professors toward students............................................ a b c d e 54. Out-of-class availability of your professors...................................... a b c d e 55. Overall quality of instruction........................................................... a b c d e 56. Credit by examination program (College Level Examination

Program—CLEP).............................................................................. a b c d e 57. Testing and grading in courses........................................................ a b c d e 58. Academic probation and suspension policies................................... a b c d e 59. Accuracy of information you received from Valencia before enrolling a b c d e 60. Lifemap Student Handbook.............................................................. a b c d e 61. Valencia catalog............................................................................... a b c d e 62. Other Admission publication (e.g., Valencia View Book).................... a b c d e 63. Application and admissions procedures............................................ a b c d e 64. Orientation program......................................................................... a b c d e 65. Financial aid services (office and staff)............................................ a b c d e 66. Tuition payment arrangements....................................................... a b c d e 67. Telephone registration procedures................................................... a b c d e 68. On-campus registration procedures................................................. a b c d e 69. Security or students’ property at Valencia....................................... a b c d e 70. Personal safety at Valencia after dark.............................................. a b c d e 71. Bookstore........................................................................................ a b c d e 72. Library (Learning Resource Center).................................................. a b c d e 73. Places to study (other than Learning Resource Center).................... a b c d e 74. Classrooms (not including laboratories)........................................... a b c d e 75. Business skills laboratories............................................................. a b c d e 76. Computer laboratories..................................................................... a b c d e 77. Science laboratories........................................................................ a b c d e 78. Electronic or Robotics laboratories.................................................. a b c d e 79. Health-related laboratories.............................................................. a b c d e 80. Fine Arts (art, music, theater, graphic design) laboratories.............. a b c d e 81. Horticulture laboratories................................................................. a b c d e 82. Math laboratories............................................................................ a b c d e 83. Reading laboratories........................................................................ a b c d e 84. Writing Center laboratories............................................................. a b c d e

85. Athletic facilities.............................................................................. a b c d e


86. In which age group do you belong?

a. 18 or younger b. 19 – 24 c. 25 – 34 d. 35 – 44 e. 45 or older

87. How satisfied are you with the overall quality of Valencia?

a. Very satisfied b. Satisfied c. Neither satisfied nor dissatisfied, or no opinion at this time d. Dissatisfied e. Very dissatisfied

88. How do you feel about recommending Valencia to others as an educational

institution?

a. I would recommend Valencia. b. I would recommend AGAINST enrolling at Valencia. c. I am not sure whether I would recommend Valencia.

For questions 89-97 please use the scale listed below and fill in your response on the scan sheet.

How much has Valencia contributed to your ability to: As of yet, I have not completed any coursework at Valencia and have NO OPINION

Not At All Somewhat

Significantly 89. Think clearly, critically, and creatively (analyze and integrate information form many sources)

a b c d

90. Employ methods of communication appropriate to your audience and purpose

a b c d

91. Make reasoned value judgements and responsible commitments a b c d 92. Act purposefully, reflectively, and responsibly a b c d 93. Revise conclusions consistent with new observations, interpretations, or reasons

a b c d

94. Speak, listen, read, and write effectively a b c d 95. Articulate a reflective and self-determined set of values b c d e 96. Implement effective problem-solving, decision-making, goal-setting strategies

b c d e

97. Assess the effectiveness of personal behavior and choices b c d e


STUDENT SURVEY OPEN-ENDED COMMENTS

This comment sheet provides you with the opportunity to explain your opinions more thoroughly. If your comments are related to a particular survey question, please list the question number in the space provided. Thank you for taking the time to explain your evaluations. On which campus do you attend most of your classes? _______________ Question Nbr. __________

Question Nbr. __________





Methodology Campus Identification: The percentage breakdowns by campus are based on the student's indication of the campus where they take the majority of their courses. A substantial percentage of students take courses on more than one campus during any given term. In addition, not all campuses have offered all services listed in 1994, 1997, and 2000. In particular, some students listed as Osceola and Winter Park students may well have experienced a particular service on West or East Campus. Table 4 presents the frequencies and percentages of responses by campus for the 1994, 1997, and 2000 surveys.

Sample Selection: The sample for the Enrolled Student Survey was established as with

prior administrations of the survey. First, a SAS program is run to randomly select a sample of classes for the survey. This SAS program was written to exclude classes lacking instructor identification, as well as the following categories of courses: PSAV, non-credit classes, telecourse classes, web classes, English as a second language, physical education, internships, laboratories, and very large or very small classes. Also only one course per instructor was selected and a sample of classes from each campus, from all days of the week, day, night, and weekend was selected for the sample. This selection criterion was chosen to produce a random sample that is representative of the population. A random sample of 5,547 students was then output from the SAS program and selected for the Enrolled Student Survey.

Survey Administration: Course instructors administered the survey during October

2000. Survey packets were sent out for 234 sections, comprising 5,547 students. The majority of non-responses were probably due to absence from the class on that day, prior completion of the survey in another class, or instructors not willing to have students complete the survey. Fewer than 30 of the returned surveys were unfit to scan and enter into the data set because of obvious coding errors on the part of the respondent. The remaining 3,449 surveys were scanned into the dataset. Responses to individual items that were out of field were set to "missing" (for example, a response of "3" when only 2 response categories were provided for an item). The response rate was 62.72%, slightly lower than the 65% return rate for the 1997 administration.

Institutional Research 1 of 1 Enrolled Student Survey Valencia Community College Appendix B Fall 2000

Table 1aEnrolled Student Survey

Fall 2000Classrooms and Other Facilities

College Wide1994 1997 2000

1997-2000 Diff 1994 1997 2000

1997-2000 Diff 1994 1997 2000 1994 1997 2000

1997-2000 Diff

Classrooms (not labs) 82.4 79.9 85.3 5.4 9.8 9.2 10.3 1.1 8.4 8.7 8.3 5.7 4.1 4.4 0.3LRC 77.6 75.4 80.6 5.2 8.7 8.7 7.5 -1.2 8.9 8.7 10.7 11.7 9.2 11.9 2.7

Business Skills Labs 28.1 28.0 33.3 5.3 4.9 5.1 5.1 0.0 5.7 5.5 6.5 64.6 59.8 61.6 1.8Computer Labs 49.7 50.6 59.1 8.5 6.5 9.0 6.9 -2.1 7.6 5.6 8.6 41.4 33.8 34.0 0.2Electronics/Robotics Labs 19.6 19.5 21.4 1.9 3.6 3.8 4.7 0.9 5.4 5.1 4.6 74.3 69.7 73.9 4.2Fine Arts Labs 25.2 25.6 27.2 1.6 4.3 6.1 5.5 -0.6 5.9 4.2 4.9 67.9 61.3 67.3 6.0Health-Related Labs 25.0 22.6 27.6 5.0 4.4 4.7 4.4 -0.3 5.7 4.8 6.3 68.2 65.6 68.0 2.4Horticulture Labs 17.1 18.3 20.1 1.8 3.0 4.0 3.5 -0.5 5.7 4.6 5.7 77.1 70.6 76.4 5.8Math Labs 40.1 38.0 44.9 6.9 6.3 8.7 9.6 0.9 6.4 4.4 4.7 50.4 46.3 45.4 -0.9Reading Labs 28.7 30.4 34.4 4.0 3.5 6.0 6.3 0.3 8.2 5.1 5.5 64.6 56.6 59.3 2.7Science Labs 34.3 34.6 38.7 4.1 5.8 5.2 4.7 -0.5 5.9 6.7 8.2 57.4 53.3 56.5 3.2Writing Center Labs 27.4 30.9 33.2 2.3 4.4 5.1 6.1 1.0 6.2 6.1 5.4 64.7 56.9 60.8 3.9

Athletic Facilities 27.6 27.1 26.8 -0.3 6.4 8.1 10.0 1.9 4.3 3.3 2.7 62.7 57.7 63.1 5.4Bookstore 78.1 73.7 74.5 0.8 14.6 16.7 22.9 6.2 5.3 4.4 3.3 5.5 3.0 2.6 -0.4Cafeteria/Food Services 54.3 56.5 51.9 -4.6 19.2 21.1 23.2 2.1 2.8 2.7 2.2 22.8 20.8 25.0 4.2Parking 36.2 69.7 45.6 -24.1 39.2 15.8 48.3 32.5 0.9 4.4 0.9 12.7 12.8 6.2 -6.6Personal Safety at Night 56.3 54.9 64.4 9.5 16.5 11.3 10.0 -1.3 3.4 4.9 6.4 25.3 27.1 25.6 -1.5Security of Student Property 71.0 69.3 76.5 7.2 13.5 11.0 9.2 -1.8 5.3 6.3 8.3 13.5 12.9 14.3 1.4Study Areas (not LRC) 66.4 65.1 69.4 4.3 16.7 14.2 13.5 -0.7 4.0 4.6 5.1 14.9 13.8 17.1 3.3

Note: A higher value for the ratio of Sat/Dissat reflects a higher percentage of satisfaction with an item relative to dissatisfaction.A higher value for Sat/Dissat in 97 than 94 reflects an increase in satisfaction relative to dissatisfaction.

Note: % N/A - indicated the question was not applicable to them

*% N/A reflects "neutral/no opinion", rather than "does not apply"

% Satisfied % Dissatisfied Ratio Satisified/Dissatisified % N/A

Institutional ResearchValencia Community College

1 of 12Appendix C

Enrolled Student SurveyFall 2000

Table 1bEnrolled Student Survey


West1994 1997 2000

1997-2000 Diff 1994 1997 2000

1997-2000 Diff 1994 1997 2000 1994 1997 2000

1997-2000 Diff


Business Skills Labs 23.2 27.6 31.5 3.9 4.8 4.6 4.6 0.0 4.8 6.0 6.8 70.6 59.9 63.9 4.0Computer Labs 44.5 47.8 58.3 10.5 7.0 8.2 8.9 0.7 6.4 5.8 6.6 47.0 36.3 32.8 -3.5Electronics/Robotics Labs 13.4 17.7 21.6 3.9 2.7 3.3 4.7 1.4 5.0 5.4 4.6 82.5 71.1 73.8 2.7Fine Arts Labs 15.7 19.3 22.2 2.9 4.1 5.1 5.8 0.7 3.8 3.8 3.8 78.7 67.8 72.1 4.3Health-Related Labs 22.5 20.8 30.3 9.5 4.2 4.3 4.6 0.3 5.4 4.8 6.6 72.1 67.0 65.2 -1.8Horticulture Labs 11.9 16.1 18.3 2.2 2.6 3.2 4.0 0.8 4.6 5.0 4.6 83.7 72.8 77.8 5.0Math Labs 45.2 41.6 47.3 5.7 6.9 8.6 10.1 1.5 6.6 4.8 4.7 46.1 42.2 42.6 0.4Reading Labs 28.2 30.4 36.3 5.9 3.9 5.7 7.3 1.6 7.2 5.3 5.0 66.2 56.4 56.4 0.0Science Labs 33.8 35.4 41.7 6.3 5.3 5.1 4.6 -0.5 6.4 6.9 9.1 59.5 51.7 53.7 2.0Writing Center Labs 32.7 32.7 34.3 1.6 4.9 4.7 6.8 2.1 6.7 7.0 5.0 60.1 54.6 58.9 4.3

Athletic Facilities 25.8 22.2 23.9 1.7 6.2 7.2 10.3 3.1 4.2 3.1 2.3 65.5 62.5 65.7 3.2Bookstore 81.6 72.3 73.9 1.6 15.0 18.2 23.3 5.1 5.4 4.0 3.2 2.4 2.2 2.8 0.6Cafeteria/Food Services 61.0 54.7 55.4 0.7 22.8 25.0 23.2 -1.8 2.7 2.2 2.4 15.4 18.2 21.4 3.2Parking 29.1 69.5 47.1 -22.4 63.7 16.0 46.4 30.4 0.5 4.3 1.0 6.4 12.4 6.5 -5.9Personal Safety at Night 55.4 53.2 62.4 9.2 16.2 10.7 10.9 0.2 3.4 5.0 5.7 27.3 28.5 26.8 -1.7Security of Student Property 70.6 67.9 76.7 8.8 16.9 12.3 9.9 -2.4 4.2 5.5 7.7 11.3 12.3 13.4 1.1Study Areas (not LRC) 69.0 63.6 70.8 7.2 18.0 15.6 14.3 -1.3 3.8 4.1 5.0 11.7 13.0 14.9 1.9






2 of 12Appendix C


Table 1cEnrolled Student Survey


East1994 1997 2000

1997-2000 Diff 1994 1997 2000

1997-2000 Diff 1994 1997 2000 1994 1997 2000

1997-2000 Diff


Business Skills Labs 27.0 28.9 33.3 4.4 3.0 5.1 5.3 0.2 9.0 5.7 6.3 67.9 59.4 61.4 2.0Computer Labs 51.2 52.5 57.9 5.4 5.5 9.7 5.7 -4.0 9.3 5.4 10.2 41.2 31.8 36.4 4.6Electronics/Robotics Labs 15.4 21.6 20.9 -0.7 2.7 3.7 4.6 0.9 5.7 5.8 4.5 79.6 68.1 74.5 6.4Fine Arts Labs 29.1 32.6 31.6 -1.0 3.4 6.3 5.2 -1.1 8.6 5.2 6.1 65.1 54.7 63.3 8.6Health-Related Labs 20.7 24.8 25.7 0.9 3.1 4.9 4.4 -0.5 6.7 5.1 5.8 73.8 63.6 69.9 6.3Horticulture Labs 15.5 20.1 20.9 0.8 1.6 4.5 3.2 -1.3 9.7 4.5 6.5 80.3 68.8 75.8 7.0Math Labs 35.4 35.4 43.7 8.3 4.9 8.8 10.4 1.6 7.2 4.0 4.2 56.6 49.2 45.8 -3.4Reading Labs 28.0 30.4 32.1 1.7 2.0 6.0 6.1 0.1 14.0 5.1 5.3 66.8 57.0 61.8 4.8Science Labs 30.8 35.6 36.0 0.4 5.0 5.3 4.7 -0.6 6.2 6.7 7.7 61.8 52.8 59.4 6.6Writing Center Labs 23.7 29.9 31.7 1.8 3.4 5.1 5.8 0.7 7.0 5.9 5.5 69.9 58.5 62.5 4.0

Athletic Facilities 32.8 33.5 31.0 -2.5 5.5 8.0 9.3 1.3 6.0 4.2 3.3 58.9 52.0 59.7 7.7Bookstore 84.6 75.7 74.4 -1.3 12.0 15.6 23.3 7.7 7.1 4.9 3.2 2.2 2.7 2.2 -0.5Cafeteria/Food Services 60.3 62.7 50.9 -11.8 16.8 16.8 24.0 7.2 3.6 3.7 2.1 22.1 19.2 25.1 5.9Parking 46.9 71.5 35.8 -35.7 44.1 15.3 58.7 43.4 1.1 4.7 0.6 8.0 11.8 5.6 -6.2Personal Safety at Night 58.7 55.1 65.2 10.1 16.3 11.6 9.5 -2.1 3.6 4.8 6.9 23.6 27.1 25.3 -1.8Security of Student Property 75.2 70.1 75.8 5.7 11.7 10.9 9.2 -1.7 6.4 6.4 8.2 11.8 12.8 15.0 2.2Study Areas (not LRC) 70.3 68.8 70.0 1.2 13.7 11.8 12.2 0.4 5.1 5.8 5.7 14.4 13.1 17.8 4.7






3 of 12Appendix C


Table 1dEnrolled Student Survey


Winter Park1994 1997 2000

1997-2000 Diff 1994 1997 2000

1997-2000 Diff 1994 1997 2000 1994 1997 2000

1997-2000 Diff

Classrooms (not labs) 87.7 79.0 86.5 7.5 9.6 10.5 7.6 -2.9 9.1 7.5 11.4 2.7 2.4 6.0 3.6LRC 58.9 53.2 60.2 7.0 12.3 16.1 12.0 -4.1 4.8 3.3 5.0 28.8 22.6 27.8 5.2

Business Skills Labs 20.5 24.2 32.3 8.1 9.6 5.6 6.1 0.5 2.1 4.3 5.3 68.5 62.1 61.7 -0.4Computer Labs 37.0 39.5 54.6 15.1 5.5 6.5 6.9 0.4 6.7 6.1 7.9 56.2 46.0 38.6 -7.4Electronics/Robotics Labs 13.7 15.3 19.0 3.7 8.2 5.6 6.8 1.2 1.7 2.7 2.8 76.7 71.0 74.2 3.2Fine Arts Labs 20.5 20.2 28.0 7.8 6.8 8.9 4.5 -4.4 3.0 2.3 6.2 71.2 62.9 67.4 4.5Health-Related Labs 16.4 20.2 22.8 2.6 4.1 4.8 5.3 0.5 4.0 4.2 4.3 78.1 66.9 72.0 5.1Horticulture Labs 13.7 19.4 19.7 0.3 4.1 4.0 4.6 0.6 3.3 4.9 4.3 80.8 68.5 75.8 7.3Math Labs 24.7 37.1 47.8 10.7 5.5 8.1 4.5 -3.6 4.5 4.6 10.6 68.5 46.8 47.7 0.9Reading Labs 16.4 31.5 29.5 -2.0 1.4 7.3 3.0 -4.3 11.7 4.3 9.8 79.5 53.2 67.4 14.2Science Labs 26.0 26.6 30.3 3.7 4.1 4.8 6.1 1.3 6.3 5.5 5.0 68.5 60.5 63.6 3.1Writing Center Labs 13.7 30.6 24.2 -6.4 4.1 8.1 5.3 -2.8 3.3 3.8 4.6 79.5 53.2 70.5 17.3

Athletic Facilities 17.8 20.2 22.5 2.3 6.8 4.8 7.6 2.8 2.6 4.2 3.0 72.6 66.1 69.9 3.8Bookstore 63.0 66.1 68.4 2.3 34.2 24.2 27.8 3.6 1.8 2.7 2.5 2.7 1.6 3.8 2.2Cafeteria/Food Services 31.5 40.3 30.1 -10.2 21.9 19.4 21.1 1.7 1.4 2.1 1.4 45.2 40.3 48.9 8.6Parking 64.4 71.0 69.7 -1.3 24.7 10.5 22.7 12.2 2.6 6.8 3.1 9.6 16.1 7.6 -8.5Personal Safety at Night 53.4 57.3 69.2 11.9 17.8 13.7 11.3 -2.4 3.0 4.2 6.1 28.8 21.0 19.5 -1.5Security of Student Property 75.3 73.4 77.5 4.1 12.3 7.3 6.8 -0.5 6.1 10.1 11.4 12.3 11.3 15.8 4.5Study Areas (not LRC) 52.1 55.6 51.8 -3.8 24.7 17.7 22.5 4.8 2.1 3.1 2.3 23.3 18.5 25.6 7.1






4 of 12Appendix C


Table 1eEnrolled Student Survey


Osceola1994 1997 2000

1997-2000 Diff 1994 1997 2000

1997-2000 Diff 1994 1997 2000 1994 1997 2000

1997-2000 Diff

Classrooms (not labs) 75.1 79.2 88.0 8.8 16.0 10.6 7.4 -3.2 4.7 7.5 11.9 4.4 5.5 4.6 -0.9LRC 62.4 81.6 82.6 1.0 21.0 5.5 7.4 1.9 3.0 14.8 11.2 12.7 8.2 10.0 1.8

Business Skills Labs 25.4 26.3 40.7 14.4 6.1 5.5 5.7 0.2 4.2 4.8 7.1 64.6 63.5 53.6 -9.9Computer Labs 61.3 63.9 70.1 6.2 6.6 8.2 5.1 -3.1 9.3 7.8 13.7 27.6 23.1 24.8 1.7Electronics/Robotics Labs 14.4 12.9 24.6 11.7 5.0 5.5 4.6 -0.9 2.9 2.3 5.3 76.8 76.5 70.9 -5.6Fine Arts Labs 12.7 16.1 26.2 10.1 6.1 7.8 6.9 -0.9 2.1 2.1 3.8 77.3 71.0 67.0 -4.0Health-Related Labs 13.3 17.3 28.2 10.9 5.0 4.7 4.2 -0.5 2.7 3.7 6.7 77.9 72.5 67.5 -5.0Horticulture Labs 12.2 15.7 23.3 7.6 4.4 3.1 2.5 -0.6 2.8 5.1 9.3 79.6 75.7 74.1 -1.6Math Labs 32.6 38.0 41.3 3.3 7.2 6.7 6.8 0.1 4.5 5.7 6.1 54.7 50.2 51.9 1.7Reading Labs 19.3 29.4 40.2 10.8 6.6 6.7 4.8 -1.9 2.9 4.4 8.4 69.1 58.4 55.0 -3.4Science Labs 19.9 26.3 44.3 18.0 8.8 5.1 4.8 -0.3 2.3 5.2 9.2 66.9 63.5 50.9 -12.6Writing Center Labs 18.2 26.3 39.2 12.9 5.0 4.7 5.1 0.4 3.6 5.6 7.7 71.8 63.5 55.7 -7.8

Athletic Facilities 13.8 12.9 21.1 8.2 11.6 14.5 13.4 -1.1 1.2 0.9 1.6 69.6 66.7 65.5 -1.2Bookstore 63.5 77.6 79.6 2.0 29.3 13.7 18.5 4.8 2.2 5.7 4.3 3.9 3.5 2.0 -1.5Cafeteria/Food Services 27.6 37.3 50.7 13.4 21.5 29.8 21.0 -8.8 1.3 1.3 2.4 50.3 32.5 28.3 -4.2Parking 28.2 62.4 73.1 10.7 60.2 20.0 19.6 -0.4 0.5 3.1 3.7 11.0 16.5 7.3 -9.2Personal Safety at Night 51.4 67.5 66.0 -1.5 26.0 11.0 8.6 -2.4 2.0 6.1 7.7 19.3 16.5 25.4 8.9Security of Student Property 68.5 75.3 78.3 3.0 12.7 7.5 8.0 0.5 5.4 10.0 9.8 15.5 11.0 13.7 2.7Study Areas (not LRC) 53.6 57.6 69.3 11.7 29.3 20.4 13.4 -7.0 1.8 2.8 5.2 13.3 17.3 17.4 0.1






5 of 12Appendix C


Table 2aEnrolled Student Survey

Fall 2000Student Services, Instruction, and Marketing Services

Collegewide1994 1997 2000

1997-2000 Diff 1994 1997 2000

1997-2000 Diff 1994 1997 2000 1994 1997 2000

1997-2000 Diff

Cultural Activities 36.2 40.9 41.2 0.3 7.8 10.6 8.6 -2.0 4.6 3.9 4.8 52.8 47.1 50.1 3.0Entertainment Activities 39.7 43.3 37.4 -5.9 9.4 11.6 6.9 -4.7 4.2 3.7 5.4 48.5 43.3 55.7 12.4Accuracy Info Before VCC 72.7 73.7 77.9 4.2 16.3 17.1 15.2 -1.9 4.5 4.3 5.1 9.1 7.2 6.9 -0.3Student Handbook 74.3 73.7 64.2 -9.5 7.6 6.9 7.2 0.3 9.8 10.7 8.9 16.4 12.7 28.6 15.9Valenica Catalog 79.6 76.9 79.1 2.2 8.2 7.5 7.2 -0.3 9.7 10.3 11.0 10.4 8.9 13.7 4.8Other Admissions Pubs 48.1 50.3 46.6 -3.7 6.4 7.3 6.8 -0.5 7.5 6.9 6.9 43.8 35.6 46.6 11.0Application & Adm. Proc. 75.8 73.4 80.1 6.7 15.1 14.9 14.6 -0.3 5.0 4.9 5.5 7.1 5.1 5.3 0.2Telephone Registration 68.5 67.7 55.5 -12.2 8.1 10.0 11.2 1.2 8.5 6.8 5.0 21.5 15.8 33.3 17.5On-Campus Registration 59.1 51.7 75.3 23.6 25.7 21.5 13.0 -8.5 2.3 2.4 5.8 13.4 20.3 11.6 -8.7Availability of Counselors 55.9 68.6 74.5 5.9 23.7 19.7 15.9 -3.8 2.4 3.5 4.7 18.8 6.9 9.7 2.8Acad. Counselor Advising 55.3 65.4 64.3 -1.1 23.5 23.2 22.8 -0.4 2.4 2.8 2.8 19.5 9.8 12.9 3.1Student Services Workshops 24.0 25.5 25.5 0.0 6.0 6.9 6.4 -0.5 4.0 3.7 4.0 66.8 66.0 68.2 2.2Flexible Program 66.7 69.7 70.9 1.2 16.8 15.8 15.3 -0.5 4.0 4.4 4.6 14.7 12.8 13.7 0.9Career Planning/Counseling 51.3 49.6 53.2 3.6 20.3 20.1 18.8 -1.3 2.5 2.5 2.8 19.6 28.6 27.9 -0.7Orientation Program 45.9 58.0 68.0 10.0 9.7 12.4 15.0 2.6 4.7 4.7 4.5 42.7 22.8 17.0 -5.8Financial Aid Services 47.1 37.0 56.0 19.0 13.5 19.9 15.4 -4.5 3.5 1.9 3.6 36.8 26.2 28.6 2.4Valencia Tutoring Services 30.4 33.1 37.8 4.7 10.0 9.3 8.8 -0.5 3.0 3.6 4.3 57.1 56.1 53.4 -2.7Overall Quality of Instruction 84.2 83.9 85.2 1.3 9.4 11.1 12.4 1.3 9.0 7.6 6.9 4.5 3.5 2.4 -1.1Overall Satisfaction* 71.6 73.9 83.4 9.5 6.7 4.3 15.5 11.2 10.7 17.2 5.4 12.8 13.0 1.1 -11.9Total 4.4 4.5 5.0






6 of 12Appendix C


Table 2bEnrolled Student Survey


West1994 1997 2000

1997-2000 Diff 1994 1997 2000

1997-2000 Diff 1994 1997 2000 1994 1997 2000

1997-2000 Diff

Cultural Activities 32.7 35.2 35.8 0.6 9.4 10.7 10.6 -0.1 3.5 3.3 3.4 56.9 52.0 53.6 1.6Entertainment Activities 40.9 41.0 34.1 -6.9 10.7 11.6 7.9 -3.7 3.8 3.5 4.3 47.4 5.1 58.1 53.0Accuracy Info Before VCC 70.5 74.3 79.2 4.9 19.3 17.2 14.4 -2.8 3.7 4.3 5.5 8.7 6.2 6.4 0.2Student Handbook 75.3 74.1 65.4 -8.7 7.1 6.7 7.5 0.8 10.6 11.1 8.7 16.4 11.8 27.1 15.3Valenica Catalog 81.7 77.5 81.3 3.8 9.0 6.6 6.6 0.0 9.1 11.7 12.3 8.1 8.4 12.0 3.6Other Admissions Pubs 42.1 48.0 47.1 -0.9 6.4 6.9 7.1 0.2 6.6 7.0 6.6 50.1 37.5 45.9 8.4Application & Adm. Proc. 77.1 72.8 79.7 6.9 16.1 15.4 15.4 0.0 4.8 4.7 5.2 5.3 4.3 4.8 0.5Telephone Registration 68.5 67.5 56.0 -11.5 7.1 8.7 11.0 2.3 9.6 7.8 5.1 23.2 16.6 33.1 16.5On-Campus Registration 59.1 53.6 76.3 22.7 28.2 21.0 12.3 -8.7 2.1 2.6 6.2 11.5 18.2 11.3 -6.9Availability of Counselors 52.1 66.7 72.8 6.1 33.3 21.0 17.8 -3.2 1.6 3.2 4.1 13.4 7.1 9.4 2.3Acad. Counselor Advising 56.3 65.1 63.8 -1.3 29.0 23.3 24.1 0.8 1.9 2.8 2.6 13.3 9.7 12.1 2.4Student Services Workshops 18.0 20.3 26.1 5.8 5.1 6.5 5.7 -0.8 3.5 3.1 4.6 76.1 71.2 68.2 -3.0Flexible Program 70.6 69.5 71.2 1.7 17.9 16.0 16.0 0.0 3.9 4.3 4.5 10.0 12.4 12.8 0.4Career Planning/Counseling 49.9 47.6 51.9 4.3 21.5 21.2 20.3 -0.9 2.3 2.2 2.6 19.9 29.0 27.8 -1.2Orientation Program 40.2 55.5 67.9 12.4 9.4 10.4 13.5 3.1 4.3 5.3 5.0 49.3 26.6 18.7 -7.9Financial Aid Services 47.1 47.1 56.7 9.6 16.9 21.0 15.1 -5.9 2.8 2.2 3.8 34.8 24.3 28.2 3.9Valencia Tutoring Services 31.0 32.3 33.3 1.0 8.7 8.3 10.0 1.7 3.6 3.9 3.3 59.1 57.5 56.7 -0.8Overall Quality of Instruction 87.7 83.2 84.7 1.5 8.8 11.6 12.9 1.3 10.0 7.2 6.6 2.2 3.2 2.5 -0.7Overall Satisfaction* 74.9 73.0 82.1 9.1 5.7 4.1 17.2 13.1 13.1 17.8 4.8 15.3 13.8 0.7 -13.1Total 4.0 4.4 4.7






7 of 12Appendix C


Table 2cEnrolled Student Survey


East1994 1997 2000

1997-2000 Diff 1994 1997 2000

1997-2000 Diff 1994 1997 2000 1994 1997 2000

1997-2000 Diff

Cultural Activities 42.8 46.4 45.6 -0.8 5.4 10.0 7.3 -2.7 7.9 4.6 6.2 50.7 42.3 47.2 4.9Entertainment Activities 41.1 44.2 38.8 -5.4 8.3 11.9 6.3 -5.6 5.0 3.7 6.2 49.4 42.3 54.9 12.6Accuracy Info Before VCC 76.7 73.5 76.6 3.1 13.6 17.2 16.2 -1.0 5.6 4.3 4.7 8.5 7.6 7.3 -0.3Student Handbook 75.3 73.7 63.6 -10.1 6.3 7.0 7.2 0.2 12.0 10.5 8.8 17.2 13.3 29.1 15.8Valenica Catalog 81.4 77.1 78.4 1.3 6.6 7.6 7.6 0.0 12.3 10.1 10.3 10.8 9.1 14.1 5.0Other Admissions Pubs 49.6 51.9 45.4 -6.5 4.8 7.4 6.7 -0.7 10.3 7.0 6.8 44.1 34.5 47.8 13.3Application & Adm. Proc. 79.0 75.0 79.5 4.5 15.0 13.9 15.6 1.7 5.3 5.4 5.1 4.6 5.0 4.9 -0.1Telephone Registration 72.6 68.6 56.6 -12.0 9.8 10.9 12.0 1.1 7.4 6.3 4.7 16.4 14.5 31.5 17.0On-Campus Registration 57.1 49.2 73.4 24.2 28.9 23.4 15.2 -8.2 2.0 2.1 4.8 12.7 21.1 11.4 -9.7Availability of Counselors 65.6 69.3 74.4 5.1 20.2 19.6 15.6 -4.0 3.2 3.5 4.8 13.1 6.5 10.0 3.5Acad. Counselor Advising 60.6 66.1 63.3 -2.8 22.6 22.6 22.9 0.3 2.7 2.9 2.8 15.8 9.9 13.8 3.9Student Services Workshops 24.9 30.5 23.5 -7.0 4.9 6.7 6.5 -0.2 5.1 4.6 3.6 69.5 61.4 69.9 8.5Flexible Program 73.3 71.5 70.6 -0.9 15.7 15.3 15.6 0.3 4.7 4.7 4.5 9.9 11.8 13.7 1.9Career Planning/Counseling 54.2 52.0 53.2 1.2 18.5 18.3 18.2 -0.1 2.9 2.8 2.9 18.6 28.2 28.6 0.4Orientation Program 48.0 59.3 67.8 8.5 8.7 13.8 17.0 3.2 5.5 4.3 4.0 42.0 20.6 15.1 -5.5Financial Aid Services 48.9 47.7 53.1 5.4 14.7 17.7 17.1 -0.6 3.3 2.7 3.1 35.1 28.3 29.7 1.4Valencia Tutoring Services 26.8 35.2 39.3 4.1 8.5 10.6 8.1 -2.5 3.2 3.3 4.9 63.9 52.9 52.6 -0.3Overall Quality of Instruction 87.1 84.8 85.4 0.6 8.6 10.7 12.3 1.6 10.1 7.9 6.9 3.2 3.2 2.3 -0.9Overall Satisfaction* 80.4 75.7 84.2 8.5 3.1 4.4 14.5 10.1 25.9 17.2 5.8 10.6 11.5 1.3 -10.2Total 5.1 4.6 4.8






8 of 12Appendix C


Table 2dEnrolled Student Survey


Winter Park1994 1997 2000

1997-2000 Diff 1994 1997 2000

1997-2000 Diff 1994 1997 2000 1994 1997 2000

1997-2000 Diff

Cultural Activities 33.7 34.5 43.2 8.7 10.5 10.2 8.7 -1.5 3.2 3.4 5.0 55.2 54.9 48.2 -6.7Entertainment Activities 48.1 44.7 41.7 -3.0 9.4 11.8 7.3 -4.5 5.1 3.8 5.7 42.0 43.1 51.0 7.9Accuracy Info Before VCC 69.1 71.0 76.8 5.8 20.4 19.6 16.5 -3.1 3.4 3.6 4.7 7.7 8.2 6.6 -1.6Student Handbook 75.1 77.3 62.1 -15.2 6.1 9.0 8.6 -0.4 12.3 8.6 7.2 16.0 8.6 29.3 20.7Valenica Catalog 79.6 78.4 76.7 -1.7 5.5 10.6 8.2 -2.4 14.5 7.4 9.4 12.2 6.3 15.1 8.8Other Admissions Pubs 51.4 54.1 49.3 -4.8 5.0 8.2 8.3 0.1 10.3 6.6 5.9 40.9 32.5 42.5 10.0Application & Adm. Proc. 72.4 72.2 84.3 12.1 16.0 18.8 8.3 -10.5 4.5 3.8 10.2 8.3 4.3 7.4 3.1Telephone Registration 60.8 68.2 50.2 -18.0 7.7 13.3 10.0 -3.3 7.9 5.1 5.0 28.2 14.1 39.9 25.8On-Campus Registration 62.4 55.3 80.6 25.3 21.0 15.7 6.9 -8.8 3.0 3.5 11.7 12.7 24.3 12.6 -11.7Availability of Counselors 63.0 75.3 80.2 4.9 16.6 16.1 13.5 -2.6 3.8 4.7 5.9 18.2 3.9 6.4 2.5Acad. Counselor Advising 62.4 64.3 69.2 4.9 20.4 29.4 21.9 -7.5 3.1 2.2 3.2 14.9 5.5 9.0 3.5Student Services Workshops 24.3 19.6 29.5 9.9 5.5 8.2 8.7 0.5 4.4 2.4 3.4 70.2 71.8 61.8 -10.0Flexible Program 64.6 62.4 73.6 11.2 24.3 20.0 14.3 -5.7 2.7 3.1 5.1 8.8 16.5 12.1 -4.4Career Planning/Counseling 48.1 45.5 56.2 10.7 19.3 27.1 19.4 -7.7 2.5 1.7 2.9 23.2 25.9 24.4 -1.5Orientation Program 53.0 64.3 72.4 8.1 13.3 16.5 12.0 -4.5 4.0 3.9 6.0 30.4 14.1 15.7 1.6Financial Aid Services 44.2 43.5 68.1 24.6 19.3 32.9 10.2 -22.7 2.3 1.3 6.7 32.6 18.4 21.7 3.3Valencia Tutoring Services 25.4 22.7 45.8 23.1 9.4 5.1 8.7 3.6 2.7 4.5 5.3 63.5 71.8 45.5 -26.3Overall Quality of Instruction 86.2 88.2 84.7 -3.5 7.7 9.0 13.3 4.3 11.2 9.8 6.4 2.8 2.0 2.0 0.0Overall Satisfaction* 66.9 71.0 82.5 11.5 7.7 5.5 15.8 10.3 8.7 12.9 5.2 19.3 15.3 1.7 -13.6Total 4.5 3.9 5.6






9 of 12Appendix C


Table 2eEnrolled Student Survey


Osceola1994 1997 2000

1997-2000 Diff 1994 1997 2000

1997-2000 Diff 1994 1997 2000 1994 1997 2000

1997-2000 Diff

Cultural Activities 34.2 46.0 40.6 -5.4 11.0 12.1 6.1 -6.0 3.1 3.8 6.7 53.4 41.9 53.4 11.5Entertainment Activities 38.4 60.5 42.8 -17.7 9.6 8.1 5.3 -2.8 4.0 7.5 8.1 50.7 31.5 51.9 20.4Accuracy Info Before VCC 75.3 87.9 85.0 -2.9 13.7 7.3 9.0 1.7 5.5 12.0 9.4 9.6 2.4 6.0 3.6Student Handbook 76.7 77.4 63.9 -13.5 9.6 4.0 3.1 -0.9 8.0 19.4 20.6 13.7 10.5 33.1 22.6Valenica Catalog 76.7 80.6 74.4 -6.2 8.2 6.5 6.0 -0.5 9.4 12.4 12.4 13.7 4.8 19.5 14.7Other Admissions Pubs 45.2 52.4 46.6 -5.8 6.8 7.3 3.8 -3.5 6.6 7.2 12.3 47.9 32.3 49.6 17.3Application & Adm. Proc. 75.3 75.8 81.2 5.4 17.8 11.3 10.5 -0.8 4.2 6.7 7.7 6.8 4.8 8.3 3.5Telephone Registration 65.8 68.5 54.9 -13.6 6.8 7.3 9.8 2.5 9.7 9.4 5.6 27.4 16.1 35.3 19.2On-Campus Registration 72.6 62.9 72.9 10.0 21.9 10.5 12.8 2.3 3.3 6.0 5.7 5.5 18.5 14.3 -4.2Availability of Counselors 72.6 76.6 77.5 0.9 15.1 15.3 7.6 -7.7 4.8 5.0 10.2 11.0 5.6 15.0 9.4Acad. Counselor Advising 67.1 70.2 70.7 0.5 21.9 21.0 12.1 -8.9 3.1 3.3 5.8 11.0 7.3 17.3 10.0Student Services Workshops 6.8 26.6 33.1 6.5 9.6 7.3 3.8 -3.5 0.7 3.6 8.7 82.2 64.5 63.2 -1.3Flexible Program 71.2 71.0 66.7 -4.3 17.8 10.5 9.9 -0.6 4.0 6.8 6.7 11.0 16.1 23.5 7.4Career Planning/Counseling 45.2 50.0 61.6 11.6 21.9 16.1 11.3 -4.8 2.1 3.1 5.5 24.7 32.3 27.1 -5.2Orientation Program 34.2 69.4 63.1 -6.3 11.0 4.0 13.5 9.5 3.1 17.4 4.7 54.8 18.5 23.3 4.8Financial Aid Services 38.4 47.6 51.9 4.3 16.4 14.5 12.0 -2.5 2.3 3.3 4.3 45.2 29.8 36.1 6.3Valencia Tutoring Services 19.2 31.5 47.3 15.8 12.3 8.1 3.8 -4.3 1.6 3.9 12.4 67.1 59.7 48.9 -10.8Overall Quality of Instruction 89.0 87.1 90.2 3.1 9.6 9.7 6.0 -3.7 9.3 9.0 15.0 0.0 1.6 3.8 2.2Overall Satisfaction* 78.1 81.5 87.9 6.4 1.4 0.8 11.4 10.6 55.8 101.9 7.7 15.1 8.1 0.8 -7.3Total 4.5 6.7 7.7






10 of 12Appendix C


Table 3Enrolled Student Survey

Fall 2000% of Responses

Collegewide

Ethnicity GenderYear 2000 1997 1994 % Diff Year 2000 1997 1994 % DiffAfric. Amer. 14.1 8.4 8.7 67.9% Male 41.3 41.5 38.5 -0.5%Asian/PI 7.0 9.1 5.4 -23.1% Female 58.7 58.5 49.1 0.3%Caucasian 58.8 52.6 58.8 11.8% Work Conflict with SchoolHispanic 18.5 14.8 11.9 25.0% Year 2000 1997 1994 % DiffNative Amer. 1.7 2.1 n/a -19.0% Very little 24.0 22.2 23.3 8.1%Other n/a n/a 4.5 Some 38.6 39.8 36.8 -3.0%Campus take most courses Definite 18.3 16.8 17.0 8.9%Year 2000 1997 1994 % Diff Serious 4.8 4.9 4.7 -2.0%East 46.1 47.9 39.1 -3.8% Not Employed 14.3 16.2 16.3 -11.7%Osceola 10.5 6.6 7.3 59.2% English primary languageWest 38.7 40.7 40.4 -4.8% Year 2000 1997 1994 % DiffWinter Park 3.9 3.2 2.9 21.6% Yes 85.0 80.5 79.8 5.6%Other 0.8 1.5 1.4 -46.7% No 15.0 17.7 14.5 -15.3%AA vs. AS Family Conflict with SchoolYear 2000 1997 1994 % Diff Year 2000 1997 1994 % DiffAA 58.6 64.9 57.9 -9.7% Very little 39.5 41 40.5 -3.7%AS 26.6 20.6 22.0 29.1% Some 36.4 34.4 33.2 5.8%no degree 5.9 5.7 5.2 3.5% Definite 12.6 11.1 13.1 13.5%not sure 8.8 8.0 6.1 10.0% Serious 2.8 3.5 4.1 -20.0%Credits this term No family resp. 8.6 9.8 8.4 -12.2%Year 2000 1997 1994 % Diff Told Cprep Required?3 or less 10.7 8.6 11.0 24.4% Year 2000 1997 1994 % Diff4 to 7 19.6 17.9 19.0 9.5% Yes n/a 54.1 46.98 to 11 19.0 18.6 18.5 2.2% No n/a 42.9 45.812 to 15 46.8 49.1 43.3 -4.7% Primary Reason for Attending VCCover 15 3.8 5.4 3.3 -29.6% Year 2000 1997 1994 % DiffWeekly Hrs. Worked Basic Skills 3.2 4.9 6.3 -34.7%Year 2000 1997 1994 % Diff Transfer 64.4 63.6 56.4 1.3%14 or less 6.5 7.1 9.2 -8.5% Retrain 4.9 4.5 6.5 8.9%15 to 29 29.0 28.8 28.6 0.7% New Job 21.6 21.3 23.4 1.4%30 to 44 38.8 37.2 33.9 4.3% Enrichment 6.0 5.0 6.2 20.0%45 or more 10.5 10.2 9.1 2.9% Recommend VCC?Not Employed 15.2 16.6 16.2 -8.4% Year 2000 1997 1994 % Diff

Recommend 84.1 83.9 82.8 0.2%Rec. Against 5.0 2.0 1.6 150.0%Not Sure 10.9 4.3 5.2 153.5%


11 of 12Appendix C


Fall 2000Respondents by Campus

Campus

Number % Number % Number %

East 974 39.1 1,854 47.9 1,573 46.1%

West 1,006 40.4 1,574 40.7 1,323 38.7%

Osceola 181 7.3 255 6.6 359 10.5%

Winter Park 73 2.9 124 3.2 133 3.9%

Other 255 10.2 65 1.7 27 0.8%

Collegewide 2,489 3,872 3,415

1994 Survey 1997 Survey 2000 Survey

Table 4Enrolled Student Survey


12 of 12Appendix C


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DEVELOPMENTAL ADVISING MODEL The first element is the Mission Statement that was written and endorsed by a collaborative group of faculty andstudent services staff who studied together through the U.S. Department of Education, Title III grant project. Mission Statement

A system of shared responsibilities between students and the college that results in social andacademic integration, education and career plans, and the acquisition of study and life skills.

The second element is the Definition of Developmental Advising, created in a similar collaborative team as theMission Statement. Definition of Developmental Advising

Developmental Advising is a student-centered approach toward developing a relationship amongstudents, faculty and other college professionals. This alliance develops through mutual trust, sharedresponsibilities, and commitment to helping students identify, clarify, and realize their personal,academic, career, and life goals. Developmental Advising is an ongoing growth process which assistsstudents in the exploration, clarification, communication, and implementation of realistic choices basedon self-awareness of abilities, interests, and values.

The third element is guiding principles for the implementation of the Developmental Advising Model, again createdin a faculty and student services staff collaborative team guided by the Title III grants.

1

c o n t e n t s

Basic Directions (Introduction to LIFEMAP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Important College Calendar Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5College Calendar 2000-2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5- 6

Life Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Life Goals Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Career Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Survey of Career and Academic Interests . . . . . . . . . . . . . . . . . . . . . . . . . 16Career Briefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Career Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Campus and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Honors Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Student Government Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Student Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Campus Newsletters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Brain Bowl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Campus Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Forensics Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Internships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Leadership Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Literary Magazines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Recreation, Leisure, and Intramural Competition . . . . . . . . . . . . . . . . . . . 56Student Newspaper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Visual and Performing Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Educational Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Valencia: A Learning-Centered Institution . . . . . . . . . . . . . . . . . . . . . . . . . 60Faculty and Students: Partners in Excellence . . . . . . . . . . . . . . . . . . . . . . . 62Learning Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62, 64Advising and Counseling Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Student Success Support Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Semester by Semester Course Selection . . . . . . . . . . . . . . . . . . . . . . . . . . 69Educational Plans for AA or AS Degrees . . . . . . . . . . . . . . . . . . . . . . . . 70-73

Building a Semester Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74Making Your Time Work For You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75Class Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76Session Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80, 82Paying for Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Bookstore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86, 88

Success Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Academic Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90Personal Management Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90Teamwork Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92Tips From Valencia Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94FACTS, Florida Academic Counseling and Tracking for Students . . . . . . . . .96Study Tips: Concentration Aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100How to Study for a Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Objective tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Essay type exams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104Key terms used in essay exams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Test Anxiety: Keeping Calm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108How to Compute Your Grade Point Average . . . . . . . . . . . . . . . . . . . . . . 110Withdrawal Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Withdrawal from a class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Withdrawal rules and procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Valencia Community College is dedicated to helping you achieve yourcareer and educational goals. Whether you are here to take a few courses toimprove your job skills, or get a degree that will set you on a career path,Valencia is organized to assist you with your plans.

LifeMap is your guide for figuring out “what you need to do when” in orderto complete your career and educational goals. Coming to college is likestarting anything else that is new… it takes a while to learn the “lay of theland” and all of the “insider tricks” for success. With LifeMap, our aim is toreduce the anxiety and confusion of starting on a new “adventure” and tohelp you “get on the road” quickly and comfortably.

This LifeMap Handbook is laid out to guide you through the process andprovide information in a timely and useful manner. You will find two differentorganizational schemes.

First, the handbook is divided into six sections that step you through an idealcareer planning and implementation process for you to get the most of youreducation at Valencia. We start with Life Goals, then progress to CareerGoals, Educational Goals, Building a Semester Schedule, Success Skills, andLearning Outcomes.

Even if you didn’t follow this process before now, it is not too late to startwith the Life Goals section and read through the process. From many yearsof experience with people just like you, this is our best advice as to how toget the most out of your education and Valencia.

Second, we have provided “signposts” over the course of the year of “whatyou should do when”, according to where you are in your degree path. Atthe beginning of each week, you will see notations of “what to do” thatweek, depending on whether you are in:

“Introduction to College” (completed 0 to 15 credit hours)

“Progression to Degree” (completed 16-44 credit hours)

“Graduation Transition” (completed 45 or more credit hours)

“Life Long Learning” (updating and improving skills)

Watch for the signpost icons throughout the text for clues as to “what todo when”.

3

Effect of withdrawal on your grade point average . . . . . . . . . . . . . . . . . . 114Withdrawal deadlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Academic dishonesty policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Academic grievance process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116Academic standards of satisfactory progress . . . . . . . . . . . . . . . . . . . . . . 118Campus Learning Assistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Library (Learning Resource Center) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Student Learning Labs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Tutoring Assistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Campus Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124International Student Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Offices for Students with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Student Assistance Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Veteran Affairs Offices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Valencia Community College: Student Core Competencies . . . . . . . . . . 128Think . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Value . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Communicate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132CLAST (College-Level Academic Skills Test) . . . . . . . . . . . . . . . . . . . . . . . 132Community College Associate in Arts Transfer Guarantees . . . . . . . . . . . . 138

Important Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Student Rights, Responsibilities, and Conduct . . . . . . . . . . . . . . . . . . . . 144AIDS Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Change of Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144Children on Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145Dress Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145Drugs and Alcohol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145Equal Access – Equal Opportunity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145Food and Drinks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145Guns on Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146Lost and Found . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146Parking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146Security Phone Columns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147Smoking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147Valencia Policies and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147Drug-Free Campuses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147Student Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148Student Disciplinary Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150Student Rights of Appeal of Administrative Decisions . . . . . . . . . . . . . . . 151Accommodation of Religious Observances by Students . . . . . . . . . . . . . . 152Student Code of Classroom Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Valencia Directory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154Offices, Locations, and Hours of Operation . . . . . . . . . . . . . . . . . . . . . . 154

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158Valencia Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158Campus Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162Important Personal Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166

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LifeMap

B a s i c d i r e c t i o n s

I n t r o d u c t i o n t o

LifeM

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Student Handbook Committee: Mike Bosley, Editor, Danielle Dahlgren, Connie Parrish, Dr. Vera Poitier.Contributions by: Sonya Joseph, Chris Klinger, Dan Smith, Emily Hooker, Title III Development Teams, Enid Rosa,Ann Puyana, Bill Castellano, Martha William. Special Thanks to Joyce C. Romano for her guidance and support.

International StudentApplication Deadline June 15 Oct 19 Mar 1 Apr 17 Mar 1

Credit ApplicationDeadline Aug 1 Dec 4 Mar 27 June 5 Mar 27

Returning Student July 23-27 Nov 26-30 Apr 8-12 Apr 8-12 Apr 8-12Registration July 30 Dec 3 April 15 April 15 April 15 (By Telephone, and June 13-14Cyber only)

New and Returning July 31 Dec 4-7 Apr 16-19 June 17 Apr 16-19Student Registration Aug 1-3(By Telephone, and Cyber only)

New and Returning Aug 6-10 Dec 10-14 Apr 22-26 Apr 22-26 Apr 22-26Student Registration Aug 13-17 Dec 17-18 Apr 29-30 Apr 29-30 Apr 29-30(Open) Aug 20 Jan 2-4 May 1-2 May 1-2 May 1-2

Jan 7-8 May 6 May 6 May 6June 18-21

Suspension and Dismissal Aug 15 Dec 14 Apr 24 Jun 10 Apr 24Readmission RequestDeadline

Fourth Attempt May 31 Sep 28 Jan 25 Jan 25 Jan 25Appeal Deadline

Faculty Report Aug 20 Jan 8 May 6 June 24 May 6

*Late Registrationand Drop/Add Aug 21-22 Jan 9-10 May 7-8 June 24-25 May 7-8

EveningClasses Begin Aug 21 Jan 9 May 7 June 24 May 7

Day Classes Begin Aug 21 Jan 9 May 7 June 24 May 7

Audit RegistrationDeadline Aug 27 Jan 15 May 8 June 25 May 13

Refund Request Deadline Aug 28 Jan 16 May 9 June 26 May 14

Faculty and staff are willing to serve as “partners” with you in your journey.Early in your experience at Valencia, you will have interaction with Advisingand Counseling Center staff through New Student Orientation. Faculty andadvising staff welcome the opportunity to assist you in your career andeducational planning and implementation process. We describe this process as:

A As AS aS S

“A” stands for “Advisor or Faculty” member; S stands for “student”. Weunderstand that at first you may need extra assistance from Valencia faculty andstaff to get started on your “journey”. We welcome the opportunity to providethe information and support you need. However, our expectation is that as yougain experience at Valencia, you will become increasingly self-sufficient inimplementing your career and educational goals, until you are totallydirecting your own learning process. Once you learn this process, you will beable to repeat it when needed throughout your life.

If you are looking for a specific office or reference information, use theValencia Directory (pages 141-144) to find the location in the StudentHandbook or the physical location on a Valencia campus. The ImportantFacts section includes information on Valencia policies and proceduresincluding student rights, responsibilities and conduct. Additional Valenciainformation may be found on Valencia’s WEB site:http://www.valencia.cc.fl.us.

If you need any assistance at any time, the Advising and Counseling Centerson each campus are the best place to start for information and referrals, orcall the Valencia HELP line at 299-5000, extension 2535.

OK, but just tell me what’s most important!!1. Get to know faculty, other students and staff…they are your best

resource for “navigating” the system.2. Plan Ahead. College operates on a “first come, first serve” basis, for the

most part. Deadlines are important for class assignments, registration,and financial aid applications, to name a few…Take the time to developan educational plan and use it as a guide to keep yourself on track.

3. Learn “success” tips. While college may at first seem a “mystery”, thereare some “tried and true” success tips that good students know. Findout what they are and how to follow them. The Students’ Handbook hasa Success Skills section, ask your faculty (they were good students), takethe Student Success class (SLS1122), ask the “A” students in yourclasses….you get the idea.

4. Use a calendar. The Student Handbook contains a weekly calendar thatincludes important deadlines and start dates for Valencia events. Use itto list your assignments, test dates, appointments, and work schedule.Refer to it daily to keep yourself on track.

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2 0 0 1 - 2 0 0 2EVENT SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

I m p o r t a n t C o l l e g eC a l e n d a r D a t e s

Introduction to College (0–15 credit hours completed)

Progression to Degree (16–44 credit hours completed)

Graduation Transition (45–60+ credit hours completed)

Life Long Learning (updating and improving skills)

5

7

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

2019 21 22 23 24 25

2726 28 29 30 31

20

01

6

EVENT SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

Matador Day Sept 20

College Nights Oct 2-WestOct 4-East

Supper Hour & Oct 2-WestEvening Classes Oct 4-EastDo Not Meet Nov 21

Withdrawal Deadline Oct 29 Mar 20 June 3 July 22 June 1

Final Examination Dec 7-13 Apr 25-May 1 June 20-21 Aug 7-8 Aug 2-8Period forEvening/WeekendClasses

Final Examination Dec 7 Apr 26 June 20-21 Aug 7-8 Aug 2Period for Day Dec 10-13 Apr 29-30 Aug 5-8Classes May 1-2

Classes End Dec 13 May 2 June 21 Aug 8 Aug 8

Grades Due Dec 14 May 3 June 22 Aug 9 Aug 9 Noon 8:30 am Noon Noon Noon

Offices Closed Sept 3 Jan 21 May 27 July 4 May 27Nov 22-25 March 11-15 July 4Dec 20-31Jan 1

Graduation Application Deadline Sept 7 Jan 18 Jan 18 May 3 May 3

CLAST ApplicationDeadline Sept 7 Jan 18 Jan 18 May 3 May 3

College LevelAcademic SkillsTest (CLAST) Oct 6 Feb 16 Feb 16 June 1 June 1

* Late Registration for evening and Saturday classes continues through the first class meeting.

A U G U S TSunday Monday Tuesday Wednesday Thursday Friday Saturday





A journey of a thousand miles must begin with a single step.–Lao-Tzu, Tao Te Ching

What do you want to be when you “grow up”? This question has beenhaunting most of us for most of our lives. Actually, the answer may have beenmore clear to you when you were younger. Ask the average kindergarten classand you’ll get an array of definite answers: astronaut, basketball player, nurse,teacher. As we get older, we learn that life is more complicated and the answersare not as clear.

While it may be “too hard” to think about your entire Life Goals at this time, it isimportant to have some general ideas about what you are shooting for since yourdecisions about a career and your education (i.e. college degree) should flow fromyour general goals for life.

For example, in a recent eighth grade class in which the students were learningabout career opportunities; a 14 year old girl raised her career aspirations fromdental assistant to orthodontist after she realized that doing so would help herafford the designer-label clothing, big house, and college education she wants forherself and her future children. Let’s hope she also realizes that will mean at leastfive more years of higher education including medical school, and substantialcosts in setting up her business!

Most people want two things from life: success and satisfaction. Each of us definesthese words in our own way. Defining these concepts is complex and verypersonal. To get you started, we’ve included a simple checklist for you to answerto give you an idea of your Life Goals. After the checklist, we’ve included somegeneral guidelines to consider based on your answers.

L i f e G o a l s A s s e s s m e n t

What do you want to achieve? (In some categories, more than one response may apply.)

FINANCIALLY (SOCIOECONOMIC STATUS)____ Upper Middle class to Wealthy (live in the best part of town, buy whatever

I want, whenever I want)____ Middle Class (live in a nice house, pay all bills and save money for future,

send children to college, travel)____ Working Class (live in a decent house, pay all bills)

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g o a l s Enroll in SLS 1122–Student Success!

01

S M T W T F S

1 2 3 45 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30 31 A

UG

W e d n e s d a y 22

M o n d a y 20

T u e s d a y 21

T h u r s d a y 23

F r i d a y 24

S a t u r d a y 25

S u n d a y 26

Drop/Add ( Day Classes)SESSION 1

August 21 - 22

Evening Classes Begin SESSION 1

Day Classes Begin SESSION 1

Faculty Workdays INew & Returning

Student Registration (Open)August 1-3; 6-10; 13-17

SESSION 1

Drop/Add SESSION 1(Sat & Evening through

1st Class)


1st Class)

9

11

RELATIONSHIPS____ A satisfying and fulfilling marriage____ Remain unmarried ____ Have children____ Maintain good family relationships (parents, siblings, etc.)____ The love and admiration of many friends____ A few good friends

SPIRITUALITY/SOCIAL CONSCIOUSNESS____ Be an active member of my church____ Have a personal definition of the meaning of life____ Practice a satisfying religious faith____ Religion/spirituality is not important to me____ Make a personal contribution to society (outside of my job)____ Serve as a community/national/international leader

PERSONAL____ Good health____ A very attractive appearance____ A very youthful appearance____ Freedom to do what I want____ Complete self-confidence

WORK____ A challenging and ambitious career____ A job where I can leave responsibilities behind when I leave work____ National or international fame____ Freedom within my work setting____ Work in an office setting____ Work in a variety of physical locations, some out of doors____ Flexible work hours____ A stable job where continued employment is not at risk____ An entrepreneurial job where I can create my own future

EDUCATION____ A degree I can complete in two years____ A degree I can complete in four years____ A degree that requires graduate study____ A degree that requires high levels of math and science____ A degree that requires high levels of reading and writing

I n t e r p r e t i n g Y o u r R e s p o n s e s :Financially: In general, higher paying jobs require more education, more risk,and/or more dedication to work. High-paying “stable” jobs usually requiregraduate school and job commitment that continues after work hours and onweekends. Similarly, the business entrepreneur who makes “big bucks” typicallytook a lot of risk on his/her own and spent a lot of time and energy to start andbuild his/her business.

10 L i f e G O A L S

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

1716 18 19 20 21 22

2423 25 26 27 28 29

20

01

30

S E P T E M B E R

Relationships: The balance of work and family commitments is the major issuefor modern day adults. Magazines and self-help books abound on “how to have itall”. The truth is that each of us has only 24 hours a day and we have to makechoices on how to allocate our time. People who choose to stay single or not tohave children generally have more time to devote to career, work, or leisureactivities. Family commitments to parents and others are also important toconsider when thinking about job commitment and your geographical flexibility.

Spirituality/Socially Conscious: These values also involve the amount of time andpersonal energy that you want to have to devote to them. Your commitment to aparticular community, a kind of community, and social ties may also determine yourflexibility in moving to other parts of the state or the country.

Personal: Your commitment to personal health is both a time commitment and awillingness to sacrifice health or physical fitness for other priorities in life. Youremphasis on personal attractiveness may be related to your career or workinterests.

Work: Beyond the specific skills and interests needed for different careers, jobsvary as to the work setting, responsibilities that continue after the “work day”,geographical flexibility required, amount of risk or change in the profession, andamount of freedom associated with work hours or where the work is done. Thiswill be explored more in Career Goals.

Based on your responses to the checklist and the interpretation provided, describeyour Life Goal in each of the areas below. Keep this as a reference as your ideasmay change. Revisions are always “allowed”.

As of , my l i fe goals are :

Financial RelationshipsPersonalWorkEducation

Developed by J. Romano, 1999

This summary can assist you as you explore the next section: Career Goals.It may be helpful to discuss your ideas with a faculty member during officehours, an advisor/counselor in the Advising and Counseling Center, anadvisor in the Career Center, or anyone else who can help you explore yourpriorities.

12 13

Apply for December graduation andOctober CLAST.

Welcome to year 2000 Tech Prep HighSchool Graduates, President’s, Matador and Principal’s MeritScholarship students, and Bridges to Success scholarship students!

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Refund Deadline SESSION 1


1st Class)









“You must have a major to know what classes you have to take in order toget out and not waste time.”

Cesar AbreuWest Campus, Student Success Class

Valencia is committed to helping students become life-long learners and tobe successful in their chosen profession. The College integrates into the academiccurriculum, opportunities and services that guide students to a betterunderstanding of the professional world and a better understanding of their ownskills, abilities, and talents. College departments work together in partnership toprovide a holistic learning environment.

One of the most important things you can do as a student is to create a careerand academic plan that will guide you toward degree completion, universitytransfer, and workforce transition. Completing the next several pages ofinformation will set the groundwork for your college education and your futurecareer. Educational Advisors, Counselors, and Career Advisors are available to helpyou with this process. These professionals will be helpful in referring you toadditional college services that can assist you in exploring other educational orcareer paths. They can also guide you to appropriate college resources toeliminate interference with your education such as test anxiety, career indecision,degree uncertainty.

To begin your journey into career exploration, ask yourself some questions such as:

• What am I doing in the “real world” outside of my classes?• What are my fields of interests?• What skills will I need?• How is college relevant to my interests?• Where do I get more information?

Following is a survey of Career and Academic Interests. Rank your interest in eacharea from 1 to 5 according to the key provided.

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g o a l sGet a telephone number from another student in each of your classes to study together and share notes.

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Labor Day - College closed

Graduation/CLAST Application Deadlines

15





S u r v e y o f C a r e e r a n d A c a d e m i c I n t e r e s t s

Rank your interest in each of the following areas:1 = Dislike 2 = Not of Interest 3 = Some Interest4 = Interesting 5 = High Interest

Artistic (Arts, Entertainment, and Media)Workers who have an interest in the Artistic Area use their creative talents toexpress thoughts, emotions, and ideas through fine art and commercial art.SAMPLE OCCUPATIONS: Actor, critic (art, film, music), film producer, graphicdesigner, model, musician, painter, photojournalist, singer, teacher (art, music), theatre.ARTISTIC MAJORS: Art history, English, journalism, film production, graphicsdesign technology, music, humanities, art and music education.

Scientific (Science and Mathematics)Workers in the Scientific Area have an interest in collecting and researchinginformation about the natural world and applying these findings to solve physical,life, or medical science problems.SAMPLE OCCUPATIONS: Chemist, criminologist, embalmer, mathematician,medical lab technician, pharmacist, physician, teacher (science).Scientific Majors: Biology, chemistry, forensic science, mathematics, physicalscience, zoology, and science education.

Plants and Animals (Nature)Most workers in the Plants and Animals Area have an interest in caring for plantsand animals outdoors, although some careers require work in laboratories orresearch stations.SAMPLE OCCUPATIONS: Animal trainer, beekeeper, farmer, fishers, greenskeeper,landscape gardener/contractor, soil conservationist, tree surgeon, zoo caretaker,zoologist.PLANTS AND ANIMALS MAJORS: Agriculture, biology, botany, environmentalscience, forestry, horticulture, and zoology

Protective (Law Enforcement and Public Safety)Workers in the Protective Area have an interest in enforcing laws, regulations,policies and standards. Law enforcement and public safety officers use theirauthority to protect people and property.SAMPLE OCCUPATIONS: Bailiff, corrections officer, customs officer, fire fighter,fish and game warden, police officer, probation officer, private/corporate securityofficer, special agent (FBI, U.S. Marshall).PROTECTIVE MAJORS: Criminal justice, fire science, forestry, and psychology.

16 C a r e e r G O A L S

Need help with a class?Visit the Tutoring Center.

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Mechanical (Engineering, Trade, Technical)Workers in the Mechanical Area have an interest in using tools and machines to build,make or repair objects. Some workers (mechanics, installers, repairers) prefer to dealdirectly with these tools and machines, while other workers (engineers) prefer to applythe ideas and principles of tools and machines in their jobs.SAMPLE OCCUPATIONS: Microelectronics technician, construction managers,facilities planner, architect, drafter, and land surveyorMECHANICAL MAJORS: Engineering (civil, chemical, electrical, manufacturing,mechanical, industrial); land surveying; drafting and design technology; andbuilding construction.

Industrial (Production)Workers in the Industrial Area have an interest in a series of organized, routineactivities in a factory-type setting.SAMPLE OCCUPATIONS: Assembler, machine operator, press operator,electronics inspector, machine tester, test driver, industrial truck operator, millsupervisor, grader, industrial engineer, manufacturing engineerINDUSTRIAL MAJORS: Building construction technology, drafting and designtechnology, electronics engineering technology.

Business Detail (Office Operations)Workers in Business Detail have an interest in systematic activities that requireaccuracy and attention to detail, primarily in an office setting.SAMPLE OCCUPATIONS: Bookkeeper, ticket agent, legal assistant, medicalassistant, staff assistant, secretary, mail carrier, tax preparer, credit analyst,dispatcher, toll collector, mortgage closing clerk.BUSINESS DETAIL MAJORS: Accounting technology, medical systems technology,legal assisting, and office systems technology.

Selling (Sales and Marketing)Workers in the Selling Area have an interest in bringing others to a point of viewby personal persuasion, using sales and promotional techniques. These workerscan combine selling to other interests or fields of knowledge. For example, aperson interested in home furnishings could sell furniture.SAMPLE OCCUPATIONS: Estate planner, sales representative, real estate agent,auctioneer, wedding consultant, leasing agent, buyer, travel agent, manufacturersrepresentative.SELLING MAJORS: Economics, marketing, advertising/public relations, finance,organizational communications, or majors linked to specific products or industries.

Accommodating (Personal Service)Workers in the Accommodating Area have an interest in providing service to meetthe needs and desires of others, usually on a one-to-one basis.SAMPLE OCCUPATIONS: Flight attendant, social director, chef, food/beverageservice manager, caterer, hotel front office manager, gambling dealer, andpersonal attendant.ACCOMMODATING MAJORS: Culinary management, hospitality and tourismmanagement.


Go to the Learning Resource Centerand learn how to access the wonderful resources there!

Meet with a faculty member that you like to discuss your career plans.

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Humanitarian (Caring for Others)Workers in the Humanitarian Area have an interest in caring for the welfare ofothers. This might include caring for mental, spiritual, social, physical, orvocational concerns.SAMPLE OCCUPATIONS: Clergy, case worker, marriage or family counselor,psychologist, nurse, athletic trainer, occupational therapist, physician assistant,substance abuse counselor, assistant principalHUMANITARIAN MAJORS: Social work, psychology, occupational therapy,nursing, theology, physician assistant, mental health counseling. (Note: Graduatedegrees may be required for some careers in this Area).

Leading-Influencing (Direct, Manage, Administer)Workers in the Leading-Influencing Area have an interest in influencing or leadingothers in accomplishing organizational goals or economic success.SAMPLE OCCUPATIONS: computer programmer, software engineer, elementaryor secondary education teacher, college faculty, city planner, economist, lawyer,appraiser, school principal, college president, business manager.LEADING INFLUENCING MAJORS: English, organizational communication,political science, business administration, management information systems,finance. (Note: Graduate degrees may be required for some careers in this Area).

Physical Performing (Public Physical Performance)Workers in the Physical Performing Area have an interest in performing before anaudience in athletics, sports or other physical competition.SAMPLE OCCUPATIONS: coach, professional sports scout, umpire, stuntperformer, professional athletePHYSICAL PERFORMING MAJORS: Physical education, exercise and sportssciences.

R E F E R E N C E S -

Enhanced Guide for Occupational Exploration. Washington DC: U.S. Departmentof Labor, 1995.

Sears, Susan Jones and Virginia N. Gordon. Building Your Career; a guide to yourfuture. Upper Saddle River, NJ: Prentice-Hall, 1998.


Obtain college applications from the4-year schools you are considering.

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Collegewide Planning Day - No ClassesCollegewide Planning Day - No Classes

Collegewide Planning Day - No ClassesCollegewide Planning Day - No Classes

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Call: (407) 299-5000

Program Campus Ext.Film Production Technology East 2413Graphics Technology East 2361Art Areas East 2340

West 1300Music Area East 2340Music Production East 2340Theater Production Technology East 2359Theater East 2340Multimedia Technology East 2340

Major Central Florida Employers

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LiteraryEditingCreative WritingCritiquing

Visual ArtsInstructing, AppraisingStudio ArtCommercial Art

Performing Arts: DramaInstructing, DirectingPerforming Narrating, Announcing

Performing Arts: MusicInstructing, DirectingComposing, ArrangingVocal PerformingInstrumental Performing

Performing Arts: DanceInstructing, ChoreographyPerforming

Craft ArtsGraphic Arts, Related CraftsHand Lettering, Painting, Decorating

Elemental ArtsPhysical ScienceAnnouncingEntertaining

ModelingPersonal Appearances

A r t i s t i c C a r e e r B r i e f

GeneralWalt Disney World . . . . . . . . . . . . .(407) 828-1000Lockheed Martin Electronics . . . . . .(888) 463-6562

Film/Video CompaniesJHT Multimedia . . . . . . . . . . . . . . .(407) 657-2727Century III at Universal Studios . . . .(407) 354-1000LMG East, Inc. . . . . . . . . . . . . . . . .(407) 850-0505Post Production at Disney/MGM . . .(407) 560-5600WKMG Productions . . . . . . . . . . . .(407) 521-1235

Advertising AgenciesRobinson, Yesawich & Pepperdine .(407) 875-1111DeFalco Advertising, Inc. . . . . . . . .(407) 333-0303Accounting Solutions . . . . . . . . . . .(407) 875-1770Fry/Hammond/Barr Inc. . . . . . . . . .(407) 849-0100

Architecture FirmsHelman Hurley Charvat . . . . . . . . .(407) 644-2656Hansen Lind Meyer Inc. . . . . . . . . .(407) 422-7061Fugleberg Kock Architects Inc. . . . .(407) 629-0595Schenkel & Shultz Inc. . . . . . . . . . .(407) 872-3322

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Valencia Community College Programs

C a r e e r G O A L S

Art, Studio/Fine Art FrenchDance Performance GermanEnglish PortugueseEnglish Education SpanishJournalism MusicTheatre/Drama/Dramatic Arts

Suggested AA Pre-Majors

O C T O B E R





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S c i e n t i f i c C a r e e r B r i e f

Major Central Florida EmployersPhysical SciencesTheoretical ResearchTechnology

Life SciencesAnimal SpecializationPlant SpecializationFood Research

Medical SciencesMedicine and SurgeryDentistryVeterinary MedicineHealth Specialties

Laboratory TechnologyPhysical SciencesLife Sciences

General:

Local, State and Federal Research Facilities

Health Departments

Medical Laboratories

Dental Service Providers

Hospitals:

Florida Hospital . . . . . . . . .(407) 896-6611, Ext. 1997

Orlando Regional

Healthcare System . . . . . . . . . . . . . .(407) 841-5186

Arnold Palmer Hospital . . . . . . . . . . .(407) 649-9111

Environmental Services:

Groundwater Protection Inc. . . . . . . .(407) 426-7885

Waste Management . . . . . . . . . . . . .(407) 788-0800

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Program Campus Ext.Emergency Medical Technology West 1288Emergency Medical Services

Technology West 1288Dental Hygiene West 1288Diagnostic Medical Sonography West 1288Environmental Science Technology East 2434

• Municipal Resource Management Specialization• Natural Areas Management Specialization



BiologyChemistryArticulated Engineering (UCF)Engineering (General)Horticultural ScienceMarine BiologyMathematicsMathematics Education (secondary)Radiological ScienceRespiratory CareScience Education (Middle Grades)Statistics


01

Attend HISPANIC HERITAGE MONTHprograms! Attend College Night tolearn about 4-year college options!

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College Night - WEST CAMPUS

Supper Hour & Evening Classes Do Not Meet - WEST CAMPUS

College Night - EAST CAMPUS

Supper Hour & Evening Classes Do Not Meet - EAST CAMPUS

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Major Central Florida EmployersLiteraryEditingCreative WritingCritiquing

ManagerialFarmingSpecialty BreedingSpecialty CroppingForestry and Logging

General SupervisionFarmingForestry and LoggingNursery and Groundskeeping

Services

Animal Training & ServiceAnimal TrainingAnimal Service

Elemental WorkFarmingForestry and LoggingHunting and FishingNursery and Groundskeeping

Services

General: Local, State and Federal• Wildlife Research and Management• Agriculture and Consumer Services Dept.• Cooperative Extension Services• Parks and Recreation Dept.

Cemeteries, Golf Courses, Parks, Commercial Complexes

Theme Parks:Walt Disney World . . . . . . . . . . . . . .(407) 828-1000Sea World . . . . . . . . . . . .(407) 351-3600 ext. 6610

Landscaping Firms:Bills Landscaping . . . . . . . . . . . . . . .(407) 736-8727Nurseries/Greenhouses:The Apopka Forest . . . . . . . . . . . . . .(407) 889-0207Longwood Nursery and Garden Shop Inc (407) 332-8361Ivey’s Nursery Inc . . . . . . . . . . . . . . .(407) 293-1697

Florists/Garden Centers:St. Cloud Florists . . . . . . . . . . . . . . .(407) 892-4443Petal Pushers . . . . . . . . . . . . . . . . . .(407) 894-6889Carlstedt’s Wholesale Florists . . . . . . . .800-421-5573

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P l a n t s & A n i m a l s C a r e e r B r i e f


BiologyHorticultural ScienceMarine Biology


Call: (407) 299-5000Program Campus Ext.

Environmental Horticulture Technology West 1407

• Production Specialization• Maintenance and Construction Specialization

Organize a study group to prepare for midterms.

Request an official graduation check from the Admissions Office to plan the completion of yourValencia degree.

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P r o t e c t i v e C a r e e r B r i e fSafety & Law EnforcementCorrections OfficerGuardFire ManagerPolice Officer

Security ServicesDetectiveGuard

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Orange County Sheriff-Training . . . . .(407) 851-4860Osceola County Public Safety . . . . . .(407) 343-7000Orlando Police Department . . . . . . . .(407) 246-2470Burns International Security . . . . . . . .(407) 482-6720Rieg’s Armed Security School . . . . . . .(407) 857-6158

Call: (407) 299-5000Program Campus Ext.Criminal Justice Institute East 2663Criminal Justice Technology East 2435Emergency Medical Services

Technology West 1409Fire Science Technology West 1409



Criminal Justice


Come to Matador Day!It’s Fun!

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Matador Day

Mid-Session I

29






M e c h a n i c a l C a r e e r B r i e f

Major Central Florida EmployersEngineeringResearchEnvironmental ProtectionSystems DesignTesting and Quality ControlSales EngineeringGeneral Engineering

Mechanical Work:MechanicalMaintenance & ConstructionMaterial HandlingCommunication

Engineering TechnologySurveyingDraftingElectrical-ElectronicMechanicalEnvironmental Control

Craft TechnologyMasonry, Stone, Brick WorkPlumbing and Pipe-FittingConstruction & Maintenance

General

Walt Disney World . . . . . . . . . . . . . .(407) 828-1000

Lockheed Martin Electronics . . . . . . .(888) 463-6562

Sea World . . . . . . . . . . . . .(407) 351-3600 ext. 6610

Universal Studios . . . . . . . . . . . . . . .(407) 363-8080

Mechanical

Kennedy Space Center . . . . . . . . . . .(321) 452-2121

AT&T Corp. . . . . . . . . . . . . . . . . . . .(800) 222-0300

Sears Roebuck & Co. . . . . . . . . . . . .(407) 228-6284

Regal Marine . . . . . . . . . . . . . . . . . .(407) 851-4360

Turbine Engine Components . . . . . . .(912) 228-2600

New Source Corp. . . . . . . . . . . . . . .(407) 830-7771

T I-Martin Javelin Joint Venture . . . . .(407) 857-7116

Maley Electro-Optics Inc. . . . . . . . . .(407) 331-7488

Lloyd Welding . . . . . . . . . . . . . . . . .(407) 293-8585

HSA Environmental . . . . . . . . . . . . .(407) 884-7444

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Program Campus Ext.Building Construction Technology West 1624, 1296Computer Programming and Analysis East 2435

Osceola 4118 Environmental Horticulture West 1407Drafting and Design Technology West 1296Electronics Engineering Technology West 1296Land Survey Technology West 1296Graphics Design Technology East 2340Microelectronics Manufacturing Technology West 1321


Articulated Engineering (UCF)Engineering (General)

Suggested AA Pre-Majors 01

Attend “Grad Track” to plan yourtransfer to a 4-year school.November 7-8, 2001

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I n d u s t r i a l C a r e e r B r i e fMajor Central Florida EmployersProduction Technology

Supervision and InstructionMachine Set-up and OperationPrecision Hand Work Inspection

Production WorkMachine Work

• Metal and Plastics• Wood, Paper• Leather, Fabrics• Textiles, Rubber• Stone, Clay, Glass• Assorted Material

Equipment Operation• Food Processing• Welding

Machine AssemblyManual Work

Quality ControlInspecting, Testing, RepairingGrading, Sorting, Weighing,Recording

Elemental Work: IndustrialSupervisionMachine WorkEquipment OperationManual Work

GeneralWalt Disney World . . . . . . . . . . . . . .(407) 828-1000Lockheed Martin Electronics . . . . . . .(888) 463-6562Sea World . . . . . . . . . . . .(407) 351-3600 ext. 6610Universal Studios . . . . . . . . . . . . . . .(407) 363-8080

Production WorkKennedy Space Center . . . . . . . . . . .(321) 452-2121AT&T Corp. . . . . . . . . . . . . . . . . . . .(800) 222-0300Sears Roebuck & Co. . . . . . . . . . . . .(407) 228-6284Regal Marine . . . . . . . . . . . . . . . . . .(407) 851-4360Turbine Engine Components . . . . . . .(912) 228-2600New Source Corp. . . . . . . . . . . . . . .(407) 830-7771T I-Martin Javelin Joint Venture . . . . .(407) 857-7116Maley Electro-Optics Inc. . . . . . . . . .(407) 331-7488Lloyd Welding . . . . . . . . . . . . . . . . .(407) 293-8585HSA Environmental . . . . . . . . . . . . .(407) 884-7444W

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Call: (407) 299-5000

Program Campus Ext.Building Construction Technology West 1296Computer Programming & Analysis East 2435

Osceola 4118West 1296

Environmental Horticulture West 1624Microelectronics Manufacturing Tech. West 1296


Horticultural ScienceComputer Science


N O V E M B E R





34

B u s i n e s s D e t a i l C a r e e r B r i e fAdministrative Detail

Mathematical Detail

Financial Detail

Oral Communication

Records Processing

Clerical Machine Operation

Clerical Handling

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Accounting FirmsErnst & Young . . . . . . . . . . . . . . . . .(407) 872-7676KPMG Peat Marwich . . . . . . . . . . . .(407) 423-3426Deloitte & Touche . . . . . . . . . . . . . .(407) 246-8200

Commercial BanksSun Trust Chairman Office . . . . . . . .(407) 237-4139Bank of America . . . . . . . . . . . . . . . .(800) 587-5627First Union National Bank . . . . . . . . .(407) 649-5200

Title CompaniesLand America . . . . . . . . . . . . . . . . . .(407) 481-8181Gulf Atlantic Title . . . . . . . . . . . . . . .(407) 843-3536Fidelity National Title . . . . . . . . . . . .(407) 875-9080

Call: (407) 299-5000

Program Campus Ext.Accounting Technology East 2435Business Administration & Mgmt. West 1624

East 2435Osceola 4107

Office Systems Technology West 1624Osceola 4811


AccountingBusiness AdministrationBusiness Teacher EducationComputer ScienceEconomicsArticulated Hospitality and Tourism ManagementHuman Resources ManagementMarketingPolitical Science and GovernmentPublic Administration


01

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T h u r s d a y 1

F r i d a y 2

S a t u r d a y 3

S u n d a y 4

Meet with an advisor to plan classes for Session 2.

National Career DevelopmentMonth–visit your campus CareerCenter–see what great information and resources are available.

35

Withdrawal Deadline Session I






S e l l i n g C a r e e r B r i e f

Sales TechnologyTechnical SalesIntangible SalesGeneral Clerical Work

General SalesWholesaleRetailReal EstateDemonstration and SalesServicesDriving - SellingSoliciting - Selling

VendingPromotion

Residential RE Brokerages

Arvida Reality SAG . . . . . . . . . . . . . .(407) 841-6482

Watson Realty Corp. . . . . . . . . . . . . .(407) 774-6360

Venture I Properties . . . . . . . . . . . . .(407) 774-9400

Independent Insurance Agencies

Brown & Brown Inc. . . . . . . . . . . . .(407) 660-8282

J. Rolfe Davis . . . . . . . . . . . . . . . . . .(407) 691-9600

Lupfer Frakes Insurance . . . . . . . . . .(407) 847-2841

Advertising Agencies

(YPB) Yesawich, Pepperdine & Brown (407) 875-1111

DeFalco Advertising . . . . . . . . . . . . .(407) 333-0303

Accounting Solutions . . . . . . . . . . . .(407) 875-1770

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Call: (407) 299-5000

Program Campus Ext.Business Administration and

Management West 1624• Human Resources Mgmt. East 2435• Management Osceola 4107• Marketing• Postal Service Management• Real Estate Management



Business AdministrationHuman Resources ManagementMarketingPolitical Science and GovernmentPublic AdministrationPublic Relations/Organizational Communication


01

Expect a “check up” call from theEnrollment Management Center.

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Grad Track

Grad Track






A c c o m m o d a t i n g C a r e e r B r i e f

Mathematics & StatisticsData Processing DesignData Analysis

Educational & LibraryServicesTeaching, GeneralTeaching Vocational & Industrial

LawJustice AdministrationLegal PracticeAbstracting, DocumentPreparation

Business AdministrationManagement ServicesSales & Purchasing

FinanceAccounting & AuditingRecord Systems AnalysisRisk & Profit AnalysisBrokeringBudget & Financial Control

Services AdministrationSocial ServicesHealth & Safety ServicesEducational ServicesRecreational Services

CommunicationsWriting, EditingBroadcastingTranslating & Interpreting

Business ManagementLodging, ServicesTransportationWholesale-RetailRecreation & Amusement

GeneralWalt Disney World . . . . . . . . . . . . . . .(407) 828-1000Lockheed Martin Electronics . . . . . . . .(888) 463-6562Sea World . . . . . . . . . . . . .(407) 351-3600 ext. 6610Universal Studios . . . . . . . . . . . . . . . .(407) 363-8080

Education & Library ServicesOrange County School District . . . . . .(407) 317-3215Osceola County School District . . . . .(407) 932-9145Orange County Public Library . . . . . .(407) 835-7323Osceola County Public Library . . . . . .(407) 935-0777Seminole County School District . . . . .(407) 320-0000Fax . . . . . . . . . . . . . . . . . . . . . . . . . .(407) 320-0284 LawOrange County Bar Association

CommunicationsOrlando Sentinel . . . . . . . . . .(407) 872-7200, x9121Local Television and Radio StationsSea World . . . . . . . . . . . . .(407) 351-3600 ext. 6610Universal Studios . . . . . . . . . . . . . . . .(407) 363-8080Other Area Major Attractions

Business ManagementLocal Area Hotel ChainsLocal Area RestaurantsRetail Business

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Call: (407) 299-5000Program Campus Ext.Computer Programming and

Analysis Osceola 4118West 1296East 2435

Hospitality and TourismManagement 3202Business Administration and

Management West 1296East 2435Osceola 4107

Criminal Justice Technology East 2435Paralegal Studies East 2435Culinary Management East 2435



Business AdministrationBusiness Teacher EducationEducation (General)English EducationArticulated Hospitality & Tourism ManagementHistoryHuman Resources ManagementHealth Services AdministrationPhilosophyPsychologySocial SciencesSociologySocial Science Education


Create your educational plan withCyber Advisor in the Student SuccessCenter!

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H u m a n i t a r i a n C a r e e r B r i e f

Social ServicesReligiousCounseling, Social Work

Nursing, Therapy, andSpecialized TeachingServicesNursingTherapy and RehabilitationSpecialized Teaching

Child and Adult CareData CollectionPatient CareCare of Others

General

Orange County

• Human Services Dept. . . . . . . . . .(407) 836-7600

• Social Services . . . . . . . . . . . . . . .(407) 836-6500

Osceola County

• Health Dept. . . . . . . . . . . . . . . . .(407) 343-2000

• Social Services Dept. . . . . . . . . . .(407) 932-5140

State of Florida: Children and Family

• Health & Rehabilitative Svcs.

(Osceola) . . . . . . . . . . . . . . . . . . . .(407) 846-5321

• Health & Rehabilitative Svcs.

(Orange) . . . . . . . . . . . . . . . . . . . .(407) 245-0400

Hospice of Central Florida

• Kissimmee . . . . . . . . . . . . . . . . . .(407) 846-8582

• Maitland Vitas Healthcare . . . . . . .(407) 875-0028

Hospitals

Florida Hospital Credit Union . . . . . .(407) 897-1931

Orlando Regional Healthcare System .(407) 841-5111

Columbia Park Healthcare System . . .(407) 649-6111

Osceola Regional . . . . . . . . . . . . . . .(407) 846-2266

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Call: (407) 299-5000

Program Campus Ext.Continuing Professional Education

• Nursing, Counseling DTC 200 3209Health & Public Service

• Nursing West 1288• Respiratory Care West 1288• Radiography West 1288• Paramedic Technology West 1288• Dental Hygiene West 1305



SociologyRespiratory CareRadiological SciencesPublic AdministrationPsychologyHealth Services AdministrationBiology Pre-Professional


Learn about Internship opportunitiesfrom the Workplace Learning andPlacement Office.

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Thanksgiving Holiday - College closed

Evening Classes Do Not Meet

No Weekend Credit Classes

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P h y s i c a lP e r f o r m i n g C a r e e r B r i e f

SportsCoaching, Instructing Officiating

Physical FeatsPerforming

Orlando Centralplex Box Office . . . . .(407) 849-2020Osceola County Arena . . . . . . . . . . . .(407) 933-5500 Orange County Schools . . . . . . . . . . .(407) 317-3215Osceola County Schools . . . . . . . . . .(407) 932-9145

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Program Campus Ext.Physical Education: (These East 2281programs deal with specific sports West 1408as well as courses)

• Officiating: volleyball, basketball• Introduction to Physical Education• Selected Topics in Physical Education



Art Studio/Fine ArtDance PerformanceMusicPhysical EducationTheater/Drama/Dramatic Arts


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I n f l u e n c i n g C a r e e r B r i e f

Mathematics and Statistics

Educational and Library Services

Social Research

Law

Business Administration

Finance

Service Administration

Communications

Promotion

Regulations Enforcement

Business Management

Contracts and Claims

Law FirmsHolland & Knight . . . . . . . . . . . . . . .(407) 425-8500Foley and Lardner . . . . . . . . . . . . . . .(407) 423-7656Baker & Hostetler . . . . . . . . . . . . . . .(407) 649-4000

Public Relations FirmsCurley and Pynn . . . . . . . . . . . . . . . .(407) 423-8006Masey, Persons, BrinatiCommunications . . . . . . . . . . . . . . . .(407) 622-4700

Radio StationsWOMX FM . . . . . . . . . . . . . . . . . . . .(407) 919-1000WMGF FM . . . . . . . . . . . . . . . . . . . .(407) 660-1011WMMO FM . . . . . . . . . . . . . . . . . . .(407) 422-9890

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Call: (407) 299-5000

Program Campus Ext.Business Administration & Mgmt. West 1296

East 2435Osceola 4107

Real Estate Management East 2435Paralegal Studies East 2435Accounting East 2435



Business AdministrationMarketingPolitical Science and Government


Enroll for Session 2 classes. If youhaven’t already completed it, enroll in SLS1122–Student Success!

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S a t u r d a y 1

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New & Returning Student Registration(telephone/cyber registration)

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Who Am I?

HowDo I Get There?

WhereAm I

Going?

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Check the Final Exam schedule andplan your study time.

New and Returning Student Registration

(telephone/cyber registration)SESSION 2

Final Examination Period for ClassesDec. 7–13 SESSION 1

C a r e e r C e n t e r sYou can also explore the world of work by visiting a Valencia Career Center.Career Centers are located on:

East Campus, Bldg. 5-216, extension 2259 West Campus, Bldg. SSB-206, extension 1464Winter Park Campus, Bldg. 1-104, extension 6851Osceola Campus, Bldg. 1-140, extension 4139

Career Centers can help you:• Decide on a career or major• Discover options for careers related to your major• Choose a major to support your career interests• Get information on factors you need to consider in making a career decision -

education level, salary, working conditions, skills, certification or license requirements, number of openings projected in5-10 years, and more.

• Develop a career plan

Career development is a lifelong process. Once you learn the steps of theprocess, you will be able to repeat it whenever you need to throughout your life.

GoalsKnowing How to Take Action

Commitment & ImplementationKnowing How I make Decisions

Develop an Educational & Career PlanKnowing About My Options(Academic and Career Awareness)Selecting a Major, World of Work

Develop an Educational & Career PlanKnowing About Myself

(Self-Awareness) Strengths, Interests, Values, Skills

(Research and Goal Setting)

Select a major, Examine career options

RESEARCH

• Education/Degree requirements

• Labor Market Projections

• Salary Trends

• Advancement Potential

• Set Career & Personal Goals (Career Assessments)• Activities you like / would like• Personal Characteristics• Temperament• Skills• Values• Outstanding Accomplishments

(Career Action Plan)• Identify real and perceived obstacles

• Formulate Strategies to Overcome Obstacles

• Determine Skills you Need to Develop

• Refine your Professional Image

• Select & Apply to 4-year College/University (AA Degree)

• Target Employment Opportunities (AS Degree)

MARKET YOURSELF

• Resume & Cover Letter

• Networking

• Interviewing

• Job Search

C a r e e r G O A L S 47






Learn About YourselfIdentify career interests through assessments that relate your personality,interests, skills, and values to various career fields. Such assessments include:

• Myers-Briggs Type Indicator• CHOICES Career Exploration• Career Assessment Inventory• Harrington-O’Shea Career

Decision-Making System

• Holland Self-Directed Search

• Work Values Inventory

• Career Values Card Sort

• Motivated Skills Sort

Learn About Career FieldsExplore the world of work through a wealth of online and hard-copy resources:

• Occupational Outlook Handbook• Encyclopedia of Careers• Vocational Biographies• Career Books, Videos, and CD-ROMs• Career Web sites

Develop a Plan for Action Based on your assessments and new knowledge of career options, you can begin todevelop an educational plan. Understanding your decision-making process will assistyou. You can then select an area of study that will lead to your initial career decision.

Researching your major includes:• Understanding career options related to your major.• Identifying colleges that offer your major and the courses required for

transfer into that major.• Talking with faculty with experience in your career or major.• Conducting a career interview with people who are working in your

career field. Find out their career preparation and path.• Exploring options for Internships, part-time or volunteer work to gain

experience in your career and major. Check out Valencia’s site:http://valencia.cc.fl.us (click on “Current Student,” and then“Workplace Learning and Placement”).

• Learning about professional associations that can enhance your careerpreparation.

• Develop an educational plan using Cyber Advisor, which is availablein the Student Success Centers (East, Osceola and West campuses) orthe Advising and Counseling Center (Winter Park campus).

Commitment and ImplementationAs you become more confident in your career and educational plan, you cancontinue to evaluate your options and make adjustments as needed.

As you move toward completing your degree at Valencia, you willwant to explore:

• Transition to a 4-year college or university. Career Centers have transfermanuals, catalogs, and admissions guides for Florida colleges and universities,and resources for out-of-state colleges and universities. 01

Find a quiet study place to prepare for exams.

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Classes End SESSION 1

Faculty Workday Session 1

Grades Due (noon) SESSION 1

New and Returning Student Registration (Open)

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50 C a r e e r G O A L SC a r e e r G O A L S

• Transition to Employment. The Career Center Staff can help you with yourjob search such as:

- Preparing a resume- Developing a cover letter- Practice interviewing techniques- Videotape a practice interview- Referrals to Central Florida employers- Check out Valencia’s site: http://valencia.cc.fl.us (click on “Current

Student”, and then “Workplace Learning and Placement”)• Transition to Graduate School. Career Centers have information about

graduate, law, medical, dental, pharmacy, physical therapy, and otherprofessional schools.

H o n o r s P r o g r a mValencia’s Honors Program provides the academically gifted and highly motivatedstudent with an enriched program of coursework and extracurricular activities.The program focuses on developing the student’s critical thinking skills and helping the student become an independent learner.

Honors Program scholarships are available based on academic ability. Transferscholarships are also available through the Honors Program for students based onacademic ability. For additional information contact the Honors ProgramOffice at extension 1729 or 1980.

C a m p u s / C o m m u n i t y I n v o l v e m e n tCampus Involvement is a great way to make the most of your college experience.You can increase your career and educational opportunities by participating incampus activities and organizations. You can make friends and establish usefulnetworks. You can learn about your strengths and improve your skills whereneeded. All of these opportunities are available through active involvement oncampus.

You can learn more about getting involved on campus through your StudentDevelopment Center. The Student Development Centers offer opportunities inLeadership Development, Student Involvement, Student Government, CommunityService, and recreational activities. So now is the time to take an important stepto enhancing your future by getting involved at Valencia Community College.

- How can I get experience to “checkout” my career interest?- How can I develop leadership and organizational skills I will need for any career?

The purpose of campus and community involvement is to practice skills needed tohave a successful life and career. Some options for participating are:

• Campus Clubs / Organizations• Leadership and Career Workshops• Volunteer activities• Internships 01

Meet with people during semesterbreak who work in a career thatinterests you to find out what theylike about their career and how they got there.

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Holiday Break - College Closed


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S t u d e n t G o v e r n m e n t A s s o c i a t i o nAs a student at Valencia you are automatically a member of the StudentGovernment Association (SGA). Officers of your SGA are elected annually by thestudent body and are the official liaisons between you and the administration.SGA representatives welcome your input, are happy to answer your questions,and encourage your active participation.

S t u d e n t O r g a n i z a t i o n sValencia Community College recognizes student organizations on campus whichexist to promote the social, physical and educational well-being of students.Organizations seeking to be recognized and desiring to maintain recognition mustabide by procedures, methods and standards established by the College. Types ofstudent organizations recognized on the campuses are:

1. Career - Organizations established for students with an interest in a specificcareer.

2. Honorary - Organizations established for students who have met certainprescribed standards, usually requiring a high academic average.

3. Service - Groups which have service to the College and community as theirprimary goal.

4. Social - Groups which combine social activities with educational goals andservice projects.

5. Special Interest - Groups which seek to unite people who have commoninterests in areas such as politics, religion, hobbies, etc.

All organizations are open to any Valencia Community College student.Additional membership requirements of the organization must be approved bythe College. Each club must have a college faculty or staff member as its advisor.

Student organizations which operate on a college wide basis include Brain Bowl,Forensics Team, The Valencia Source (student newspaper), and Music Programs.

East Campus student organizations include African American Cultural Society(A2CS), American Chemical Society, Campus Crusade for Christ, Criminal JusticeClub, Culinary Club, Cultural Dance Society, Dive Club, Film Interest Group,Future Film Makers, (G.A.L.A.) Gay and Lesbian Association, Guitarist Unplugged,Graphic Design Club, History Guild, (LAS0) Latin American Student Organization,Peer Advisors, (PBL) Phi Beta Lambda, Phi Theta Kappa Honor Society, the PuertoRican Student Union, Wild Earth Club, Valencia International Club WednesdayWriters, Dive Club, and Circle K.

Osceola Campus student organizations include: Campus Crusade for Christ,(LASO) Latin American Student Organization, (MAA) Math Association of America,Motivated and Reliable Students (MARS), Peer Advisors, (PBL) Phi Beta Lambda,Phi Theta Kappa Honor Society, Platform Theater Co., Psychology Club, StudentGovernment Association, Student Association for Gay Equality (SAGE), CaribbeanStudent Association (GSA), Martial Arts Club, and Cheerleading.

West Campus student organizations include: African American Cultural Society(A2CS), Association for Information Technology, Association of Students forRespiratory Care, Black High Achievers Club, Chess Club, Campus Crusade for 01

Haven’t received your grades? Checkyour address with the Records Officeand pay all fees and fines at theBusiness Office.

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Christ, (LASO) Latin American Student Organization, Phi Beta Lambda, Phi ThetaKappa Honor Society, Phoenix (Literary Magazine), Photography, Pre-Med Society,Radiology Student Association, Student American Dental Hygienists Association,Student Government Association, Valencia Haitian Club, Valencia Innkeepers,(VISA) Valencia International Students Association, (VNSA) Valencia Nurses StudentAssociation, Valencia Ultra Sound, West Artist Alliance, West Side Players (Theatre),and Wiccan/Pagan Student Association, NAACP, Muslim student Association, ArtistLeague, Photography, and the Caribbean Student Association.

Winter Park Campus student organizations include: African American CulturalSociety, Culture Club, The Courtyard Players, Phi Theta Kappa Honor SocietyAcademics in Motion Club, and Single Parents Online.

C a m p u s N e w s l e t t e r sArena/East Wind/Osceola on Campus/The Park NewsThese campus student development publications provide information on activitiesand services available to students. The distribution locations are in the “hightraffic” locations on campus.

B r a i n B o w lBrain Bowl is an academic competition similar in nature to Jeopardy, butconsisting of four subject areas: humanities, mathematics, social sciences andnatural science. Players travel around the state and Georgia for competitions.Valencia’s teams are consistently among the best in the south-east. Teams consistof four players and an alternate. Valencia fields two teams each year.Scholarships are available for up to ten players each year. For details contactChris Borglum (ext. 6869) or Lois McNamara (ext. 1437).

C a m p u s A c t i v i t i e sVarious cultural and entertainment events are planned on a regular basis. Suchactivities may include films, concerts, plays and speakers. Check the Arena, EastWind, Osceola On Campus and The Park News for coming events.

V a l e n c i a V o l u n t e e r sValencia Volunteers encourages students to participate in volunteer campus andcommunity activities through increasing awareness of volunteer opportunities, referringstudents to volunteer positions both on and off campus coordinating special volunteerevents, and recognizing Valencia students who perform volunteer service. Studentsmay arrange for volunteer experiences in order to explore potential careers, enhancecourse learning, and gain personal enrichment.

F o r e n s i c s T e a mThe Forensics Team offers students the opportunity to demonstrate and developlogical and critical thinking skills, as well as communication skills, by competingwith other community college and university students in debate, dramaticinterpretation and persuasive and/or informative speaking. State winners qualifyfor national tournaments. Scholarships are available. For details, contact thefollowing: East Campus - Mary Allen, ext. 2274; West Campus - Karen Borglum,ext. 1584; Osceola Campus, Ron Colburn, ext. 4124; Winter Park Campus -Suzette Dohany, ext. 6855.


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I n t e r n s h i p sAn internship is an occupational-specific work experience designed to allowstudents to make practical applications of theory taught in the classroom. It alsoallows students to develop work habits that lead to success in the workplace whileearning funds to help pay for college.

One, two, three or a maximum of four credits based on the number of hoursworked each week and the employment responsibilities, are granted for thesatisfactory completion of internship assignments.

Students who have a minimum of 12 Valencia Community College credits, aminimum of 2.0 GPA or better, completed all college prep courses prescribed,and departmental approval to register for the course may be considered for aninternship opportunity.

L e a d e r s h i p D e v e l o p m e n tValencia Community College offers its students leadership training andexperience. Our graduates have demonstrated their abilities by occupyinginfluential positions in almost every profession. They have also played key roles inthe development of Central Florida by participating in a variety of organizationsthat enhance our communities.

Many leadership opportunities exist through participation in student clubs andorganizations. More than 50 organizations exist, each requiring officers.Conference experiences are also available that provide leadership training to themembers of clubs. Almost every college committee has a student whoparticipates as a voting member. Students participate actively in creating aquality educational environment at Valencia.

The Student Development Center sponsors the “Navigating Leadership” Programto foster the development of leadership skills. Two of the most notable events arethe annual Student Leadership Symposium and the Leadership Practicum; theseare opportunities for students from all campuses and centers to explore leadershiptheories and practices and to interact with each other.

L i t e r a r y M a g a z i n e sCampus publications of literary and art works of students, faculty and staff areproduced periodically. The publications are Econoclast (East Campus), ExempliGratia (East Campus), The Alchemist (Osceola Campus), Arete (IDS), and TheParkbench Reader (Winter Park).

R e c r e a t i o n , L e i s u r e & I n t r a m u r a l C o m p e t i t i o nA variety of recreational/athletic equipment is available in the Physical EducationCenter (PEC) for students, faculty and staff to check out on the East and WestCampus. Intramural competition is available on the East, Osceola and West Campusin a variety of sports and games. Competition is open to all Valencia students and staff.

S t u d e n t N e w s p a p e rThe College’s award-winning student newspaper, The Valencia Source, ispublished twice per month during Sessions 1 and 2. It is written and edited by a 01

Expect a courtesy call from theEnrollment Management Office to see how things are going.

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student staff on all campuses but also accepts news, features, cartoons, andopinion pieces from other students. Editors and reporters are expected to takeone of the College Newspaper lab courses (JOU1420L, JOU1421L, JOU2422L,JOU2423L). It is strongly recommended students also take JOU 1100. Studentsdo all of the writing, editing, page design on computer, graphic arts,photography, and ad selling. Interested students should consult with the editorsand/or advisor in Room 7-110A on the East Campus or Room SSB-220 on theWest Campus, or call the advisor at ext. 1170.

W e l c o m e T e a m - V i s u a l a n d P e r f o r m i n g A r t s

Obtain a copy of the 2001-2002 Arts Calendar and attend some greatperformances and events!

Housed on the East Campus, the fine arts complex boasts spacious instrumentaland choir rehearsal halls, teaching studios, practice rooms, a listening lab,electronic piano lab and a major performance hall.

TheaterWhether your interests lie in performing on stage or providing technical supportbehind the scenes, the Theater Program offers you a challenging future. Eachyear the Valencia Character Company presents a full season of plays for those wholove the thrill of live performance.

FilmValencia has a nationally recognized Film Production Technology Program whichfocuses on training the technical workforce needed to make films. Film Festivals featuring student productions are scheduled regularly.

MusicExcellence in performance and high academic standards are hallmarks ofValencia’s music program. Students develop rehearsal techniques and master thefundamentals of performance by participating in choral and instrumentalensembles which perform regularly in campus, at festivals, and for localcommunity events.

DanceValencia offers a twenty-four credit hour pre-major in dance. The focus of theprogram is to train talented students for transfer to the upper division or to enterthe entertainment workforce as a professional dancer. Multilevel classes in ballet,modern and jazz are reinforced by choreography, repertory and performancecourses.

Visual ArtsThe Visual Arts Program at Valencia emphasizes the pursuit of skills fundamental tomaking art, as well as the development of philosophical and historical perspectiveon the visual arts. Valencia art studios offer a supportive environment fordrawing, design, painting, printmaking, photography, ceramics and sculpture.

In addition to providing classroom instruction, Valencia operates galleries whichsponsor changing exhibitions of original art and opportunities for lectures byvisiting artists.

02

Go to your faculty members’ offices and introduce yourself.

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Faculty Workday SESSION 2

SESSION 2 begins


SESSION 2

Add/Drop(Sat & Evening Through 1st Class)

SESSION 2

Add/Drop(Day Classes) January 9-10

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“I wish I would have known that getting to know your teachers in thebeginning if the semester will help you in the end.”

Christine SchroederEast Campus StudentSLS 1122

“Valencia Community College is a learning-centered institution. “This means that all of our institutional goals and resources are focused towardlearning and assisting you in the learning process. Valencia is committed tooffering a wide variety of programs and services to meet each student’s needs.Whether through diverse class offerings or academic support outside of theclassroom, we are here to help you. By completing the materials in this sectionand accessing the services on campus, you will be able to answer the followingquestions about yourself:

• How do I prefer to learn?• How can I learn even more?• How do I learn outside of class?• What is the best learning environment for me?• What is the most effective way for me to learn?

Learning takes effort, and research on college students has shown that studentswho invest more time in learning get better results! Many times students feelhelpless when they experience difficulty in class. At these times, they may say: “The teacher doesn’t teach well,” “The teacher creates test that are too hard forme to understand,” or “in class I never have my questions answered.” It becomesvery easy to blame your troubles on the material or the professor. However, it isextremely important that you take responsibility for your learning and buildpartnerships with your professors. All full-time Valencia professors are on campusat least 35 hours per week including class and other on-campus hours. On-campus hours include student conferences, preparation of materials, planning,research, grading, meetings, and committee work. Go to see your professorsduring their posted office hours or make an appointment to discuss yourexperience in class and strategies for how you can improve your learning. Reviewthe Success Skills section of this Handbook for “success tips” and campus servicesthat can help you.

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g o a l sApply for April Graduation andFebruary CLAST.

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CLAST Refund Deadline


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CLAST Refund Deadline

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F a c u l t y a n d S t u d e n t s P a r t n e r s i n E x c e l l e n c eSome Valencia students have come up with a few tips which help create a positivelearning environment. There are no big secrets; simply common courtesies youcould extend to your peers, professors, and staff. Maximize your success by usingthese tips at Valencia and beyond.

Honoring Others: Everyone has something valuable to contribute

You can learn by:• Listening attentively and respectfully• Accepting others’ views and opinions without judgment• Using language which is commonly acceptable and respectful to

others

Attendance and Attention: Creating a cooperative classroom climate

You can help by:• Arriving to class on time and staying to the end (Tip: the most

important information is generally presented during the first and last5 minutes of class)

• “Being There”-it’s the sensible way to learn• Being alert-if you snooze, you lose• Working things out peacefully with others

Your Work and You: A winning combo

Remember:• Your own work is your best work• To give credit...cite your source• Cheating only cheats yourself

L e a r n i n g S t y l e sAn important step to enhance your own learning is to understand your “learningstyle.” Each of us has a preferred way of learning, but we can also learn how toaccommodate our learning styles to different teaching styles. The chart on thenext page describes three learning styles. The “clues” give you an idea of whichstyle fits you best. The “learning tips” next to each style gives you ideas of howto enhance your learning. The Student Success course (SLS 1122) includesstudent learning assessments and offers more detailed information on how toexplore and accommodate your learning.

A d v i s i n g a n d C o u n s e l i n g C e n t e rAnother partner in your learning is the advising/counseling staff located in theAdvising and Counseling Center on each campus. These individuals can assist youin making plans that will meet your life, career, and academic goals. One of themajor functions of the college is to provide student services and programsdesigned to assist students in assessing and achieving their goals throughacademic, career and personal decision making. At Valencia, we have designed adevelopmental advising system which assists in this decision making.

E d u c a t i o n a l G O A L S

Pick up a Federal Financial AidApplication for 2000-2001!

02

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6564 E d u c a t i o n a l G O A L S

• Needs to see it to know it• Strong sense of color• May have artistic ability• Difficulty with spoken directions• Overreaction to sounds• Trouble following lectures• Misinterpretation of word

• Prefers to get information bylistening--needs to hear it to know it

• Difficulty following writtendirections

• Difficulty with reading• Difficulty with writing• Inability to read body language

and facial expressions

• Prefers hands-on learning• Can assemble parts without

reading directions• Difficulty sitting still• Learns better when physical

activity is involved• May be very well-coordinated and

have athletic ability

• Use of graphics to reinforcelearning--films, slides, illustrations,diagrams, doodles

• Color coding to organize notes andpossessions

• Written directions• Use of flow charts and diagrams for

notetaking• Visualizing spelling of words of

facts to be memorized

• Use of tapes for reading and forclass and lecture notes

• Learning by interviewing or byparticipating in discussions

• Having test questions or directionsread aloud or put on tape

• Experiential learning (makingmodels, doing lab work, and roleplaying)

• Frequent breaks in study periods • Tracing letters and words to learn

spelling and remember facts• Use of computer to reinforce

learning through sense of touch• Memorizing or drilling while

walking or exercising• Expressing abilities through dance,

drama, or gymnastics

C l u e s L e a r n i n g T i p s

Scheiber, Barbara and Talpers, Jeanne. (1985) Campus Access for Learning Disabled Students--A Comprehensive Guide. Washington, DC. Closer Look.

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Life MapA system of shared responsibilities between students and Valencia that results in social and academic integration, education and career plans, and the acquisition of life and study skills.

You may want to see a member of the advising and counseling staff for a varietyof reasons. They are available to discuss such issues as academic planning anddecision making, exploration and clarification of career goals and self awarenessof one’s interest, abilities, and values as they pertain to the program and/orcourse objectives.

Early in your educational career you should meet with a member of the advisingand counseling staff to review your previous educational background, interests,and appropriate program of study at Valencia, and to establish your educationaland career plan. Students participating in certain specialized programs or groupsmay be assigned a counselor or educational advisor.

You can see an advisor or counselor during the day on a walk-in basis by going tothe Advising and Counseling Office.

On East Campus the Peer Advisor Program provides students with academicinformation in the Advising and Counseling Office, as well as presenting wellnessrelated programs in classrooms. The Welcome Team assists the advising staff withstudent tours and group orientations for new students.

On West Campus, Peer Advisors provide students with academic information,campus tours, assist during registration periods and participate in specialprograms. The Welcome Team assists with student tours.

On Osceola Campus, the Welcome Team assists the staff with student tours andgroup orientations for new students. The Peer Advisor Program provides studentswith academic information in orientation, the Advising and Counseling Office,and the registration room.

On Winter Park Campus, academic advising is provided in the StudentServices office. AIM (Academics in Motion) program peers are available to assistAIM students with advising and registration information.

The Educational Plan on pages 70 and 71 provides an outline for charting therequirements of an Associate of Arts (A.A.) degree and the Educational Plan onpages 72 and 73 provides the outline for charting the requirements for anAssociate in Science (A.S.) degree. You can use this chart to keep track of yourenrollment in each course and the grade when it is completed. For an A.S., A.A.S.or A.A. pre-major degree, you should obtain the specific program planning sheetfrom the A.S. to BA/BS Advising and Counseling Center.

Next, plan out the sequence of courses to complete your degree using the chart

66

on page 69. Be sure to plan for pre-requisite courses which must be completedbefore more advanced courses. Plan to complete your degree in two-four years(depending on full-time or part-time enrollment) with 60-65 credit hours (SomeA.S. degree programs require more credit hours to complete.)

If you prefer, you can use Cyber Advisor, an electronic, educational planningprogram, to help you develop your educational plan. You can find it in theStudent Success Centers.

S t u d e n t S u c c e s s S u p p o r t C e n t e r sOn the Winter Park and Osceola campuses, Student Success Centers are availablein the Advising and Counseling Centers. On East and West campuses, they areavailable in the Student Services Buildings. Each Center includes computers withCyber Advisor, a program to assist you in developing your educational plan;Cyber Registration, a program that allows you to quickly and easily register forclasses each semester, (Cyber-Career) for Career Research,and access to theInternet. Each Center has staff and peer assistants, Cyber STARS, to help you. TheCenters have drop in hours and are also used by Student Success and otherclasses. Check with the Student Success Center on your campus for hours ofavailability.


D e g r e e sValencia Community College offers the following degrees:

Associate in Arts Degree (A.A.)Associate in Applied Science (A.A.S.)Associate in Science (A.S.)Articulated AS to BA/BS

Briefly, the degrees can be distinguished as follows.

1. The A.A. Degree is designed for the student who plans to transfer to a Florida public university as a junior to complete a bachelor’s degree. Through the A.A. Degree, Valencia offers lower division preparation for almost all of the approximately 200 majors in the state University System of Florida.

The Associate in Applied Science Degree and Associate in Science Degree Programs are designed to prepare students for immediate employment - curriculum contains greater scope and depth than the Technical Certificate and Applied Technology Diploma. The program length is prescribed statewide and is no less than 60 college credit hours. Program must include at least 15-18 college-level credit hours in general education.

Certain A.S. Degrees articulate with bachelor’s degree programs in Florida’s State university System. These Articulated A.S. to B.A./B.S. Career Path Degrees are designed for students who seek immediate employment inthe specified field and who plan to transfer to a Florida public university as a junior to complete a bachelor’s degree in the specified field. Valencia offersapproximately 40 A.A.S. and A.S. Degrees ranging from Accounting to Theater and Entertainment Technology. The A.A.S. and A.S. Degrees are described in full in the Career Programs Section of the college catalog.

If you are interested in an Associate in Arts, an Associate in Applied Science oran Associate in Science Degree, you should read the catalog carefully to learn the requirements and characteristics of each.

The Associate in Arts Degree pre-Major programs are designed for students who plan to earn the A.A. Degree from Valencia and transfer to one of the ten state universities in Florida as a junior to complete a bachelor’s degree in one of the specific majors.

The Associate in Arts Degree: General Studies is available for students who want a two-year college degree and have not selected a Pre-Major program for transfer to a state university in Florida and for students who plan to transfer to a private and/or out-of-state institution. Although the Pre-Majorprograms provide the best preparation for transfer to specific majors in Florida’s State University System, a student still may choose the Associate in Arts: General Studies for a variety of reasons.

The Associate in Arts Degree and the Pre-Major programs are described in full in the University Parallel Program Section of the college catalog.

2. The A.A.S. and A.S. Degrees are designed to prepare students to enter careers upon completing a degree, with no further study required.

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69E d u c a t i o n a l G O A L S

Semester Semester Semester Semester

Semester Semester Semester Semester

S e m e s t e r b y S e m e s t e r C o u r s e S e l e c t i o nThis form is designed to help you successfully plan your degree path.

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Special Note: Your governing catalog is the catalog in effect at the time of your

initial enrollment in credit courses at Valencia. You may follow its policies and

graduation requirements for five calendar years except as may be otherwise

provided by law or policies of the District Board of Trustees. You may follow the

graduation requirements from any one catalog within the five-year period; however,

once your governing catalog has expired, your graduation requirements will be

based on the requirements in the current catalog.

S e l e c t i n g a D e g r e e a n d / o r M a j o r

Preparation for Transfer

AA Pre-Major Designed for students who know what major they

want

AA Degree

& General Studies Designed for undecided and transfer students

Must also meet state wide prerequisite for major of

choice

Preparation for Workforce

AAS Prepare for workforce

AS Degree Prepare for workforce

AS to BS Designed for students who want to work and

attend school

Or for students who must stop-out for a short time

Before Completing AA DegreeMeet with community college counselor for graduation checkComplete application for graduation by deadline date

Application for AdmissionDate submittedDate of acceptance

Transcripts (Official Transcripts from All Institutions Attended)

Date transcript sent during last term at Valencia Community College

Date official transcript sent after term completed

ImmunizationProof submitted with application OR

Immunizations completed

Program (Major) RequirementsLimited Access

Prerequisites completed

Grade Point Average requirements

ACT/SAT (education majors only)

CLAST

7170

Electives (24) Credit Session Grade

* SLS 1122

CoursesNot Applicable to AA Credit Session Grade

See Advisor/Col lege catalogue forSpecif ic Requirements for AA degree

E d u c a t i o n a l G O A L SE d u c a t i o n a l G O A L S

Educational P lan

A s s o c i a t e i n A r t s D e g r e e

AREA I (9 CREDITS)Communications Credit Session Grade

ENC 1101

ENC 1102

SPC 1600

AREA II (9 CREDITS)Humanities Credit Session Grade

Section 1 (6 credits) 6,000 (Gordon Rule) word courses

HUM

Section 1 or 2 (3 credits)

AREA III (6 CREDITS)Mathematics (Gordon Rule) Credit Session Grade

AREA IV (6 CREDITS)Natural Science Credit Session Grade

AREA V (6 CREDITS)Social Science Credit Session Grade

POS 1041

SATISFY FOREIGN LANGUAGE FOR GRADUATION REQUIREMENT.

T r a n s f e r C h e c k l i s tTransferring to a 4 year university is an exciting step in a Valencia student’s academic career. This check list will help you make a smooth transition to the college or university of your choice.

Final responsibility for appropriate selection of courses rests with the student. * Highly recommended, not required

7372 E d u c a t i o n a l G O A L S

FOUNDATION COURSESCourse Credit Sessions

Required:

Elective:

TOTAL

INTERMEDIATE COURSES

Course Credit Sessions

Required:

Elective:

TOTAL

ADVANCED COURSESCourse Credit Sessions

Required:

Elective:

TOTAL

RECOMMENDED COURSESCourse Credit Sessions

Required:

Elective:

TOTAL

Educational P lan

A s s o c i a t e i n S c i e n c e D e g r e e


General Education Requirement

See Advisor/Department for Specific A.S. Degree Program Requirements.

Course Credit Session

Educational Goals “To Do” List• Introduce yourself to all of your professors and make note of their office hours.• Develop an educational plan with Cyber Advisor and review it with an

academic advising staff member.• Discover your learning style and how it helps you learn.

Final responsibility for appropriate selection of courses rests with the student.

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Making Your Time Work for You

Maximum Hours: 24 hours per day/168 hours per week

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Regularly scheduled classes

Study/Review

Study, new information

Library, special projects

Preparing for work

Travel Time to/from work

Working

Winding down from work

Dressing/personal grooming

Preparing meals and eating

Outside physical activity

Family time

Social activities

Personal activities

Sleep

Other activities

TOTAL HOURS USED:

Maximum Hours: 24 168

(Subtract Total Hours Used from Maximum Hours)

Consider that you should plan to spend about 2 hours in out of class work eachweek for every 1 hour you are in class. This includes time for reading assignments,library research, homework assignments, and study groups. With this formula,each 3-hour course, will take about 9 hours of your time each week. So if you areenrolled in four 3-hour courses (which is full-time enrollment), that adds up to 36hours per week in school work (class attendance and assignments.). So full-timeenrollment is like having a full-time job! Consider this when you are deciding onthe number of hours you can manage a “part-time job” and still do well in yourschool work. We really don’t recommend that you try to be enrolled as a full-timestudent if you are also working 40 hours a week. Time Management Tips areincluded in the Success Skills section of this Handbook.

Activity hrs/Day hrs/Week

B u i l d i n g a S e m e s t e r S C H E D U L E

“It’s absolutely neccessary to plan out your schedule in detail in advance,and always focus on your major and how to get there.”

Divine TannerWest Campus StudentStudent Success Class

Your college career will be filled with many choices. Some decisions areonly made once, while others continually arise throughout your college career.One of these choices that happens every semester is course scheduling.

• How many classes should I take?• What classes should I take?• How do I register?

It is important to make sure that your class choice fits with your other lifecommitments. If you work the night shift, it may not be a good idea for you totake an 8 am class. It doesn’t allow for a whole lot of time for sleep, which isnecessary for you to perform well. Scheduling is an important key to yourcontinued success at Valencia. As your personal schedule changes, it isunderstandable that you will need to adjust your school schedule from semesterto semester. This is why Valencia offers classes at various days and times on all fourcampuses.

Listed on page 75 are a number of the activities required each week. Think abouteach one carefully and figure out how much time you need to spend on eachitem per day and per week. After you have totaled up all the items that apply toyou, see how much “free time” you have left each day and each week.

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C l a s s R e g i s t r a t i o nIf you have developed an educational plan, either in this Handbook or with CyberAdviser, you will have a much easier time registering each semester since youhave already planned out the sequence in which you will complete your courses.

Class registration can be completed at Valencia through telephone registration,Cyber Registration, and open registration. The Newspaper Schedule contains all ofthe information you need on how to register and also lists all of the courses beingoffered on each campus for the new semester. The Newspaper Schedule is gener-ally available on campus as follows: Session 1 (in early July); Session 2 (in earlyNovember); Sessions 3, 4, & 5 (in mid-March).

Cyber Registration is a computerized registration program that makes selectingcourses and planning a schedule easy by visually displaying the options with thedays and times pictured. Cyber Registration is available in the Student SuccessCenters (East, Osceola and West Campuses), and the Advising and CounselingCenters (Winter Park Campus). Students must have no restrictive holds and nodepartmental permission requirements in order to use Cyber Registration.

After you have completed registration, list the courses that you are taking eachsemester in the schedule pages provided on pages 80 and 82. List the names ofyour instructors and how you can contact them so that you can seek assistancewith course work or academic planning when you need it.

Keep track of your assignments, tests, projects, and due dates for each course byusing the Study Guide on page 84. Keeping organized and managing your timeare two key skills for success in college and in your chosen career; the more youpractice those skills now, the better you’ll get!

Valencia Distance Learning

Valencia offers two options for Distance Learning: Telecourses and Online (Web-Based)courses. Distance Learning classes require self-discipline and a commitment to study timeequal to that required for classroom-based instruction. You should carefully consider youother obligations and time management skills prior to selecting this delivery system.

Telecourses are offered through cable broadcasts on Valencia Television. Televisionsconnected to a Cable TV system that originates in Orange County may be able to receivecourse broadcasts. A student may also view a Telecourse in the Learning Resources Centeror the Instructional Media Center on any of the Valencia campuses.

Telecourses are equivalent in content and skills to traditional courses taught on campus.Each Telecourse requires some on-campus class meetings, including a mandatorytelecourse orientation program. Students who enroll must attend all scheduled classmeetings and exams.

Online (Web-Based) courses are offered through technologies that include Internetdiscussion groups, e-mail, online conferences, and other web-based instructional strategies.You are responsible for providing your own hardware (computer), software, Internet serviceprovider, and e-mail connections.





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Online courses are delivered in a primarily text-based environment; therefore, reasonablygood reading and writing skills are critical factors in adequate course preparation. Onlinecourses can be time intensive. Varying keyboarding skill rates can impact the amount oftime students spend completing course work online. Be sure to consider you skills in theseareas before selecting online courses.

On campus requirements vary among courses; carefully read the online syllabi prior toregistration. In some cases, arrangements can be made for off campus proctoring of exams,however, this decision rests within specific academic department.

Services and Method of DeliveryFiling and application By mail or in-personPaying application fee By mail or in-personPlacement assessments In-Person onlySigning up for orientation In-Person or by phoneOrientation In-Person onlyAcademic Advising In-Person onlyRegistration Phone or In-PersonTuition/Fee Payment by Phone, Mail or In-PersonTutoring In-Person or (limited phone)Career Planning In-Person or (limited on-line)Placement Services On-line and In-Person (by appointment)

02

Attend a Student GovernmentAssociation meeting.

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MON TUES WED THURS FRI

7:00 am

8:00

9:00

10:00

11:00

Noon

1:00

2:00

3:00

4:00

5:00

6:00

7:00 pm

S e s s i o n _______ S c h e d u l eInstructor Office Hours Phone

B u i l d i n g a S e m e s t e r S C H E D U L EB u i l d i n g a S e m e s t e r S C H E D U L E

02

Attend a Black History Month event!

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MON TUES WED THURS FRI

7:00am

8:00

9:00

10:00

11:00

Noon

1:00

2:00

3:00

4:00

5:00

6:00

7:00 pm

S e s s i o n _______ S c h e d u l eInstructor Office Hours Phone


02

Attend a campus activity or clubmeeting that interests you.

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Time Management“No one has enough time, but everyone has all that there is.” Whether you arePresident of the United States or unemployed, you have at your disposal twenty-four hours per day, seven days each week. You cannot buy an extra minute, houror day. People who “get things done” have no more time to do things thanpeople who don't “get things done.”

You manage your time now. Whether or not you manage it effectively, only youcan decide. The chart on the next page will provide you withinformation to assess how well you manage your time.

To effectively manage your time, you must set priorities. In other words, youmust decide which of your projects is most important. A good way to beginprioritizing what you need to accomplish is to make a list of the items. Then givea letter value to each of the items, using the following scale:

“A” = items that have high priority,“B” = items that have medium priority,“C” = items that have low priority

It is important that you spend as much time as possible on “A” priority items.When you spend your time on “A” items, you are doing the most important taskat hand. If time permits, you can then proceed to “B” and “C” priority items.However, to most effectively use your time, you need to complete all “A” itemsbefore moving into the other two categories.

On your list, exclude routine items and include important items–what you need toaccomplish that might not be accomplished without special attention.

P a y i n g f o r C l a s s e sTuition and fees are due at specified dates each session, usually about a weekbefore classes begin. Payment options include cash, check, and credit card(American Express, Discover, VISA, and MasterCard). Any payments to the collegeare made at the Business/Finance Office on each campus or with a credit cardthrough telephone registration.

B o o k s t o r eCollege textbooks, supplies, and other items may be purchased in the CollegeBookstore. American Express, Discover, VISA, and MasterCard are accepted as wellas cash and personal checks for exact amount only.

02

Visit your campus Career Center–seewhat great information and servicesare available.

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Returning StudentRegistration

(telephone/cyber registration)SESSIONS 3, 4, 5

M A R C HSunday Monday Tuesday Wednesday Thursday Friday Saturday

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F i n a n c i a l A i d“I’m so mad at myself for not applying for any of the scholarships that were available.I didn’t get one coming out of high school so I never gave it a second thought incollege….dumb!”

Senior, Human Communications, University of ConnecticutFrom Been There, Should’ve Done That:505 Tips for Making the Most of College.Front Porch Press, Haslett, MI, 1997.

Financing a college education is an important part of the academic experience.However, it is hard to focus on and maintain a high standard of academicexcellence when you are always wondering how you are going to pay for yourclasses. Financial Aid Offices on each campus provide assistance to students whohave a demonstrated financial need as determined by an approved need analysissystem or who show academic or special talent. Students interested in applyingfor financial assistance should contact the Financial Aid Office on any campus, andobtain a full information and application packet.

• How do I know if I’m eligible?• How do I apply for aid?• What are the different types of Financial Aid?

Are you eligible?In general, to receive financial aid at Valencia, you must meet the following criteria:

• Be accepted as a degree seeking student to an A.A., A.S. or A.A.S.degree program, or

• Be accepted as a certificate-seeking student in an eligible vocationalprogram

• Be making satisfactory academic progress (see Standards of Satisfactory Academic Progress for Financial Aid Recipients in college catalogue)

• Be a U.S. citizen, national or permanent resident alien• Enroll at least half time (six credit hours for most programs)• Not be in default on a prior student loan• Not owe a repayment of a federal grant• Not have an existing financial obligation to Valencia• Be registered for Selective Service, if required• Have a high school diploma or G.E.D. certificate• Not be convicted of sale or possession of illegal drugs

86 B u i l d i n g a S e m e s t e r S C H E D U L E

31





Instructions for Applying1. Start a file folder to keep copies of all your financial aid paperwork. Make

photocopies of each form you submit.2. Apply for admission to Valencia as a degree-seeking student.3. Provide the Admissions Office with a copy of your high school transcripts or

G.E.D. certificate, or if you are a transfer student, provide copies of yourcollege transcripts from each school you attended.

4. Complete the Free Application for Federal Student Aid (FAFSA) and submit tothe federal processor. Be sure to include Valencia’s federal code number(006750) when you list the institutions that you want to receive your results.You may submit the FAFSA using one of the following methods:

• Regular mail (allow at least six weeks for processing).• World Wide Web address at http://www.fafsa.ed.gov (allow at least

two weeks for processing). Internet workstations are available inFinancial Aid Services on West and Winter Park campuses, and in theLRC on East campus and the Cyber Zone on the Osceola campus.

5. Submit the Valencia Community College Financial Aid Application to anyValencia Financial Aid Services Office.

6. Research and apply for scholarships.

Types of Aid:

GrantsGrants are forms of aid that do not have to be repaid. They are awarded tostudents who show financial need on the Free Application for Federal Student Aid.Grants are administered by the Valencia Financial Aid Services Office based on theguidelines set for each program by its provider.

ScholarshipLike grants, scholarships do not require repayment. They are awarded accordingto any number of factors, which may include academic talent, performing talent,participation in certain activities or special interests, or financial need. Scholarshiprequirements and application procedures vary depending upon the criteria set bythe scholarship provider.

LoansValencia students are eligible to participate in the Federal Family Education LoanPrograms. See Basic Eligibility Requirements for additional details. A separatestudent loan application/promissory note is required each year. In addition, firsttime borrowers must complete an Entrance Counseling Program. Federal FamilyEducation Loans are established and supported by the federal government, but aparticipating commercial lender, such as a bank or credit union, makes the loanitself.

All federal family education loans must be repaid.

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Update your educational plan withCyber Advisor in the Student SuccessCenter.

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“I wish I had waited until the first day of classes to buy supplies. I wouldn’thave spent as much money on things I didn’t need.

Don’t be nervous. College isn’t as hard as I had imagined it would be. Theprofessors are very understanding and helpful. Also, you don’t have to buya computer, there are plenty here.”

Judy HowesOsceola CampusStudent Success Class

Success is a choice. Your choice. To get what you want, it helps to know whatyou want and know how to go about it. The Student Success course (SLS1122) will help you to chart a course for your success in college and beyond.Everyone has untapped potential. Becoming a master student is a lifelong process.The final destination is up to you! The direction you'll take is geared towardlearning and growth. The purpose of this course is to provide you an opportunityto cultivate the skills, values and attitudes necessary to become confident, capablestudents; improve academic skills; choose an academic and career goal; and enjoyyour college experience. The academic, personal management, and teamworkskills outlined below are critical to the development of the master student while incollege and in professional life.

A c a d e m i c S k i l l s ( S e e p a g e _ _ f o r m o r e d e t a i l s )

Think: think critically, creatively, and logically; solve problems and use the results;use technology; access information and apply data gathered.

Value: priority planning; being self-responsible for your time; and practicing integrity

Communicate: listen to understand and learn; read, comprehend and usewritten materials, including graphs, charts, and displays; and write effectively.

Act: set goals and priorities in work and personal life; and initiate and persist toget the job done.

P e r s o n a l M a n a g e m e n t S k i l l sPositive Attitudes and Behaviors: self-esteem and confidence; and a positiveattitude toward learning, growth and personal health.

Responsibility: plan and manage time, money, and other resources to achieve goals.

Adaptability: a positive attitude toward change; and the ability to identify andsuggest new ideas to get the job done - creatively.

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Celebrate Women’s History Month byattending a campus program!

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T e a m w o r k S k i l l sWork with others: understand and work within the culture of the group; planand make decisions with others and support the outcomes; and lead whenappropriate, mobilizing the group for high performance.

There are no secrets to success. We know how successful studentsmanage their time, budget their money, study, prepare for tests, take notes,set goals, make plans, remember material, read textbooks, and handle theirrelationships. SLS 1122 presents methods and skills as described above thatwork for successful students. Come chart your course for success, it’s choicedriven.

There are many keys to your success at Valencia. We have alreadydiscussed having a career and educational plan, course scheduling, andworking with faculty members and educational advisors to form learningpartnerships. Other success strategies are important and can be personalizedto fit your individual needs. These are success skills that are useful now, infuture education, and in the work world.

Some of the questions you should be able to answer are:• What do I need to do to be successful at Valencia?• How can I further develop my skills for success?• Where can I go for help on campus?

Some strategies important to help become a successful Valencia student are:

Time Management. You have 168 hours in a week. How well you use themcan determine how successful you really are.

Goal Planning and Evaluation. To be successful you should understandwhere you are and where you want to be.

Listen and Process Information. You must be able to listen and take in a lotof information. You must also be able to decide what information is important toyour success and filter out the rest.

Communicate your needs. You must be able to communicate effectively inwriting and in speaking with individuals and groups.

Take Action and Responsibility. Make educated decisions for yourselfrealizing that these decisions can affect others. Understand your core values andhow they relate to the values of your community.

Other key traits of successful students:Inquisitive Responsible Self-AwareAble to focus attention Well (mentally & physically) EnergeticFlexible Willing to risk InvolvedCreative Self-directed IntuitiveYour journey to success started long before you came to Valencia. Now is the timeto polish your skills and gain as much knowledge as possible. Your journey willtake you to your goals and beyond!

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Read a FUN book during Spring Break!

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No Weekend Credit Classes

Develop a resume and ask a facultymember to critique it for you.

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S u c c e s s S K I L L S

T i p s f r o m V a l e n c i a F a c u l t yLet’s face it—faculty were successful students—that’s how they were able tocomplete college and graduate school. Here’s some TIPS from Valencia facultywho “know what it takes” to make it!

1. Read and understand the course syllabus.It will tell you what the professor expects, what his/her priorities are for your learning, and what/when assignments are due.

2. Build a “master calendar”.With all your work and school obligations scheduled, including blocks of time for study and research/writing. This will help you see in advance and plan for two tests on one day, for example. It will help you to be proactive rather thanreactive in approaching your academic assignments.

3. Don’t skip class EVER (unless you are really sick or have a real emergency). Attendance does count, even if the professor doesn’t take roll. Look at it this way: when you buy a car, you’d be upset if it came with a tire or radio missing. You have paid for your college education. Don’t rob yourself by missing classes.

4. Do all readings and assignments on schedule.Falling behind is self-perpetuating, and coming to class unprepared makes youless able to understand the new material and ask useful questions.

5. Sit up front.The more you “dislike” a subject or feel insecure about your abilities in it, the more important this is.

6. Talk to your professor.Use before/after class times and office hours to touch base for guidance with assignments, discuss any difficulties you are having, or talk about your career and educational goals.

7. Ask about/investigate student support services.Tutoring; computer labs, writing and language labs; advising and counseling services; library resources; a career center....are all available free of charge; use them early and often to strengthen your work.

8. Don’t drop a course without first taking to your professor and/oran advisor.There may be solutions to your difficulties that you do not see on your own, or there may be consequences to dropping a course that you don’t know.

9. Set measurable academic and personal goals each semester.A major difference between students who do well and those who don’t is that students who succeed have clearly defined goals.

10. Accept personal responsibility for your academic progress.Successful students tend to be realistic and recognize that their success or failure is primarily determined by their efforts. Students who are not successful often blame outside forces (professors, work, family) for their lack of progress.

Spring BreakCollege Closed

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11. Get to know your classmates.Make friends with one or two fellow students with which you enjoy working. Exchange phone numbers and consider studying together. If you miss class, call them and find out what you have missed.

12. Study your notes and review highlightsfrom text frequently rather than waiting until the day before a test.

F A C T S , F l o r i d a A c a d e m i c C o u n s e l i n ga n d T r a c k i n g f o r S t u d e n t s

FACTS, the Florida Academic Counseling and Tracking for Students system, is therealization of a vision funded by the Florida legislature in 1998. The principalmission of the FACTS system was to create a single statewide academic advisingsystem for all of Florida’s postsecondary and distance education students.

Through a cooperative effort, FACTS developed a distributed communicationnetwork of on-line academic resources. The system provides users direct access toinformation from Florida’s public community colleges and universities, and manyof its private institutions.

With FACTS, current and prospective students can

• Run a degree audit to determine or track progress toward graduation at their home institution

• Run a guest audit to determine the course work and requirements of a particular degree program.

• Search program offerings by institution, subject area and degree level.• Shop for another major or degree program. FACTS compares transcript data

against the program requirements at any Florida institution.• Apply on-line to multiple institutions without re-creating and mailing multiple

applications.• View their transcripts (course history) on-line.• Access links to college catalogs, view books, virtual tours and recruitment

materials for each institution.• Explore distance learning course availability.• Connect to community college, university and state libraries for research

services.• Investigate federal, state and institutional financial aid, scholarship and loan

information.• Access and explore guidance programs to determine career options.• Review fee payment information, payment options and personal payment

history.*

* Future implementation


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If all items are arranged in order of value, 80 percent of the value would comefrom only 20 percent of the items, while the remaining 20 percent of the valuewould come from 80 percent of the items.

In other words, if you have a list of items to do, odds are that 20 percent of theitems will provide you with 80 percent (most) of the value. Obviously you shouldconcentrate your effort on the items that will produce the most value (benefit).

Some examples of this rule are:• 80 percent of TV time is spent on 20 percent of programs most

popular with the family.• 80 percent of reading time is spent on 20 percent of the pages in the

newspaper.• 80 percent of eating out is done at 20 percent of favorite restaurants.

(Lakein, 1973)

Y o u r “ T O D O ” L I S T f o r t h e W e e k

INSTRUCTIONS:1. Make a list of the items you need to accomplish this week.2. After making the list, give each item a priority rating of A, B, or C.3. Indicate the date when you complete an item.

Priority Item I Need to Do Date Completed






Listed below are some other ways that you may be able to manage your timemore effectively.

Using travel time. When you are in your car, on a bus, or in an airplane, usethe time to plan part of a big project. You may want to spend your drive to workor school to develop your “To Do” list for the day.

Handle items at once. Most matters can be dealt with as they arise. Don'treshuffle paper needlessly. You've heard this before, “Don't put off untiltomorrow, what you can do today.”

Accomplish it in one session. To accomplish a major item (or even smallones), assemble your material so you can attack the project in one session. Thissaves time in reassembling your thoughts and materials.

Make decisions. You may be afraid to make a decision if you fear that yourdecision may be wrong. If you make an early decision, you have time to reviewreactions to the decision. Then, if the decision was wrong you have time to makenecessary changes.

Tackle big problems. Don't put off important projects because they seem toobig to handle. Break the big project into several smaller ones.

Beware of meetings. Call a meeting only when you need one. Avoid regularlyscheduled meetings that are routine rather than necessary. If a meeting needs tobe held, it should start on time and end at a predetermined time.

Structure a daily “To Do” list. There are many ways to develop a list of itemsyou need to do. Establish a priority system (such as ABC, * highlights) that worksfor you. Keep your list on index cards, legal pads, in a notebook, on your calendar,on electronic file—whatever keeps it handy for you to see and use. Develop a “ToDo” list that includes items important to you.

(Lakein, 1973)

“Flash cards, flash cards, flash cards. I didn’t know how useful they would be in studying.”

Anne NanceEast CampusStudent Success Class

S t u d y T i p s : C o n c e n t r a t i o n A i d s1. Avoid persistent loud noise.2. Avoid environments that are to hot or to cold.3. Don't try to do two or more things at once.4. Arrange your work space so that your eyes aren't drawn to other jobs that

need to be done.5. Don't put unreasonable demands on your attention span.6. Be aware that emotional distress reduces your ability to concentrate.7. Understand that drugs (alcohol, caffeine, nicotine, sleeping or diet pills,) alter

your ability to concentrate.

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Fill out your FAFSA for financial aid atthe same time that you complete yourincome taxes!

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8. Be aware that lack of sleep is a major reason for poor concentration.9. Be aware of your most productive time of day and plan to do the “high

energy” tasks at that time, review your learning style.

H o w t o S t u d y f o r a T e s tNo matter which method or methods you choose for studying, you will constantlybe in trouble if you don't allow adequate study time prior to the test. Crammingwill sometimes save you from failing, but research shows the amount youremember after the test will be slim. The best method is to study material fortests on a weekly basis throughout the entire semester, then, the final reviewbefore the test involves only relearning or refreshing your memory, not learningfor the first time.

Taking the test–There is no substitute for walking into the test room knowingyou are well prepared and ready for the exam. On the other side of the coin, theworst way to sit down to an exam is to be filled with fear and uncertainty becauseyou did not prepare adequately or because you crammed and now everything isbecoming confused.

There are two basic kinds of tests, objective and essay.

Objective tests include the following types of items: multiple choice, true-falseand fill in the blank. On these types of questions you are asking only for theanswer and you are either right or wrong. You can't get partial credit and creativethinking doesn't count. Many students dislike objective tests because they cannotexplain their thinking and evidence their preparation. Teachers, however, preferobjective tests because they are easier to grade. Instructors find it timeconsuming to read large amounts of student writing.

Tips on Multiple Choice Items1. Carefully read the directions to this part of exam. It will usually say “choose

the best answer” and this may mean that there is more than one right answer,but only one is the best answer.

2. Read all choices before you choose your answer.3. If you are not sure of an answer, leave the item blank and go on to the next

item. When you have gone through all the items, you can return to the onesyou skipped.

True-false items1. Remember that any part of the statement that is false makes the whole

statement false.2. Whenever the words “all, always or never” appear in a true-false item, the item

is usually false.3. Always read the directions or ask the instructor to see if there is a penalty for

guessing, that is whether you lose more credit if you get items wrong asopposed to leaving them blank. If there is no penalty, then be sure to guesson all items.

Fill in the blanks1. Be sure to read the entire statement as a whole. Sometimes this will give you

a clue to what should be in the space.






2. As with all short answer type questions, read through all of the items of thetest, other items may refresh your memory on questions you don't know orgive you additional help on answers.

Essay Type ExamsThis type of exam gives you the chance to explain an answer and more fully showin your own words, what you know about a topic. For the instructor, correctingthese tests takes a lot of time, so unless classes are small, instructors keep awayfrom this type of test or may only include a couple of short essay questions inconnection with short answer items. Some hints for taking this type of test.

1. Carefully read the essay question and be sure you know what information iscalled for.

2. After you know what information is called for, in the margin or on a scrap ofpaper put down any key ideas that relate to the topic.

3. Decide how you will organize your answer and write it out.4. Try not to ramble and talk about points not directly related to the question. A

good opening sentence or paragraph can help you avoid rambling and showyour instructor what you know.

5. When you are finished writing, reread what you have written and make anycorrections necessary.

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Organize a study group to prepare for Session 2 final exams.

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New & Returning Student Registration

(telephone/cyber registration)SESSIONS 3, 5

Returning StudentRegistration

(telephone/cyber registration)SESSIONS 3, 4, 5

B u i l d i n g a S e m e s t e r S C H E D U L E 105





106

Key Te rms Frequently Used in Essay-Type Questions,Their Definit ion, and How to Answer Them

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02


M o n d a y 22

T u e s d a y 23

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S a t u r d a y 27

Celebrate completion of your degree at Valencia’s CommencementCeremony!

T h u r s d a y 25

S u n d a y 28

New & ReturningStudent Registration

(Open) SESSIONS 3, 4, 5



Evening Exams Begin SESSION 2

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T e s t A n x i e t y : K e e p i n g C a l m

1. Prepare well in advance. Keep up day to day, if you can, but don't judgeyourself harshly if you don't. Avoid last-minute cramming. Don't go withoutsleep the night before (though 4 or 5 hours may be enough). Stop studyingan hour or so before the test and relax and compose yourself.

2. Know time and place of the test and what you need to bring. Be on time,neither too early nor too late, with blue books or supplies. Don't rush.

3. Don't’ talk about the test with classmates immediately beforehand if youknow it raises your anxiety level. To do so may nourish group paranoia.

4. Read over the test and plan your approach. Ascertain point values per part,time limits for each section, which question you'll start with, etc.

5. Don't hesitate to ask for clarification from the professor, teaching assistant,or proctor if you have questions about directions, procedure, etc., rather thanletting anxiety build up because you aren't sure what you are expected to do.

6. Develop an aggressive, yet realistic attitude. Approach the testvigorously determined that you will do your best but also accept the limits ofwhat you know at the moment. Use everything you know to do well butdon't blame yourself for what you don't know.

7. Activity reduces anxiety. If you go blank and can't think of anything towrite, go on to another question or another part of the test. On an essay, jotdown anything you can recall on scratch paper to stimulate your memory andget your mind working.

8. Relax yourself physically during the test if you notice that you are notthinking well or are tight. Pause, lay your test aside, and take several slow,deep breaths. Concentrate on your breathing. Do this if you notice that youare worrying excessively about one problem, not reading carefully, forgettinginformation you know.

9. Pay attention to the test, not to yourself or others. Don't waste timeworrying, doubting yourself, wondering how other people are doing, blamingyourself, etc. Don't worry about what you should have done, pay attention towhat you can do now.

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H o w d o I C o m p u t e t h e G PA I E x p e c t f o r T h i s S e m e s t e r ?

Your Grade Point Average (GPA) is a weighted average of all your “for credit”college work. This means that a grade in a four hour course will change your GPAmore than the same grade in a three hour course. It also means that your GPAgets harder to change when you have taken more courses. To calculate yourestimated GPA you would do the following:

For each course you multiply the course credit hours times the grade you receiveto get the “quality points” for that course. Your grades have the followingnumerical equivalents; each A is 4, each B is 3, each C is 2, each D is 1, and eachF is 0. Add up the quality points for each course and divide the result by the totalcredit hours to get your semester's GPA. For example, suppose you were takingthe following courses:

Your GPA for the semester would be 31 ÷ 13 which equals 2.38

1

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3

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A

C

B

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10

6

3

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Course Credit Hours Grade Received Quality Points

Total

Course Credit Hours Grade Received Quality Points

GPA =Total Quality Points

=Total Credit Hours 02

Apply for June Graduation and June CLAST!

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Faculty Workday SESSION 2

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W i t h d r a w a l P r o c e d u r e sWithdrawal from a classBeginning Session 1, 1997, new students entering Valencia Community Collegewill follow a new Withdrawal/Forgiveness policy that restricts the number of timesa student may withdraw or repeat a course. This policy was mandated by theState Board of Community Colleges and is in effect at all Florida communitycolleges.

Generally, students may attempt a college-level or vocational credit course twotimes during which they may withdraw or earn a letter grade. On the thirdattempt in the same course, students may not withdraw and will receive a lettergrade. Students who wish to attempt the same course a fourth or subsequenttime, must submit an appeal to do so in which they must justify extenuatingcircumstances. It is important to note that an attempt is defined as enrollmentpast the drop/add period.

For further description of this procedure, see the 2001-02 Valencia college catalog.

Students who were enrolled at Valencia Community College prior to Session 1,1997 will follow the previously established withdrawal/forgiveness proceduresuntil Session 1, 2002. These are described as follows:

Withdrawal Rules and ProceduresThe Withdrawal Deadline for each session is published in the college calendar. Thewithdrawal grade that you receive in a class once you withdraw will bedetermined as follows:

Before the deadline:If you withdraw, or are withdrawn by the professor for excessive absence or otherreasons, on or before the withdrawal deadline, you will receive a W (Withdrawn).

After the deadline:If you withdraw, or are withdrawn by the professor for excessive absence or otherreasons, after the withdrawal deadline, your professor will assign you a withdrawalgrade based upon your academic achievement in the class as of your last date ofattendance, as follows:

WP: If you are passing as of your last date of attendance, you will receive aWP (Withdrawn Passing).

WF: If you are not passing as of your last date of attendance, you will receivea WF (Withdrawn Failing).

If you fail to take the required final examination, the professor will assign you aWF (Withdrawn Failing).

If you receive an I (Incomplete) and complete the required course work during the ensuingsession, the professor will change your grade from I to the appropriate grade of A-F. If youreceive an I, you may still withdraw from the class in the ensuing session. If you withdraw,the professor will change your grade from I to WP (Withdrawn Passing) or WF (WithdrawnFailing) based on your completed course work. If you receive an I, do not withdraw, and do notcomplete the required course work during the ensuing session, you will receive a F (Failing).

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Celebrate Asian/Pacific Islander HeritageMonth–attend a campus program.

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Effect of Withdrawal on your Grade Point AverageIf you receive a W (Withdrawn), you will not receive credit for the course and theW will not be calculated in your grade point average. If you receive a WP(Withdrawn Passing), you will not receive credit for the course and the WP will notbe calculated in your grade point average. If you receive a WF (WF WithdrawnFailing), you will not receive credit for the course and your grade of WF will becalculated as an F (Failing) in your grade point average.

2000-2001 WITHDRAWAL DEADLINESSession 1 – October 29, 2001Session 2 – March 13, 2002Session 3 – June 3, 2002Session 4 – July 22, 2002Session 5 – July 1, 2002

A c a d e m i c D i s h o n e s t y(College Policy 6HX28:(10-16)All forms of academic dishonesty are prohibited at Valencia Community College.Academic dishonesty includes, but is not limited to, plagiarism, cheating,furnishing false information, forgery, alteration or misuse of documents,misconduct during a test situation, and misuse of identification with intent todefraud or deceive.

All work submitted by students is expected to be the result of the students’individual thoughts, research, and self-expression. Whenever a student uses ideas,wording, or organization from another source, the source shall be appropriatelyacknowledged.

Students shall take special notice that the assignment of course grades is theresponsibility of the students’ individual professor. When the professor has reasonto believe that an act of academic dishonesty has occurred, and before sanctionsare imposed, the student shall be given informal notice and an opportunity to beheard by the professor. Any student determined by the professor to have beenguilty of engaging in an act of academic dishonesty shall be liable to a range ofacademic penalties as determined by the professor which may include, but not belimited to, one or more of the following: loss of credit for an assignment,examination, or project; a reduction in the course grade; or a grade of “F” in thecourse. At the option of the professor, the campus provost may be furnished withwritten notification of the occurrence and the action taken. If such written noticeis given, a copy shall be provided to the student.

Students guilty of engaging in a gross or flagrant act of academic dishonesty orrepeated instances of academic dishonesty shall also be subject to administrativeand/or disciplinary penalties which may include warning, probation, suspensionand/or expulsion from the College.

The student may appeal action taken by the professor under the provisions of eitherPolicy 6Hx28:10-13 or 6Hx28:10-15 as determined by the nature of the action taken. 02

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Attend a workshop on jobinterviewing skills. Practice with a video interview.

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G o o d A d v i c e f o r G r e a t S t u d e n t sFaculty and Students should work together as partners to create an excellentlearning environment in the classroom. As a Great Student, it is expected thatyou will take responsibility for your own learning, and seek the information youneed to achieve academic success, Faculty are interested in working with you tosupport your success and are available to assist you in a variety of ways, however,it is Your Responsibility to seek additional information and assistance when youneed it.

S u g g e s t e d S t e p s t o S u c c e s s :1. Carefully READ THE COURSE SYLLABUS to understand the class requirements,attendance policies, and assignment due dates. If these are not clear to you, ASKTHE FACULTY member for clarification.

2. Become acquainted with the OFFICE HOURS of each of your FACULTY and visitthem during these hours to request clarification on course material, courseexpectations, or just to become acquainted.

3. If you have a conflict with a FACULTY member, try to resolve it by talking tohim or her privately during his/her office hours. If you need help to prepare forthis meeting, go TALK WITH A COUNSELOR/ADVISOR in the ADVISING ANDCOUNSELING CENTER.

4. If you are not able to resolve the conflict with the FACULTY member, you cantalk with the DEPARTMENT CHAIR of that academic discipline to seek a resolution.

5. If you are not able to resolve the conflict through the DEPARTMENT CHAIR,you can talk with the PROVOST of the campus to seek a resolution.

6. If you are not able to resolve the conflict through the PROVOST, you can seek aresolution through a COLLEGE GRIEVANCE PROCESS. These are described in theCollege Catalog and the Student Handbook. A counselor/advisor in the ADVISINGAND COUNSELING CENTER can help you to understand the grievance processesand how you can request a grievance hearing.

A c a d e m i c G r i e v a n c e P r o c e s s(College Policy: 6Hx28: 10-13)

Final Grades

If you feel that your final course grade is not representative of your performanceaccording to the evaluation system defined and used by your professor, you haverecourse through the student academic grievance process to seek a change ofgrade.

Here are the steps you must take in the grievance process:

1. Meet with the professor to learn how the grade was determined and toexamine the evidence.


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2. If your concern is not resolved, you should meet with the professor'sdepartment chair or other immediate supervisor of the professor.

3. If your concern still is not resolved, you should meet with the provost orappropriate campus official.

4. If your concern still is not resolved, the matter may be referred to the StudentAcademic Grievance Committee, composed of faculty and students. For theStudent Academic Grievance Committee, these guidelines must be followed:

a. Only final course grades may be grieved.b. W,WP, WF and I grades may not be grieved.c. You must fill out an official form requesting that the Grievance Committeereview your case. The form is available in the provost's office on each campus.d. To request a hearing, you must file the completed grievance form in theappropriate provost's office within 30 days after receiving the final grade in thecourse.

G r i e v a n c e H e a r i n g

An informal hearing will be conducted by the Student Academic GrievanceCommittee within 30 days after receipt of your grievance form. The hearing willprovide you an opportunity to present your position and supporting facts. Youwill be required to provide the committee an advance copy of the major issues,documents to be included, and names of persons you expect to attend thehearing. The committee is the final judge of what and who are to be includedand excluded in the hearing and has the right to adjourn and reconvene at a latertime if this is necessary to complete the hearing. After the hearing, the committeewill make a recommendation to the president of the College, who will notify youin writing as to the resolution of the grievance.

A c a d e m i c S t a n d a r d s o f S a t i s f a c t o r y P r o g r e s s(College Policy 6Hx28:10-00)Students shall maintain satisfactory academic progress by maintaining a minimumsession grade point average (GPA) of 2.0 and by successfully completing 50percent or more of all courses attempted each session. The successful completionof a course is defined as a grade of A, B, C, or D. All college-level and college-preparatory courses in which students are registered at the end of Drop/Add areused in computing GPA.

A. Academic WarningAny student who does not achieve a session GPA of 2.0 or who does notsuccessfully complete 50 percent or more of all courses attempted in onesession will be placed on academic warning. To be removed from academicwarning, a student must complete 50 percent or more of all courses attemptedand achieve a session GPA of 2.0 or higher the next session.

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B. Academic ProbationAny student who fails to maintain either a session GPA of 2.0 or a cumulative GPAof 2.0 or who does not successfully complete 50 percent or more of all coursesattempted for two successive sessions will be placed on academic probation.To be removed from academic probation, a student must complete 50 percent ormore of the session course work and achieve a cumulative GPA of 2.0 or higher.While on academic probation, a student may register only after receivingapproval of his or her proposed schedule from an educational advisor orcounselor.

C. Academic SuspensionAny student on academic probation who fails to achieve a cumulative GPA of 2.0or higher after attempting 24 semester hours and who fails to successfullycomplete 50 percent of the session will be placed on academic suspension for thefollowing session (1, 2, 5, or combined 3 and 4). After one session, a student onacademic suspension may request to return to Valencia by applying to theprovost or designee at the appropriate campus. While on academic suspension,the student may register only for continuing professional education courses atValencia. Upon being permitted to return to Valencia, the student will be placedon academic probation and must maintain academic standards of satisfactoryprogress during each session until a cumulative 2.0 GPA is achieved.

D. Academic DismissalAny student who has not met the academic standards of satisfactory progressduring any session while on probation following academic suspension will bedismissed from the College for one session (1, 2, 5, or combined 3 and 4). Whileon academic dismissal, the student may only register only for continuingprofessional education courses at Valencia. After one session, a student onacademic dismissal may request to return to Valencia by applying to the provostor designee at the appropriate campus. Upon being permitted to return toValencia, the student will be placed on academic probation and must maintainacademic standards of satisfactory progress during each session until acumulative 2.0 GPA is achieved.

C a m p u s L e a r n i n g A s s i s t a n c eLibrary (Learning Resource Centers)The library (LRC-Learning Resource Center) provides a variety of books,pamphlets, periodicals, and audiovisual materials and instructional technologiesparticularly suited to the curriculum. The LRCs also provide access to referencedatabases including the Internet and other on-line services. Professional librariansand other staff can assist you. Become familiar with and take advantage of theseresources for research, classroom assignment, enrichment, and recreationalreading.

S t u d e n t L e a r n i n g L a b s :East CampusSeminar approach classes in mathematics, reading and related activities aresupported as part of the Instructional Media Center located in Building 4. Theseclasses offer students an alternative mode of learning: studying at their own ratewith suggested guidelines from their instructors. All students have theopportunity to utilize tutorial assistance, a wide variety of video tapes, audio 02





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tapes and many other support materials.Computer labs network PC compatibles, Apple Macintoshes, laser printers, a colorprinter and scanners. Students can do graphics, word processing, computer-assisted instruction and programming. The facility includes two open labs forstudent use and a computer classroom. Software is available for word processing,some levels of graphics and desktop publishing. Instructional software covers abroad spectrum which includes biology, chemistry, physics, economics, businesssimulation programs and many others. Computer-assisted instructional support forstudent and enrichment learning on the Apple, PC compatible and Micro-Platocomputers is also available. Materials and activities are available for wordprocessing and for reinforcing and expanding upon what the students have beentaught in class.

The Writing Lab in Building 7-110 houses a network of IBM-compatible computersthat allows students and professors to share papers and other informationelectronically. This state–of–the–art writing facility is used as a classroom.

Math and Communications Support Centers (Building 4-Instructional MediaCenter) provide assistance beyond the classroom to students in Mathematics,English, Reading, and English as a Second Language. Appointments can be madefor individual tutoring or walk-in help is available through instructional softwareon multiple computers.

Osceola CampusStudents have access to a variety of computerized labs. The Language LearningLab supports instruction in Spanish and English for Non-native Speakers. TheMath Lab serves students enrolled in math courses. The Communications Labsupports instruction in preparatory reading and English classes. The StudentSupport Center provides technical and tutorial services for any student in reading,English, or math. The Open Computer Lab is available to all students in allclasses. All these labs are networked and offer a variety of sophisticatedinstructional software including ELLIS, Daedalus, and Learning Systems.

Students also have access to the Internet, written lab materials, videos, books ontape, and CD-ROM’s in the LRC.

West CampusThe Microcomputer Assistance Center (M.A.C.) located in 7-230, is a computerlab on the West Campus that all currently enrolled Valencia students may use tocomplete work for Valencia courses. Students may have a required assignment orthey may come to use lab software to help them with a specific course. Softwarefor the following disciplines is available: Spanish, French, German, English,Grammar, Reading, Math, Algebra, Statistics, Calculus, Chemistry, Economics,American Government, Nursing, and Accounting. A variety of other programssuch as Excel, Lotus, Word Perfect, Powerpoint and Microsoft Word are alsoavailable.

The M.A.C. supports both Macintosh and Windows platforms; and all computersare connected to printers. While the lab is primarily for course related work,personal work is allowed between the hours of 2–6 p.m., Monday-Thursday.

The M.A.C. is open from 8 a.m.–9 p.m. Monday through Thursday, and 8 a.m.–2p.m. on Friday. During Session I and II, the lab is also open on Saturday from 9a.m.–1 p.m.

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The Mathematics Center (MAC) is on the second floor of Module 7 (7-240). Itprovides lab space for students enrolled in college-prep and self-pacedmathematics courses. In addition, the MAC provides support for students referredfor help in mathematics and for students who merely drop in for such help or tostudy. The MAC provides support for students seeking help in preparing for theCollege Level Academic Skills Test with materials developed specifically to improveCLAST skills.

The Communications Lab is on the first floor of Module 5 (5-155). It provides labspace for students enrolled in college-prep and reading and writing courses. Inaddition, it provides support for students referred for help in English and Readingand for students who merely drop in for such help or to study. The lab providessupport for students seeking help in preparing for the College Level AcademicSkills Test with materials developed specifically to improve CLAST skills.Communications (Building 5-158) Support Center provide assistance beyond theclassroom to students in English, Reading, and English as a Second Language.Appointments can be made for individual tutoring or walk-in help is availablethrough instructional software on multiple computers.

Winter Park CampusThe Math Student Support Center (room 105) provides assistance to studentsenrolled in college-prep and college-level math courses. The CommunicationsSupport Center (room 112) serves students in college-prep and college-levelreading and writing courses. The schedule for operating hours for the currentsession will be posted outside each center. In addition to tutorial assistance,instructional software materials are available.

The Open Computer Lab (room 112) is available to students in all courses to typepapers, to do research on the internet, and to learn new software.

All students have the opportunity to utilize walk-in tutorial assistance, a variety ofvideo tapes and CD ROM’s, and many other support materials in the TechnologyResource Center (room 128).

T u t o r i n g A s s i s t a n c eThe College offers free peer-to-peer tutorial assistance in academic courses forwhich students are currently enrolled. Assistance is provided in either individual orgroup settings to the extent that tutors and funding is available. Tutoringassistance is also available in designated labs on the campuses. See ValenciaDirectory for locations on campus.

C a m p u s S e r v i c e sInternational Student ServiceThis office assists international students with academic, immigration, and personalissues. International Students Service also provides cultural programming activitieson campus and in the community. See Valencia Directory for locations oncampus. 02





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Office for Students with DisabilitiesValencia Community College provides an ongoing program of services whichencourages students with disabilities to be integrated into all aspects of collegelife. Personnel are available to assist with registration, counseling, academicadvisement and arrangements for appropriate accommodations. Reasonableaccommodations are established on an individual basis. Students must providedocumentation of a disability from a physician or other licensed professional inorder to establish eligibility for services. See Valencia Directory for locations oncampus.

Student Assistance ServicesStudents can access confidential, professional assistance to help resolve problemsthat affect personal life and/or college performance. Besides being confidential,the program is voluntary, designed for all students to seek help on their own.Valencia counselors may authorize a face-to-face assessment with a professionalcounselor with no cost to the student. Students should start by going to a campusAdvising and Counseling Center and asking for assistance. Advising andCounseling Center locations are listed on page 141. The Allen Group, providesSAS services, a completely separate and confidential counseling service. Creditstudents are able to use the service at no charge because the service is funded bythe student activity fee that is part of fee payment.

Veteran AffairsThe Veteran Affairs Office is responsible for providing veterans and dependents ofeligible veterans assistance that will enable them to derive the maximum benefitfrom their veteran’s educational entitlement. See Valencia Directory under“Financial Aid Services” for locations on campus.


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“College is a commitment. It’s bigger than high school, it’s your life. Makesomething of yourself here, and enjoy every day of the “new” life.”

Darlene MerrillEast CampusSLS 1122

You are enrolled at Valencia to improve your life, whether it be for careeradvancement, self-discovery or to transfer to a four-year university. You havemade an educational commitment to yourself. In this section you will explorehow Valencia will assess what you have learned and what you can do to continueyour learning to be a lifelong learner. After reading this section you should be ableto answer the following questions:

• What have I learned?• What are the Valencia Competencies and how do they relate to my life?• What is the CLAST exam?• How can I get more involved and share my knowledge and

experiences with others?

To optimize your learning, it is important for you to act on what you havelearned. A great way to do this is to reflect on what you are doing. Start a journal,write in it everyday, and use the materials learned in your classes to continue thelearning process. The more you apply what you have learned to your life, themore important the material will become to you, and the easier it will be to learn.Keep your best writing assignments and other academic work in a notebook soyou can easily show examples of your best academic performance. This canbecome your Learning Portfolio and will be useful to you as you prepareuniversity, scholarship, and employment applications, write a resume, or preparefor a job interview.

Va lenc ia Community Col lege: Student Core Competenc iesValencia Community College Core CompetenciesThe faculty of Valencia Community College have established four CoreCompetencies that describe the learning outcomes for a Valencia graduate. Theyare: THINK, VALUE, COMMUNICATE, ACT. These general competencies can beapplied in many contexts and must be developed over a lifetime. They specifyhow learning can be expressed and assessed in practice. They enable studentsand faculty to set learning goals and assess learning within and across the manydisciplines of human inquiry. Use the descriptions and examples of academic workfor each to measure your own learning outcomes. Samples of the academic workare great additions to your Learning Portfolio.

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T h i n k :think clearly, critically, and creatively, analyze, synthesize, integrate andevaluate in many domains of human inquiry

To think, what must you do?a. analyze data, ideas, patterns, principles, perspectivesb. employ the facts, formulas, procedures of the disciplinec. integrate ideas and values from different disciplinesd. draw well-supported conclusionse. revise conclusions consistent with new observations, interpretations, or reasons

How and where must you think?• with curiosity and consistency• individually and in groups

Samples of my work which demonstrate that I can:• identify data, ideas, patterns, principles, perspectives• use facts, formulas, procedures• draw well-supported conclusions• integrate ideas and values from different disciplines• revise my conclusions in light of new observations, interpretations,

or reasons

V a l u e :make reasoned judgements and responsible commitments

To value, what must you do?a. recognize values as expressed in attitudes, choices, and commitmentsb. distinguish among personal, ethical, aesthetic, cultural, and scientific valuesc. employ values and standards of judgment from different disciplinesd. evaluate your own and others’ values from individual, cultural, and global

perspectivese. articulate a considered and self-determined set of values

How and where must you value?• with empathy and fair-mindedness• individually and in groups

Samples of my work which demonstrate that I can:• identify values expressed in feelings, attitudes, beliefs, choices, and

commitments• recognize my own and others’ values• distinguish among personal, ethical, aesthetic, cultural, and scientific values• employ values and standards of judgement from different disciplines• evaluate my own and others’ values from global or universal perspectives• commit to actions consistent with a considered and self-determined set of values

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A c t :act purposefully, effectively, and responsibly

To act, what must you do?a. apply disciplinary knowledge, skills, and values to educational and career goalsb. implement effective problem-solving, decision-making, and goal-setting

strategiesc. act effectively and appropriately in various personal and professional settingsd. assess the effectiveness of personal behavior and choicese. respond appropriately to changing circumstances

How and where must you act?• with courage and perseverance• individually and in groups• in your personal, professional, and community life

Samples of my work which demonstrate that I can:• act effectively and appropriately in different contexts and settings• implement problem-solving and decision-making strategies• manage my time and activities in daily life• apply disciplinary knowledge, skills, values to my goals• plan for and implement desirable change in response to

circumstances

C o m m u n i c a t e :communicate with different audiences using varied means

To communicate, what must you do?a. identify your own strengths and need for improvement as communicatorb. employ methods of communication appropriate to your audience and purposec. evaluate the effectiveness of your own and others’ communication

How and where must you communicate?• by speaking, listening, reading and writing• verbally, non-verbally, and visually• with honesty and civility• in different disciplines and settings

Samples of my work which demonstrate that I can:• identify my own strengths and weaknesses as a communicator• analyze audience to improve communication in various settings• communicate in different contexts, settings, and disciplines• evaluate effectiveness of my own and others communication

C L A S T ( C o l l e g e - L e v e l A c a d e m i c S k i l l s T e s t )

CLAST is a state-mandated test of college-level competencies for students whoare seeking the Associate in Arts degree or who will transfer to a state universitywith 60 or more credit hours. The subtests on CLAST are English Language Skills,Reading, Mathematics, and Essay.

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To be eligible for CLAST, you must have successfully completed a minimum of 18hours of college-level work, including ENC 1101 and ENC 1102 (or equivalent),and MAC 1105 or higher, with a grade of C or higher. You may meet CLASTrequirements through alternative methods such as ACT and SAT scores or averagegrades of 2.5 or higher in specified courses. The specific requirements aredescribed in the Valencia Catalog. To complete a CLAST application, go to anAdvising and Counseling Center. There is a $25.00 CLAST fee. CLASTregistration deadlines are listed in the calendar on page 6.

Education majors are required to take and pass all sections of the CLAST.

CLAST PreparationWe understand your frustration when you miss the required score by just onepoint. To avoid this frustration, thoroughly prepare for the CLAST by attendingthe free review sessions every semester (they’re listed in the newspaper schedule)and practicing with the resources available in the Learning Resources Center andTechnology Resource Centers on every campus.

CLAST Re-takesYou only need to repeat a subtest if your score fell below the required cut-score.You may not repeat subtests you passed. You must wait at least 30 days aftertaking CLAST before you take it again. All retakes will be given double time.

For multiple retake scores, the highest score you make, not necessarily the latest,will show on your transcript.

The English Language Skills and Reading Skills subtests are in the same book. Ifyou have already passed one of these subtests, do not repeat it. You may spendthe entire time on the one subtest you need. You must be an AA student atValencia to take the CLAST here. Transient students need a referral from theirhome institution.

TWO WAYS TO TAKE CLAST:

Regular AdministrationThe regular administration is given in February, June, and October.

• Go to the Advising and Counseling Center and request the registrationmaterials. Bubble only the subtests you need to take. You will receive a lettertelling you the report times for each subtest. You will only need to be there forthe subtests you need. You will be in a room with others who are also takingthe same subtest. Be sure to mark the section for retake if you have taken thetest before. Retakes will receive double time.

• A CLAST processing fee of $25.00 will be charged when you registerRemember to return your forms to the advising and counseling center after paying the registration fee after the test.

• You will receive your scores by mail five to six weeks later.

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Computer Adapted Test for CLAST (CAT-CLAST)The CAT-CLAST is scheduled by individual appointment year round at the University ofCentral Florida and other institutions around the state. The Essay is not available on theCAT-CLAST. CAT-CLAST is for both first time takers and retakes.

• Call the Collegewide Assessment Office at 299-5000, ext. 1737or 2815 torequest a referral and further information. Valencia students must obtain areferral slip before calling the CAT-CLAST institution to schedule anappointment. CAT-CLAST institutions charge $30, paid at the time you requestthe referral.

• You will know your score as soon as the test is completed. Scores are notofficial until the CAT-CLAST institution sends them to Valencia. This usuallytakes three to four weeks.

AN ALTERNATIVE METHOD TO MEET CLAST REQUIREMENTS:

Another reward for good grades!An alternative way to meet College Level Academic Skills requirements isavailable. You might qualify if you have scores on SAT or ACT which placed you incollege level courses. If you have a 2.5 GPA in ENC 1101 and ENC 1102 orequivalent you may be eligible to use an alternative method of meeting CLASTrequirements in English Language Skills, essay and/or Reading. A 2.5 GPA in twocollege-level math courses (higher than intermediate algebra) may satisfy themath College Level Academic Skills requirement. If you have already taken theCLAST and need to retake a portion, you may use the alternative instead if youqualify. Go to an Advising and Counseling Center to request an alternative. A $25processing fee will be charged.

MIXING METHODS TO MEET REQUIREMENTS:

Go for it! If you have good grades or high test scores as noted above, why take thetest? Methods of meeting the requirements for CLAST may be mixed. You may use thetest in some areas and the alternative in others if you qualify.

C P T T E S T I N G H O U R SNo appointments. Walk in between hours given:

West Campus SSB, Room 235Monday & Wednesday 9AM-6PMTuesday & Thursday 9AM-3PMFriday 9AM-1PM*Saturday 8AM-10AM *(Bldg. 7 room 219 for Saturday testing only)

East Campus Bldg. 2, Room 120Monday & Wednesday 9AM-3PMTuesday & Thursday 9AM-6PMFriday 9AM-1PM* Saturday 8AM-10AM* (Bldg 4, Room 120 for Saturday testing only)


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Winter Park Bldg. 1, Room 140Monday-Thursday 8AM-6PMFriday 8AM-5PMSaturday 8AM-10AM

Osceola Bldg.1, Room 125Monday-Thursday 8:30AM-6PMFriday 8:30AM-12PMSaturday 8AM to 10AM

Commun i t y Co l l ege A s soc i a t e i n A r t s Tr an s f e rGua ran tee s

Community College Associate in Arts graduates are guaranteed certain rightsunder the Florida Statewide Articulation Agreement 6A-10.024. This ArticulationAgreement governs the transfer of students from Florida public communitycolleges into the State University System. The agreement addresses GENERALADMISSION to the university and PROGRAM ADMISSION.

General Admission

GuaranteesThe Articulation Agreement designates the Associate in Arts degree as the transferdegree. In doing so, The Agreement guarantees that:

1. Community college AA degree holders will be granted admission to one ofthe state universities, but not necessarily to the university of choice or to alimited access program.

2. Upon transferring to a state university, AA degree graduates will be awardedat least 60 credit hours towards the baccalaureate degree.

3. The university catalog in effect the year the AA degree student first enrolled atthe community college will remain in effect for the student’s program,provided the student maintains continuous enrollment as defined in thatcatalog.

4. Once a student has completed the General Education Core and this is sonoted on the transcript, regardless of whether or not an AA degree isawarded, no other state university or community college to which the studentmay transfer can require additional courses to the general education core.

5. When transferring among institutions participating in the Statewide CourseNumbering System, a receiving institution must accept all courses taken at thetransfer institution, if the same course with the same course number is offeredat the receiving institution.

6. Credits earned through acceleration mechanisms (CLEP, AP, PEP, EarlyAdmission, International Baccalaureate, and Dual Enrollment courses) withinthe AA degree at the community college will be transferable to the stateuniversity. 02





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Students without an AA degree who are seeking admission to a state university donot have all the protection provided by the Articulation Agreement and may bedenied admission or lose credit when transferring. In most cases students withoutan AA degree will have to meet freshman admissions standards.

PROGRAM ADMISSION:GeneralThe universities determine the courses and prerequisites that must be taken inorder to receive a baccalaureate degree for a chosen program. Although all creditearned towards an AA degree will transfer to a university, not all credit may satisfythe program prerequisites or the course requirements for a baccalaureate degree.Therefore, it is important to know the program requirements and to take as manycourses as possible at the community college while completing the AA degree.

Limited AccessDue to limited resources, some programs have additional admission requirementswhich are more restrictive than the university’s general admission requirements.These requirements include one or more of following: grade point average, testscores, prerequisite courses, auditions, portfolio.

GuaranteesAA graduates are not guaranteed admission into limited access programs but areguaranteed that:

7. The community college student will have the same opportunity to enroll in auniversity limited access program as the native university student.

8. Selection and enrollment criteria for a university limited access program willbe established and published in catalogs, counseling manuals and appropriatepublications. Notification of any changes in a program will include sufficienttime for prospective students to have the opportunity to adjust to meetprogram criteria.

AppealsShould any of these guarantees be denied, the student has the right to file anappeal. Each state university and community college has established appealprocedures. Students may contact the state university or community collegearticulation officer for a copy of these procedures.

Admission AppealsAs a general rule, if a student is denied admission to a university or a program atthe university and wants to appeal, the appeal must be initiated at the UniversityAdmissions Office. Each university has established procedures for appealingadmission denials. Those procedures must be published in the university catalog.

If a student is accepted into a university, but is denied admission to a program,the university must state the reasons for the denial. This is usually done in a letterfrom the dean of the college, school or department. Any request for furtherclarification should include:

1. A copy of the letter of denial;2. A copy of the student’s transcripts;3. A copy of the page(s) from the counseling manual or catalog,

outlining the program requirements; and,4. A signed statement requesting a review of the denial.


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NOTE: Students should keep a copy of all correspondence and a log of all telephone contacts. Acopy of all of the above information should be forwarded to the University Admissions Office andthe University Articulation Officer.

Articulation OfficersThe University Articulation Officer is responsible for assisting the communitycollege student seeking admission to a university. If assistance is needed with anappeal request or if it appears that a department is not complying with theStatewide Articulation Agreement, the University Articulation Officer should becontacted. The Community College Articulation Officer is also responsible forassisting in the transfer of students to universities.

Appealing to the Articulation Coordinating CommitteeAll of the avenues available to the student at the institutional level would bepursued prior to appealing to the Articulation Coordinating Committee. Thestudent should keep a copy of all correspondence and a log of all telephonecontacts.

Admission AppealsIf the denial is upheld at the university level and there is still a question ofpotential violation of the Articulation Agreement, the student may request ahearing before the Articulation Coordinating Committee (Florida EducationCenter, Tallahassee, Florida 32399-0400). The procedures for filing such an appealwith the Articulation Coordinating Committee are as follows:

1. The student submits a statement of the problem; a copy of the letter of denialfrom the university; a copy of the transcript in question; a copy of the page(s)from the catalog or counseling manual; and a request to have a hearingbefore the Articulation Coordinating Committee for purposes of adjudication.

2. All students appeals and policy concerns are reviewed by the ArticulationAppeals Subcommittee, which then forwards its recommendation(s) to theArticulation Coordinating Committee. Issues not resolved by thesubcommittee are sent to the full committee for resolution.

3. The Articulation Coordinating Committee and Articulation AppealsSubcommittee may request the appearance of representatives or statementsfrom the receiving or sending institution to provide additional information orclarification on the issue.

4. A decision letter on the disposition of an appeal is written by the chair of theArticulation Coordinating Committee to the division directors and copies aresimultaneously sent to all persons involved, including the student. Thedecision of the Articulation Coordinating Committee shall be final. 02





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145144 I m p o r t a n t F A C T S

Children on Campus(College Policy 6HX28:04-10)Students, faculty, and staff of the college may not bring children to class or leave childrenunattended on campus. The College assumes no responsibility for supervision of children.Students failing to comply with this policy will not be admitted to classes and may be asked toleave campus until off-campus child care arrangements can be made.

Dress CodeStudent dress is left to the tasteful discretion of the individual. However, for health and safetyreasons, students are required to wear shoes at all times while on campus.

Drugs and AlcoholValencia Community College, through its policies and programs is dedicated to providing anatmosphere that encourages:

• The reinforcement of a positive, drug-free lifestyle.• Respect for laws and rules prohibiting the use of illegal drugs and the abuse of

alcohol.• An understanding of the effects of drugs, including alcohol, on personal health and

safety• The value of sound personal health and safety.

Policy 6HX28:10-14 prohibits the possession, sale, or consumption of alcoholic beverages on campus.

Policy 6HX28:4-41 and 6HX28:10-03 prohibit the possession, use, or distribution of illicit drugsand alcohol by students on College premises or as part of any college activity. The College mayimpose disciplinary sanctions up to and including expulsion and referral for prosecution forviolations of these policies.

Valencia operates in compliance with the Federal Drug-Free Schools, Campuses and CommunitiesAct of 1989. Please stop by the Advising and Counseling Center for information about activitiesand referrals.

Equal Access–Equal OpportunityValencia supports equality of opportunity and access to education for students. The college willnot deny admission or participation in any educational program or activity on the basis of anylegally prohibited discrimination including but not limited to such factors as race, sex, nationalorigin, color, religion, age, veterans status, disability and marital status. For further information,contact the Dean of Students on your campus.

The college will investigate charges of inlawful discrimination. Unlawful discrimination includesunfair treatment on the basis of race, age, religion, handicapping condition, color, marital status,sex, national origin and sexual harassment. Concerns and complaints should be directed to theDean Of Students on your campus.

Food and Drinks(College Policy 6HX28: 04-33)

Eating or drinking is not permitted in classrooms, laboratories and the Learning Resource Centers.

S t u d e n t R i g h t s , R e s p o n s i b i l i t i e s & C o n d u c t

Valencia Community College is an educational institution committed toproviding students with involvement in institutional decision making.This involvement takes many forms. Student government leaders are elected on the campuses andserve as the official voice of the students to the administration on matters important to students.Students serve as voting members on collegewide and campus committees. The College offers astudent leadership development program that not only trains current and potential student leaders,but solicits student input on issues related to student life. Campus provosts meet regularly withstudents to obtain feedback on College operations and how they impact campus life for students. Asurvey is conducted regularly asking currently enrolled students their perceptions of the specificservices and program offered by the College. Follow-up surveys of Valencia graduates are alsoundertaken to determine their perceptions of the College’s services and programs. Students arecontinually encouraged to contact their student government officers or campus studentdevelopment coordinator to volunteer to become active in College committees and/or activities.These and other initiatives by Valencia staff and student leaders assist the College in being proactivein encouraging student involvement and in evaluating and acting on student needs.

In addition to the numerous opportunities for involvement in and impact on institutional decisionmaking at the College, Valencia students are also responsible for adhering to applicable federal,state, local and College laws, ordinances and policies. The purpose of this section of thehandbook is to clarify, as much as possible, what you and the College should expect of each otherin the areas of student rights, responsibilities and conduct.

AIDS Policy(College Policy 6HX28:04-39)Valencia Community College recognizes that discrimination against individuals diagnosed ashaving Acquired Immune Deficiency Syndrome (AIDS); Acquired Immune Deficiency SyndromeRelated Complex (ARC) or a person determined to be positive for the Human ImmunodeficiencyVirus (HIV) is expressly prohibited by Florida law under the provisions of the Human Rights Act of1977, as amended by Section 760.50, Florida Statutes, 1988, which accords to such infectedindividuals every protection made to handicapped persons under Section 504 of the RehabilitationAct of 1973 (Pub. L. No. 93-112).

In accordance with the law, Valencia Community College will offer students and employees withAIDS the same opportunities and benefits offered to other students and employees while at thesame time attempting to balance the rights of such infected individuals to an education and toemployment at the college against the rights of other students and employees to an environmentin which they are protected from contracting the disease.

Change of AddressBe sure to notify the Student Records Office of any change in your permanent or local address.Such a change will ensure prompt delivery of your official mail including grade reports.

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Security Phone ColumnsSecurity Phone “blue light” columns are located on the perimeters of East and West Campuses.They have a two button speaker phone that are color coded to distinguish emergencies frominformational needs.

Emergency use only - red button. The emergency button should be used only when there isa police, fire, or medical emergency. When the red button is pushed, the caller will hear a series ofshort electronic tones and then will be able to talk directly to security personnel. Securitypersonnel are immediately dispatched to the site when the red button is pushed and the bluestrobe light at the top of the column is activated.

Parking Lot “Emergency” Call BoxesThere are yellow emergency call boxes attached to various light poles in our parking lotswhich are identified by a large blue sign with white lettering. To activate the call box, youonly need to open the door which will transmit the location of the alarm over the SecurityDepartment radio system. An officer will be dispatched to that location to provideassistance.

Information - black button. The information button should be used for any service needsother than emergencies. The caller will hear a series of short electronic tones and will then be ableto talk directly to security personnel.

Smoking(College Policy 6HX28: 04-34)Smoking is not permitted in enclosed, in-door areas of college buildings.

V a l e n c i a P o l i c i e s a n d P r o c e d u r e sIt is important that you as a student are aware of the provisions of the following ValenciaCommunity College District Board of Trustees policies.

POLICY AND PROCEDURENumber: 6Hx28:04-41Title: Drug-Free CampusesSpecific Authority: 240.319 FS., 6A-14.0247 FAC.Law Implemented: Drug-Free School and Communities Act, Amendments of 1989,Public Law 101-226; Section 22 amends provisions of the Drug-Free Schools andCommunities Act of 1986 and the Higher Education Act of 1965. 34 CFR Part 86.

Policy: In compliance with the provisions of the Federal Drug-Free Schools and Communities Actof 1989, Valencia Community College will take such steps as are necessary in order to adopt andimplement a program to prevent the unlawful possession, use, or distribution of illicit drugs andalcohol by Valencia Community College students or employees on college premises or as part ofany college activity.

The president or a designee is authorized to impose disciplinary sanctions on students andemployees (consistent with local, state, and Federal law), up to and including expulsion ortermination of employment and referral for prosecution, for violations of standards of conductrequired by this policy. For the purpose of this policy, a disciplinary sanction may include thecompletion of an appropriate rehabilitation program.

Procedure: The president or a designee shall, at a minimum, take the following steps toimplement a drug prevention program by:

A. Making an annual distribution in writing to each employee, and to each student who is takingone or more classes for any type of academic credit except for continuing education units,regardless of the length of the student’s program of study, of:

1. Standards of conduct that clearly prohibit, at a minimum, the unlawful possession, use,or distribution of illicit drugs and alcohol by students and employees on college propertyor as part of any college activities;

2. A description of the applicable legal sanctions under local, state, or Federal law for theunlawful possession or distribution;

3. A description of the health risks associated with the use of illicit drugs and the abuse of alcohol;

Guns on Campus(College Policy 6HX28: 04-31)Firearms are prohibited on campus. Exceptions to this policy are law enforcement officers legallyauthorized to carry such weapons who are officially enrolled in classes or acting in theperformance of their duties. In addition, fireworks, explosive chemicals and other lethal weaponsare also prohibited on campus.

Lost and FoundA lost and found depository is maintained on the East, Osceola, West and Winter Park Campus inthe Security Office. All articles should be turned in to the Campus Security Office.

ParkingStudents should familiarize themselves with parking regulations, student parking locations andrestrictions.

Parking decals are free, required for all vehicles and available in the Security Offices on the East,West, Osceola Campus, and Winter Park Campus.

When on campus, students must park in designated student parking areas only. Student parkingis designated with white stripes. Failure to park in assigned parking areas will result in a parkingfine. The College will assume no responsibility for loss or damage to any vehicle, or its contents,while operated or parked on the property of Valencia Community College. Unpaid citations willresult in an administrative hold on all college records. Students with a hold will not be authorizedto receive grades, transcripts or register until delinquent fines are paid.

Parking decals give holders the privilege of parking on campus, but regretfully we cannotguarantee the holder a parking space. A lack of space is not considered a valid excuse for violationof any parking regulation. Fines are imposed for parking violations.

Types of Parking Fines Amount1. Improper parking in:

• Spaces designated “Handicapped Only” $250.00• Fire Lanes $ 40.00• Designated curb areas, wood area,

grass areas, visitor’s area or motorcycle area $ 5.002. Failure to display decal $ 5.003. Improper display of decal $ 2.004. All other violations $ 5.00

Parking fines double after 15 days from date of issue.

SecurityCampus security personnel are on duty day and night to control traffic and parking and providefor the safety and welfare of students, faculty and staff. Security will assist with vehicle serviceswhich include: unlocking vehicle doors, providing a jump start and inflating a tire. REMEMBERsecurity is everyone’s responsibility, remember to lock your vehicle and safeguard your property.Report all suspicious activities to the Security Office.

The National Campus Safety Act requires all institutions of higher education to report annualcampus crime statistics. In 2000, there was a total of 91 incidents reported. By category, therewere 1 aggravated assault, 65 larceny/theft offenses, 18 burglaries of vehicles, 6 motor vehiclethefts, 1 drug abuse violation and 0 weapons violation reported.

I m p o r t a n t F A C T S


Disruptive activities shall include, but not be limited to the following:1. Violence committed against any member or guest of the college community.2. Forcible interference with the freedom of movement of any member or guest of the College.3. Obstruction of the normal processes, activities, and functions of the college community.4. Assault or battery upon community college security officers in violation of Section

240.381, Florida Statutes.5. Disruptive activities as defined and prohibited in accordance with the criminal provisions

of Section 877.13, Florida Statutes.

C. The College will follow the mandates of Public Law 90-575, which provides in part, that studentsat an institution of higher learning who, after notice and hearing, are found guilty ofsubstantial disruption will not be eligible for financial assistance provided by the federalgovernment.

D. The College shall enforce the provisions of Section 240.133, Florida Statutes, hereinafter setforth in full, as follows:

“240.133 Expulsion and discipline of students of the State University System and communitycolleges.–

“(1) Each student in the State University System and each student in a communitycollege is subject to federal and state law, respective county and municipalordinances, and all rules and regulations of the Board of Regents or Board ofTrustees of the community college.

“(2) Violation of these published laws, ordinances, or rules and regulations may subjectthe violator to appropriate action by the university or community collegeauthorities.

“(3) Each president of a university in the State University System and each president ofa community college shall have authority, after notice to the student of thecharges and after a hearing thereon, to expel, suspend, or otherwise discipline anystudent who is found to have violated any law, ordinance, or rule or regulation ofthe Board of Regents or of the board of trustees of the community college. Astudent may be entitled to waiver of expulsion:

“(a) If he provides substantial assistance in the identification, arrest, orconviction of any of his accomplices, accessories, coconspirators, orprincipals or of any other person engaged in violations of chapter 893within the State University System or community colleges;

“(b) If he voluntarily discloses his violations of chapter 893 prior to hisarrest; or

“(c) If he commits himself, or is referred by the court in lieu of sentence, toa state-licensed drug abuse program and successfully completes theprogram.”

Procedure: Disciplinary proceedings by the College for the violation of this policy shall beconducted under the provisions of Policy 6Hx28:10-04, Student Disciplinary Action.

4. A description of any drug or alcohol counseling, treatment, or rehabilitation or re-entryprograms that are available to employees or students; and

5. A clear statement that the College will impose disciplinary sanctions on students andemployees (consistent with local, state, and Federal law), and a description of thosesanctions, up to and including expulsion or termination of employment and referral forprosecution, for violations of the standards of conduct required by this policy. For thepurpose of this policy, a disciplinary sanction may include the completion of anappropriate rehabilitation program.

B. Establishing and conducting biennial review by the College of its program to:

1. Determine its effectiveness and implement changes to the program if they are needed; and2. Ensure that the disciplinary sanctions described in this policy are consistently enforced.

POLICY AND PROCEDURENumber: 6Hx28:10-03Title: Student ConductSpecific Authority: 240.319 FS., 6A-14.0247 FAC.

Law Implemented: 240.132, 240.133, 240.319, 240.3215, 240.326, 240.381, 877.13 FS.; 6A-14.0247, 6A-14.261, 6A-14.262 FAC.

Policy: Valencia Community College is dedicated not only to the advancement of knowledgeand learning, but also has a concern for the development of responsible personal and socialconduct.

By registering at Valencia Community College, a student assumes the responsibility for becomingfamiliar with and abiding by the general rules of conduct listed below. Violation of any of thesemay lead to disciplinary warning, probation, suspension, expulsion, or other appropriate andauthorized penalty.

A. The following actions are prohibited on campus or at any college related activity, or at otherlocations as may be provided by law:

1. Illegal use or possession of drugs or narcotics2. Actions which are disruptive of the normal, orderly, and peaceful operation of the college3. Possession or consumption of alcoholic beverages in violation of college policy 6Hx28:10-144. Cheating5. Stealing6. Illegal gambling7. Hazing as defined by 240.326, Florida Statutes8. Use of indecent or abusive language.9. Unauthorized use of college name

10. Lewd or indecent conduct11. Violation of local ordinances or of state or federal laws12. Forgery, alteration, or misuse of documents or records13. Furnishing false information with intent to deceive14. Possession and/or use of firearms, fireworks, explosive chemicals and other lethal weapons15. Repeated offenses of a less serious nature16. Participation by students in disruptive activities at state institutions of higher learning as

defined and prohibited under the provisions of Section 240.132, Florida Statutes17. Knowingly to disrupt or interfere with the lawful administration or functions of the

institution as prohibited under the criminal provisions of Section 877.13, Florida StatutesB. The Valencia Community College District Board of Trustees further defines disruptive activities

as follows:



G. Other types of disciplines as set forth in campus regulations and consistent with the incidentinvolved, or as provided under Policy 6Hx28:10-17, Hazing.

The conviction of a student of a criminal offense involving personal misconduct of a kind which, ifcondoned by the College, would reflect dishonor or discredit on the College, shall be sufficientground for suspension or expulsion of such student.

POLICY AND PROCEDURENumber: 6Hx28:10-15Title: Student Rights of Appeal of Administrative DecisionsSpecific Authority: 240.319 FS., 6A-14.0247 FAC.Law Implemented: 240.319 FS., 6A-14.0247 FAC.

Policy: Students shall have the right to appeal administrative decisions which adversely affectthem. The president shall develop appropriate procedures through which appeals may beconducted. This policy specifically excludes proceedings otherwise provided under the followingpolicies: Policy 6Hx28:04-18, Civil Rights Discrimination Grievances; Policy 6Hx28:10-04, StudentDisciplinary Action; and, Policy 6Hx28:10-13, Student Academic Grievances.

Procedure: Appeals under this policy shall be conducted under the following procedures:

A. A student seeking appellate review of administrative decisions deemed by the student to beadverse to him or her may pursue resolution of the matter with the appropriate campusprovost in consultation with other involved staff through normal administrative channels. If thematter cannot be resolved through normal administrative channels, he or she may appeal inwriting to the Student Administrative Appeals Committee.

B. Student Administrative Appeals Committee

A Student Administrative Appeals Committee shall be established and shall be composed of three(3) students (one each from the East, West, and Central Campuses, if possible); three (3) facultymembers selected from a list of ten (10) nominated by the Faculty Association Board of Directors;and three (3) administrators, one (1) of which shall be from the student affairs area. The presidentshall appoint all members of the committee, one of whom shall be appointed as chair and one ofwhom shall be appointed as the vice chair. The president shall also appoint one alternate memberfrom each category of membership on the committee. The composition of the committee shalladhere to the principles of Equal Access/Equal Opportunity.

C. Committee Procedure

1. Within ten (10) working days of the receipt of the decision of the provost by thestudent, whether verbally or in writing, the student may appeal in writing to the chair ofthe Student Administrative Appeals Committee. This written appeal shall contain:(a) A statement as to what specific administrative action or decision is being appealed.(b) A statement outlining the background of the case, including all pertinent

information which the student wishes the committee to consider.(c) An explanation as to why the appeal is being sought, including the decision or

administrative action being sought by the student.

2. Upon receipt of the appeal, the chair shall send copies to the president, the appropriatecampus provost, any other administrator involved, and the members of the committee.The chair shall set a date for a hearing within ten (10) working days following receipt ofthe request. The hearing shall be of an informal nature for the purpose of gathering andreviewing information on which the committee can base its recommendations. The

POLICY AND PROCEDURENumber: 6Hx28:10-04Title: Student Disciplinary ActionSpecific Authority: 240.319 FS., 6A-14.0247 FAC.Law Implemented: 240.132, 240.133, 240.319, 240.3215, 240.326, 240.381, 877.13FS.; 6A-14.0247, 6A-14261, 6A-14.262 FAC.

Policy: The president or a designee shall have the authority to suspend or expel a student who shallbe found to have committed any of the acts listed in Policies 6Hx28:10-03 and 6Hx28:10-17 afternotice to the student of the charges and an opportunity to be heard at a hearing thereon. Hearingsshall be conducted by the president or an officer or committee appointed by the president.

At such hearings the student charged shall have the right to the advice of counsel or layrepresentation of his choice. The determination of the student’s guilt or innocence of thecommission of the act may be made by the president after such a hearing. Hearings shall bescheduled as promptly as possible without prejudicing the rights of the accused.

All college-administered financial support of a student so suspended or so expelled shall beterminated as if the date of the suspension or expulsion.

Alleged violations of college policies, state or Federal laws, rules, or regulations, or other forms ofstudent misconduct shall be investigated by the appropriate campus provost or his or herdesignee. The campus provost or his or her designee shall have original jurisdiction in suchmatters and may take the following degrees of disciplinary action: warning, censure, disciplinaryprobation, or restitution.

Nothing in this policy shall be construed as preventing the president or his designee from takingany immediate action which may be deemed necessary. The president is granted discretionarypower, in any case, to summarily suspend a student pending a hearing.

Degrees of Disciplinary Action – The following are the degrees of disciplinary action whichmay be taken:

A. Warning – A written notice to the student that continuation or repetition of specified conductwill be cause for further disciplinary action.

B. Censure – A written reprimand to the student for violation of a specified regulation.

C. Disciplinary Probation – A written reprimand and warning to the student that a repetition ofthis or other misbehavior may be grounds for more serious disciplinary action; also mayinclude exclusion from participation in student privileges or extracurricular college activities fora specified time as set forth in the notice of disciplinary probation.

D. Restitution – Reimbursement for damage to or misappropriation of property. Reimbursementmay take the form of appropriate service to repair or otherwise compensate for damages.

E. Suspension – Exclusion from classes and other student privileges or activities as set forth in thenotice of suspension pending final determination of an alleged violation.

F. Expulsion – Termination of student status for a definite period of time. At the end of thisperiod of expulsion, the student is eligible to apply to the president of the College forconsideration for re-admission.



by the instructor, to make up any missed examination/assignment. Whenever practical, majorclass assignments, major examinations, and official ceremonies should occur on days other thanmajor religious holy days.

A religious holy day is defined as a significant day of religious observance as recognized by thehighest governing body of that particular religious faith. Evidence of recognition shall be providedby the student unless previously designated by the College. College designation shall be based onlistings in the current year Multicultural Resource Calendar (Amherst Educational Publishing).Information on College designation shall be made available in the Student Services office of eachcampus/center.

A student who believes that he or she has been unreasonably denied educational benefits due tohis or her religious beliefs or practices may seek redress in accordance with Valencia CommunityCollege Policy 6Hx28:10-15, Student Rights of Appeal of Administrative Decisions, or Policy6Hx28:04-18, Civil Rights Discrimination Grievances.

POLICY AND PROCEDURENumber: 6Hx28:10-18Title: Student Code of Classroom ConductSpecific Authority: 240.319FS., 6A-14.0247FAC.Law implemented: 240.319FS., 6A-14.0247FAC.

Policy: Activities which disrupt the desired classroom setting and are violative of this StudentCode of Classroom Conduct are those which, with or without intent to do so, are disruptive ofthe essence of the educational process. Faculty members are authorized to define, communicate,and enforce appropriate standards of decorum in classrooms, offices, and other instructional areasunder their supervision. In the case of the violation of the Student Code of Classroom Conduct,the faculty member may initiate personal conferences, verbal and written warnings, referral to thedirector of student services for counseling, and removal from the classroom pending disciplinaryaction under Policy 6Hx28:10-04. Examples of such disruptive or distracting activities include, butare not limited to the following:

1. Activities that are inconsistent with commonly acceptable classroom behavior and arenot conducive to the learning experience, such as: tardiness, leaving and returningduring class, and early departure when not previously authorized.

2. Activities which violate previously prescribed classroom guidelines or constitute anunreasonable interruption of the learning process;

3. Side discussions which are irrelevant to the subject matter of the class, that distract fromthe learning process, or impede, hinder, or inhibit the ability of other students to obtainthe full benefit of the educational presentation; and,

4. Utterances of “fighting words” or epithets directed specifically toward other personswith the purpose or effect of creating a hostile educational environment or which mayreasonably be expected to incite imminent or immediate violence.

Violation of this Student Code of Classroom Conduct shall constitute grounds for studentdisciplinary action as provided in Policy 6Hx28:10-04.

student requesting review, and all other persons involved, shall be notified in writing ofthe date of the hearing.

3. The following persons shall be requested to attend the committee hearings:(a) The student requesting review.(b) Persons directly involved in the decision or action for which review is sought.(c) Persons whom chair of the committee and whom the student requesting review,

believe to have pertinent knowledge of the matter under consideration; however toavoid unnecessary delay and keep repetition to a minimum, it shall be theprerogative of the chair to limit the number included in the hearing while ensuringthat all pertinent information shall be received by the committee.

4. The chair shall obtain and have available for the hearing all pertinent documentation inthe possession of the college.

5. A minimum of six (6) committee members shall constitute a quorum for all hearings.

6. The chair shall inform the president, the provost, and the student in writing, of itsrecommendation within ten (10) working days of the conclusion of the hearing.

7. In response to the committee’s recommendation, the student and the provost shalleach have an opportunity to forward a memorandum to the president within five (5)working days of their receipt of the recommendation of the committee. The presidentshall not act on the recommendation of the committee for at least ten (10) workingdays after the receipt of the recommendation of the committee. If the student orprovost wishes to submit information to the president or respond to the presidentregarding the recommendation of the committee, it should be done within that timeperiod. The president shall not be required to meet personally with either the student orthe provost.

D. Final determination of the matter shall rest with the president who shall transmit his decisionin writing to the student, the provost, and the chair of the committee within fifteen (15)working days of his receipt of the recommendation of the committee. The decision of thepresident shall be final.

POLICY AND PROCEDURENumber: 6Hx28:10-19Title: Accommodation of Religious Observances by StudentsSpecific Authority: 240.319, 240.134 FS, 6A-14.0247, 6H-1.043 FACLaw Implemented: 240.319, 240.134 FS, 6A-14.0247, 6H-1.043 FAC.

Policy: It is the policy of Valencia Community College to reasonably accommodate the religiousobservance, practice and belief of individual students with regard to admission, registration,official ceremonies, and attendance in class (including the scheduling of class activities, workassignments, and examinations), by the provision of reasonable alternative means for students tocarry out their responsibilities as students.

Procedure: A student shall, upon notifying his or her instructor, be excused from classes withoutpenalty to observe a religious holy day of his or her religious faith. Notification must be made nolater that one week prior to the holy day, or as prescribed by the instructor at the beginning ofthe Session.

Each student excused from class to observe a religious holy day shall be responsible for materialcovered in his or her absence, but shall be permitted a reasonable amount of time, as determined


155154

Bookstore cont’d West Campus Ext. 1471 7am-7pm Monday-ThursdayBldg. 1 7am-4:30pm FridayWinter Park Ext. 6950/6811 Call for hoursBldg. 1

Business Office East Campus Ext. 2225 8am-7pm Monday-ThursdayBldg. 5-214 8am-4:30pm Friday

Osceola Campus Ext. 4131/4130 8am-7pm Monday-ThursdayBldg. 1-155 Friday

West Campus Ext. 1200 8am-7pm Monday-ThursdaySSB-101 8am-4:30pm Friday

Winter Park Ext. 6055 8:30am-7pm Monday-FridayBldg. 1-206

Career Center and East Campus Ext. 2259 8:30am-7pm Monday-ThursdayPlacement Services Bldg. 5-216 8:30am-2pm Friday

West Campus Ext. 1464 8am-7pm Monday-ThursdaySSB-206 1241 8am-4pm Friday

Communication East Campus Ext. 2017 8am-6pm Monday-ThursdaySupport Center IMC-Bldg. 4 8am-5pm Friday

Osceola Campus Ext. 4825 8am-7pm Monday-ThursdayBldg. 1-125 8am-5pm Friday

West Campus Ext. 1516 8am-9pm Monday-ThursdayBldg. 5-158 8am-2pm Friday,

9am-1pm Saturday

Winter Park Ext. 6818 8am-7pm Monday-ThursdayBldg. 1-112 8am-5pm Friday

Dental Hygiene Clinic West Campus Ext. 1305 Call for hoursBldg. 3-134

Financial Aid/ East Campus Ext. 2314 8am-7pm Monday-ThursdayVeterans Affairs Bldg. 5-230 8am-5pm Friday


West Campus Ext. 1460 8am-7pm Monday-ThursdaySSB201 8am-5pm Friday

Winter Park Ext. 6892 Call for hoursBldg. 1

Food Service East Campus Ext. 2575 7am-9pm Monday-ThursdayBldg. 5 7am-2:30pm Friday

Osceola Campus Ext. 4162 7:30am-8:30pm Monday-ThursdayBldg. D 7:30am-2:30pm Friday

West Campus (407) 206-5009 7am-8pm Monday-ThursdayBldg. 2 7am-2pm Friday

8am-1pm SaturdayWinter ParkVending Machines in 2ndFloor Lounge

V a l e n c i a D I R E C T O R Y

OFFICE LOCATION EXTENSION HOURS DAYSV

AL

EN

CIA

d i r e c t o r yO f f i c e s , L o c a t i o n s , a n d H o u r s o f O p e r a t i o n

Academic Advising East Campus Ext. 2310/2311 8am-7pm Monday-Thursday (walk in)and Counseling Bldg. 5-210 8am-5pm Friday (walk in)Centers


West Campus Ext. 1339/1343 8am-7pm Monday-ThursdaySSB-110 8am-5pm Friday


Admissions East Campus Ext. 2330/2331 8am-9pm Monday-ThursdayStudent Records Admissions: 8am-5pm FridayRegistration Bldg. 5-211

Records: Bldg. Ext. 2380 8am-5pm Monday-FridayBldg. 5-234

Osceola Campus Ext. 4135/4138 7:30am-7pm Monday-ThursdayBldg. 1-150 8am-5pm Friday

West Campus Ext. 1507 8am-9pm Monday-ThursdayAdmissions: SSB-106 8am-5pm Friday

Records: SSB-106K Ext. 1320 8am-5pm Monday-Friday1638/1377

Winter Park Ext. 6050 8am-7pm Monday-ThursdayBldg. 1-210A 8am-5pm Friday

Assessment Centers East Campus Ext. 2770 9am-3pm Monday and WednesdayBldg. 2-120 9am-6pm Tuesday and Thursday

9am-1pm Friday8am-10am Saturday 4-120

Osceola Campus Ext. 4149 8am-6pm Monday-ThursdayBldg. 1 LRC 8:30-2pm Friday

8am-10am Saturday

West Campus Ext. 1622 9am-6pm Monday and WednesdaySSB-235 9am-3pm Tuesday and Thursday

9am-1pm Friday

Winter Park Call for hoursBldg. 1-128 /Walk in

Ext. 6814

Bookstore East Campus Ext. 2238/2237 7am-7pm Monday-ThursdayBldg. 5-120 2577/2578 7am-4:30pm Friday

Osceola Campus Ext. 4160/4161 7am-7pm Monday-ThursdayBldg. C 7am-4:30pm Friday

OFFICE LOCATION EXTENSION HOURS DAYS

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Placement Services East Campus Ext. 2726 Call for hoursBldg. 5-216 Fax: 2008

Osceola Campus Ext. 4141 Call for hoursBldg. 1-140

West Campus Ext. 1035 Call for hoursSSB-206

Winter Park Ext. 6814 8am-9pm Monday-ThursdayBldg. 2-140 8am-7pm Monday-Thursday

8am-12pm Friday, Saturday

Security East Campus Ext. 2000/2689 24 hours 7 days a weekBldg. F

Osceola Campus Ext. 4000 24 hours 7 days a weekPort. L

West Campus Ext. 1000/1448 24 hours 7 days a weekSSB-170

Winter Park Ext. 6000 7am-10:30pm Monday-FridayBldg. 1-103 Some weekends

Downtown Center Ext. 3000 6am-9pm Monday-Friday

McCoy Center 7am-9pm Monday-Friday

Student Success East Campus Ext. 2019 8am-7pm Monday-ThursdayCenters Bldg. 5-213 8am-2pm Friday

Osceola Campus 8am-7pm Monday-Thursday(Cyber Zone) 8am-5pm FridayBldg. 1-151

Winter Park Campus 8am-7pm Monday-ThursdayBldg. 1-203 8am-5pm Friday

West Campus Ext. 1619 8am-7pm Monday-ThursdaySSB-142 8am-2pm Friday

Testing Center East Campus Ext. 2704 7am-9pm Monday-ThursdayBldg. 4-120 7am-7pm Friday

8am-2pm Saturday


West Campus Ext. 1323 7:30am-9pm Monday-ThursdayBldg. 7-219 7:30am-5pm Friday

8am-1pm Saturday


8am-12pm Saturday

Tutoring Center East Campus Ext. 2390 7:30am-7pm Monday-ThursdayBldg. 4-102 7:30am-7pm Tuesday, Wednesday,

7:30am-5pm Friday


West Campus Ext. 1249 8am-8pm Monday-ThursdaySSB 248 8am-12noon Friday

Winter Park Ext. 6893 Call for hoursBldg. 1-140



Instructional East Campus Ext.2704 7am-9:45pm Monday-ThursdayMedia Center 4-101 7am-9pm Friday

8am-2:30pm Saturday

Osceola Campus Ext.4155 8am-10pm Monday-Thursday1-104 8am-5pm Friday

8am-12noon Saturday

West Campus Ext. 1574 7:30am-10pm Monday-Thursday6-101 7:30am-5pm Friday

9am-1pm Saturday

Winter Park Ext. 6814 8am-9pm Monday-Thursday140 8am-7pm Friday

8am-12noon Saturday

International East Campus Ext. 2220 Call for walk-inStudents Office Bldg. 5-210 hours

Library (Learning East Campus Ext. 2459 7am-9:45pm Monday and WednesdayResource Center) Bldg. 4 7:15am-9:45pm Tuesday and Thursday

7am-8:45pm Friday8am-4:15pm Saturday1:30-5:15pm Sunday


8am-12noon Saturday

West Campus Ext. 1574 7:30am-10pm Monday-ThursdayBldg. 6 7:30am-5pm Friday

9am-1pm Saturday

Winter Park Ext. 6815/6814 8am-9pm Monday-ThursdayBldg. 2-140 8am-7pm Friday

8am-12noon Saturday

Mathematics Support East Campus Ext. 2775 9am-7pm Monday-ThursdayCenter Bldg. 4-108 9am-3pm Friday


West Campus Ext. 1050 8am-7pm Monday-ThursdayBldg. 7-240 8am-5pm Friday


Office for Students East Campus Ext. 2229 8am-5pm Monday, Thursday, Fridaywith Disabilities Bldg. 5-212 8am-7pm Tuesday-Wednesday

Osceola Campus Ext. 4167 8am-4:30pm Monday-FridayBldg. 1-140

West Campus Ext. 1523 8am-5pm Monday-FridaySSB-102




159158

CLEP (College-Level Examination Program) - Credit by examination by CollegeEntrance Examination Board tests in specified subjects, with such credit applicabletoward a degree.

College Night - An evening for students, prospective students, families, and friends to visitValencia to meet representatives of more than 100 colleges and universities. Usuallyheld in early October.

C.E.U. (Continuing Education Unit) - One C.E.U. is awarded for every 10 contact hoursof instruction in an organized continuing professional education course.

Corequisite - A course required to be taken at the same time as another course.

CPT (Computerized Placement Test) - Placement test from the Accuplacer system of the College Board which is given by computer and is used to determine initial course placements

Credit by Examination - College credit in specified subjects granted by successfulcompletion of local or national tests.

Credit Hour - A semester hour of credit usually equals an hour per week that a class meetsper regular session. Laboratories usually equate to one credit.

Cross-Enrollment - Enrollment by mutual agreement at one educational institution wherea degree is sought by a student who is taking certain specified courses at anotherinstitution at the same time in order to meet particular degree requirements.

Cyber Advisor - Valencia’s computerized educational planning program that allowsstudents to plan their degree completion requirements and project the time it willtake to complete the degree.

Cyber Registration - Valencia’s PC based on-campus registration option.

Degree Audit - Formal list of courses completed and required to be completed to qualifyfor graduation. A graduation check is performed by the Admission's Office at thestudent's request after completing successfully 40 semester hours, but before her/hislast semester.

Dismissal - Student status under which he/she is not permitted to attend college for aspecified period of time.

Dual Enrollment - Concurrent enrollment at two educational institutions.

EAP (English for Academic Purposes) - Classes offered at Valencia at thelow-intermediate levels.

Early Enrollment - Enrollment at Valencia by high school seniors in lieu of or in additionto their senior year of high school. Usually permission of high school is required.

East Wind - Weekly East Campus student development publication which containsannouncements and important information for students and staff.

ELPA (English Language Proficiency Assessment) - Generic term for assessmentstaken by students whose native language is not English. The most frequently usedassessment is LOEP.

Fee A non-refundable financial charge for services rendered, such as for admission,laboratory, special tests, and graduation.

Foreign Language Requirement - The requirement by Florida's state universities thatstudents transferring to the university must have earned two years of sequentialforeign language at the high school level or the equivalent at a community college.Effective August 1, 1989.

H a n d b o o k I N D E X

V a l e n c i a V o c a b u l a r yA.A.: Associate in Arts Degree - A degree designed for transfer to an upper-division

college or university.

A.A.S.: Associate in Applied Science Degree - A degree designed to prepare studentsto enter a career upon completing the degree, and to prepare to transfer to a FloridaUniversity.

A.S.: Associate in Science Degree - A degree designed to prepare students to enter acareer upon completing the degree, with no further study required.

Accreditation - Certification that the College has met established standards and isnationally recognized by appropriate accrediting agencies. Valencia's majoraccrediting agency is the Southern Association of Colleges and Schools (SACS).

ACT (American College Testing Program) - Assessment used for placement purposes.

Activity Period - A non-class period set aside for student activities and variouspresentations on the East Campus and Osceola Campus.

Advanced Placement - College credits earned prior to enrollment at Valencia CommunityCollege through certain examinations, such as those administered by the CollegeEntrance Examination Board.

Applied Technology Diploma- Programs are designed to prepare students for immediateemployment.

Arena - West Campus weekly student development publication which containsannouncements and important information for students and staff.

Articulated AS/BA/BS - Degrees articulated with bachelor’s degree programs in Florida’sstate university system. These A.S. to B.A./B.S. Career Path Degrees are designed forstudents who seek immediate employment in the specified field and who plan totransfer to a Florida public university as a junior to complete a bachelor’s degree inthe specified field.

Articulation Agreement - Agreement between Florida's public junior/communitycolleges and universities assuring junior-level status to students who complete thecommunity college general education and graduation requirements in universityparallel programs.

Assessment - Initial and subsequent evaluation of students to aid in placement andprogress in reading comprehension, writing, English language skills, arithmetic, andalgebra.

Audit - Credit course taken for non-credit.

Career Programs - Two-year A.S. degree programs with courses designed to preparestudents for specialized occupations.

Class Period - Normally a clock hour per week per credit hour.

CLAST (College-Level Academic Skills Test) - State-prepared and state-administeredtest of college-level competencies in English language skills, essay, reading, andcomputation given to students who have earned no fewer than 18 college-levelcredits, including Freshman Composition I and II and a math course from the list ofAREA 3 Math under General Education Requirements. To qualify for the A.A. degreeor transfer to a university with junior status, a student must pass all four componentsof CLAST. To transfer to a state university with junior status, a student must pass atleast three components and pass the other component before completing 36 hours atthe university.


161160

Regular Student - A student whose admission requirements have been fully met and whois working toward a degree.

R.O.T.C. (Reserve Officers Training Corps) - R.O.T.C. programs are offered at StetsonUniversity and the University of Central Florida. Valencia Community Collegestudents may, through cross-or dual-enrollment, earn college R.O.T.C. credit anddegree credit.

Residency - To qualify for in-state tuition, students must sign a notarized statementconfirming that they have resided in Florida 12 calendar months prior to the start ofclasses in the semester they wish to enroll.

Rotunda - Sunken area in some permanent buildings on East and West campuses wherelounging and student activities may take place.

Scholarships - Financial assistance for tuition and fee payment granted by donors toqualified recipients.

SAT (Scholastic Aptitude Test) - Assessment used for placement purposes.

Servicemen's Opportunity College - Programs and special services designed to meetunique needs of active-duty military personnel.

Session - Time period, roughly equivalent to a semester, in which classes meet. Session 1,2, and 5 are usually 14 weeks each; Sessions 3, 4, and minimesters are usually sevenweeks.

Student Activities - Various college-sanctioned projects, endeavors, contests, andfunctions of an extracurricular or cocurricular nature engage in by students.

Student Classification - Pertains to full-time or part-time, regular or special, freshman orsophomore, audit or credit, career or university parallel, etc.

SGA (Student Government Association) - Official representatives of the student bodyto the administration in matters concerning student life.

Student Load - Number of credit hours carried by a student in any session.

Suspension - Student status under which she/he is not permitted to attend college for aspecified period of time.

T.B.A. - To be arranged or announced.

Telecourses - College credit courses televised weekly on local television and cable outlets.

Transcript - Official record of college courses taken by a particular student.

Transfer Student - Student who attended a college or university before coming toValencia.

Transient Student - Student taking one or more classes at Valencia to complete degreerequirements and major coursework at another institution.

Tuition - Financial charge for each credit hour of instruction.

Tutorial Assistance - Special academic help in specified subjects.

University Parallel Program - Course of study leading to A.A. degree which parallel thelower-level requirements of a four-year degree.

Valencia Institute - Courses offered to upgrade professional skills or to meet state andnational licensure or certification requirements.

VTV (Valencia Television) - Valencia television programs broadcast by cable.

The Valencia Source - Collegewide student newspaper published biweekly duringSessions 1 and 2 as part of journalism offerings.

Weekend College - Classes offered Friday evening, Saturday, and Sunday during Sessions1 and 2 for the convenience of persons who work during weekdays.

Withdrawal - Removal from a course or courses by completion of proper forms in theRecords Office or departmental office or by faculty member for excessive absences.


Full-Time Student - Enrollment for 12 or more semester hours in Sessions 1, 2, and 5; sixor more semester hours in Session 3 or 4.

General Education - Specific number of semester hours of basic liberal arts coursesrequired as foundation in university parallel A.A. degree programs.

Gordon Rule - State Board of Education rule requires that students successfully complete 12credit hours of course work in which he/she is required to demonstrate written skills andsix credit hours of mathematics course work at college algebra-level or higher.

Grade - Alphabetical measure of academic success or failure ranging from excellent (A) tofailure (F).

GPA (Grade-Point Average) - Dividing total quality points earned by total semesterhours completed. GPAs range from 4.0 to 0.0.

Grant - Funds awarded for college expenses to qualified students in financial need.

Independent Study - Capable students may acquire course credits at their own pacethrough non-classroom student-faculty interaction. An additional fee is charged.

International Student - A student who has entered the United States on a nonimmigrantvisa, most often an individual on a student visa. Immigrants, refugees, and U.S.citizens who do not speak English as a native language are not classified asinternational students at Valencia.

LifeMap - Is a guide for figuring out “what you need to do when” in order to completeyour career and educational goals.

LOEP (Levels of English Proficiency) - Assessment used to determine placement forstudents whose native language is not English.

Matador Day - Annual day of entertainment and fun in Session 1. Classes do not meetbetween 12:00 p.m. and 2:00 p.m.

Minimester - A short term (seven weeks) of credit instruction that may be offered duringSessions 1, 2 and 5.

Noncredit - A continuing professional education course for which college credit is notgranted.

Osceola On Campus - Bi-weekly Osceola Campus student development publication whichcontains announcements and important information for students and staff.

PAC (Performing Arts Center) - Located on East Campus.

Park News - Winter Park Center student development publication which containsannouncements and important information for students and staff.

Part-Time Student - Student enrolled for fewer than 12 semester hours in Session 1, 2, or5 or fewer than six semester hours in Session 3 or 4.

PEC (Physical Education Center) - Located on West Campus.

Portables - Temporary classroom and/or office buildings at site.

Pre-Major - An AA degree option that includes general education and common pre-requisites from a university major at a Florida State University.

Probation - A status given to students who fail to maintain satisfactory academic progress.

Provisional Student - Degree-seeking student who has not met all necessaryrequirements of admission.

Quality Points - The value, ranging from 4 to 0, for grades for A to F for all coursescompleted, used in determining academic average. See also GPA.


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4

D o w n t o w n C e n t e r

E a s t C a m p u s

East Colonial Dr.

Valencia College Lane

Eco

nlo

ckhatch

ee Trail

East-West Expwy. 408

Eas

t-W

est E

xpw

y. 4

17

Lake Underhill Dr.

Criminal �Justice �Institute

Valen

cia �E

ast Cam

pu

s

417

C r i m i n a l J u s t i c e C e n t e r

H a n d b o o k I N D E XH a n d b o o k I N D E X

4

C o l l e g e D i s t r i c t M a p

Criminal Justice Institute8600 Valencia College LaneOrlando, Florida 32825(407) 299-5000

Downtown Center190 South Orange AvenueOrlando, Florida 32801(407) 299-5000

East Campus701 N. Econlockhatchee TrailOrlando, Florida 32825(407) 299-5000

Osceola Campus1800 Denn John LaneKissimmee, Florida 34744(407) 299-5000

McCoy Center8503 Daetwyler DriveOrlando, Florida 32812(407) 855-9989

West Campus1800 South Kirkman RoadOrlando, Florida 32811(407)299-5000

Winter Park Campus 850 West Morse BoulevardWinter Park, Florida 32789

165164

W i n t e r P a r k C a m p u s

We s t C a m p u s

H a n d b o o k I N D E XH a n d b o o k I N D E X

�

McCoy C e n t e r

O s c e o l a C a m p u s

166

N O T E S

ImportantPersonal Information

Learning Support System

http://valenciacollege.edu/sacs/archive/alternative/append_atlas/Appendix8academicissuesgroup.htm[6/5/2012 10:35:27 AM]

Learning Support SystemAcademic Issues Discussion Group

Morgan Phillips, Dean, Mathematics, East Campus Maryke Lee, Professor of Mathematics, West Campus Joyce Romano, Assistant VP for Educational and Student Services Harry Coverston, Professor of Humanities, Osceola Campus Lisa Macon, Professor of Computer Science, West Campus Illyse Kusnetz, Professor of English, Winter Park Campus Aida Diaz, Professor of Spanish and Humanities, East Campus Ron Keiper, Dean, Science, West Campus Ruth Webb, Dean, Health Related Programs, West Campus Renee Simpson, Director of Admissions and Records Ron Nelson, Director of Institutional Research

DRAFT

Atlas User Report: January 2002 – January 2003

Introduction

The initial design principles of “learning”, “connection” and “direction” are key to the evolution of Atlas and its continuous improvement. As part of our Learning-Centered initiative, the adoption of Atlas is a process of cultural transformation for our learning community that will take time and measured progress to achieve. We believe it is critical that we develop the habit of documenting the behavioral and attitudinal changes of our learners, analyzing the data, and making future plans based on our collective observations.

To this end, we have prepared this “Atlas User Report” report as our first attempt to document behavior and attitudes about Atlas, including use of the My LifeMap tab. We have included data on user patterns, features usage, user feedback, and some correlations of usage patterns with student success indicators. We are examining the extent to which we can track individual use patterns so that in the future we can compare individual student success with use of Atlas in the future

The analysis and future planning that will occur once we have the opportunity to review and discuss this report should form the cornerstone for continued Atlas evolution. The Atlas Improvement Team will continue to meet regularly to address specific recommendations for Atlas and coordinate improvements but the strategic direction for Atlas should also be included in the agendas of broader-based planning (College Planning Council) and learning (College Learning Council) groups, particularly of the Web Strategy Group which is in the process of being established. We look forward to the conversations generated by this report.

Over time, we hope to evolve improved measures of “learning” through Atlas and to continue the learning-centered improvement process for the benefit of our students.

Co-authors: Dr. Joyce C. Romano, Assistant Vice President, Educational and Student Services Stephen Howell, Project Director, Web and Instructional Technology Eric James, Database Administrator, Atlas Portal

DRAFT

Atlas Usage Report: January 2002-March 2003 Table of Contents

I. Atlas User Patterns (behavior)

a. Atlas Accounts Sign On, January 2002-January 2003

b. Atlas Usage

i. Frequency of use

ii. Concurrent Sessions

iii. Days of week/Times of day

c. Atlas Help Usage

II. Atlas Features Usage

a. E-mail – volume and frequency

b. Groups – growth and membership

c. My LifeMap tab

III. Atlas Usage and Student Success Correlation

IV. Atlas Feedback from Users

a. On-line Atlas usage survey

b. Faculty Atlas use survey

c. Spring Registration 2002 Study

V. Conclusion

DRAFT

Atlas User Report: January 2002-March 2003 Atlas User Patterns (Behavior) Atlas Accounts Sign On, January 2002-January 2003 Atlas was introduced to the Valencia Community College community in stages from January through July 2002. Distance learning students and faculty received a letter inviting them to sign on Atlas in January 2002 and Adjunct Faculty received their letter in February 2002. All currently enrolled Valencia students received a letter and an introductory Atlas booklet in April 2002 so that we could address sign on issues before the students needed Atlas to register for Fall classes. While Atlas faculty training was held starting in January 2002, all faculty received a letter and supplemental Atlas information in July 2002. The chart below illustrates the actual rate of Atlas sign on. The rate of growth started increasing in April which corresponds with the letters sent to students, and accelerated as summer registration neared (July 2002), with a steep increase between July and August 2002. Sign-on leveled off somewhat until Spring registration began in November-December 2002 when another increase occurred. Surprisingly, the number of Atlas accounts exceeded staff and current student enrollment and staff starting in late September 2002 (37,977) and continued to climb throughout the Fall and Spring term (currently at 48,448).

Atlas Accounts Over Time

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Atlas Usage

Frequency of use

The impact and potential of Atlas depends on the extent to which using Atlas becomes a part of the Valencia community’s routine. Frequency of use was measured by the percentage of users who had signed on to Atlas from one to 100 days. The chart below indicates that 69% of users signed on to Atlas within 30 days while 29% had signed on in the last 8 days. The median days between sign-on was 15.8. It should be noted that these data are calculated based on all 48,000+ user accounts in a population of 28,000 currently enrolled students. Therefore, it may be assumed that Atlas usage among currently enrolled students is even higher than these data indicate. These measurements over time will be an indication of increasing integration of Atlas into Valencia’s culture.

Days Elapsed Count Percent

> 100 8134 16.79%< 100 40314 83.21%< 31 33598 69.35%< 22 29489 60.87%< 15 23298 48.09%< 8 14301 29.52%< 2 1969 4.06%

48448 100.00% In addition, we believe that students who are engaged electronically through Atlas

are more engaged in the learning process and conversely, disengagement from Atlas may be a measure of disengagement from learning and the college experience. In the future, it may be possible to establish triggers that notify advisors and faculty when individual students begin to “fall off” in their use of Atlas so that a “person intervention” can be initiated with that student to reestablish contact with the learning process.

Concurrent Sessions

The number of concurrent sessions at a particular time is a measure of the pervasiveness of Atlas use. While there are certain times in the academic year (e.g. registration) when concurrent sessions would be expected to be higher, the overall growth in the number of concurrent sessions during other times in the term is an indication that Atlas is being used more frequently for a variety of purposes, as was the intention in its design.

The following chart shows the weekly average concurrent sessions from May 2002 to January 2003, in 2-week intervals. As expected, concurrent session growth increased in July and August during registration and again in December and January, but it is also noted that the number of concurrent sessions was sustained at a higher level in between registration periods and in January compared to August, indicating more widespread use.

7-Day Moving Averages for Concurrent Atlas Sessions

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Days of week/Times of day

Another measure of Atlas use is by Days of the Week and Times of the Day. The most popular day of use is Monday and usage decreases over the week days with the lowest use on Saturday. This pattern seems to follow a “business schedule” of the week “starting” on Monday and Saturday being a “day off”.

Average No. Concurrent Atlas Sessions By DOW

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Time of day usage follows a similar pattern but usage is sustained throughout the

day with peak “business hours” between 10am to 12 midnight! Activity continues over all 24 hours but drops sharply between 3:00-6:00am. It should be noted that the system back up routine runs at 3am each day and temporarily shuts the system down. Over time, it will be interesting to see if these patterns hold with increased volume or if the patterns change. This data also provides good information on low usage time in order to plan system maintenance or upgrades.

Average No. Concurrent Atlas Sessions by TOD

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Atlas Help Usage

AskAtlas One of the user support mechanisms is the AskAtlas e-mail that is on every page in

Atlas. It is supported by Right Now software which provides the answers to and tracks the most frequently asked questions. In April through July 2002, the most frequently asked questions were “When can I get my grades on Atlas?” and “When can I register in Atlas?” The top twenty asked questions in January 2003 are listed below:

Get detailed print of Class Schedule 379 View details of grades in Atlas online 188 How to drop courses in Atlas 111 View final grades in Atlas 103 View unofficial transcripts online 83 How to register for classes using Atlas 71 Viewing “My courses” in Atlas 43 Avoiding computer viruses 41 How to withdraw from courses in Atlas 32 Why can’t I find my final grades? 32 Change classes in Atlas 29 Financial Aid status 26 Can I buy textbooks online? 24 When can I register online in Atlas? 22 Where can I find class times? 21 Pay for classes using Atlas 19 Add class after session has started 16 Report change on address in Atlas 15 View your students’ schedules 15 What is wait listing and how does it work? 14 The chart below illustrates the number of FAQ hits over time between May 2002

and March 2003. As expected, peaks correspond with college transaction periods such as registration, but some peaks indicate high activity at a time not expected (September 29 to October 5, 2002). The questions asked at this time can provide feedback for preparing for better support to the Atlas user community.

FAQ Demand Over Time

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Atlas Help Desk

The Atlas Help Desk was established in April 2002 as a calling center for student users to receive assistance when they cannot resolve issues with the Atlas tutorials that are on the site or through AskAtlas. The Atlas portal work team developed protocols and layers of support, including security procedures for the Atlas Help Desk staff. The Atlas Help Desk was initially staffed with part-time staff who had previously worked in the East Campus Atlas Outpost (aka “Cyber Lab”) and who stepped up to the challenge of anticipating and responding to student needs.

System-generated telephone logs during the registration periods for Fall term 2002 and Spring term 2003 provide data on the volume of the calls and the response rate based on those calls that were “answered” before the caller hung up. Another measure, two weeks after registration also shows a comparison of volume of calls after registration.

Fall 2002 Registration Week Number % Answered

22-Jul 1317 83% 29-Jul No data 5-Aug 1081 87%

12-Aug 883 87% 19-Aug 730 93% (missing Monday) 26-Aug 641 91%

20-Sep 121 88%

Spring 2003 Registration Week Number % Answered

18-Nov 805 93% 25-Nov 215 93% (Thanksgiving break) 2-Dec 665 93% 9-Dec 464 92%

16-Dec 500 91% 30-Dec 656 94%

6-Jan 816 91%

27-Jan 147 97%

Frequently asked questions related to user name (many students did not note the “number” part of their user name) and account lock-outs (due to entering the wrong sign-on more than five times), as well as general questions about registration, finding grades, and navigating the site. The Atlas Help Desk was a key resource in communicating new procedures and when there were system problems in July and August that resulted in course deletions or the system going down.

The decrease in the volume of calls between Fall and Spring registration indicates that students are becoming more familiar with Atlas. The Manager, Atlas Access, a recently filled full-time position, has developed a system to more specifically document the nature and volume of calls during off-peak and peak periods. Atlas Features Usage (Behavior) E-mail Usage – Volume and Frequency Atlas e-mail is the first time in Valencia’s history that students and adjunct faculty were provided a college e-mail account. Full time faculty and staff have been using the Groupwise e-mail system since 1998. In the design of Atlas, the Groupwise address for full time faculty and staff was set up as the default e-mail to which Atlas e-mail would forward, although this can be changed by each user. College practices have changed to use the Atlas e-mail to communicate information to students, faculty, and staff on a regular basis. Notices about registration, payment, financial aid, course schedule changes, system upgrades, course progress, etc. have been sent as e-mail instead of written communications through the U.S. mail. We are in the transformation process for this to become an expected means to communicate critical information to students, faculty, and staff. 27% of all Atlas users sent at least one e-mail from September 2002 to January 2003. As noted with general use of Atlas, this is of all 48,000+ users which includes about 30,000 currently enrolled students and currently active faculty and staff. The average daily number of e-mails during this time period was 2,626.

Of those who have sent at least one e-mail, the average number of e-mails sent during this time period was 15.5. 37% of all users who sent at least one e-mail have sent 3-9 e-mails.

The chart below indicates the weekly average e-mail volume from September 2002 through January 2003. The volume of e-mail has increased over time indicating higher usage as this communication method becomes more integrated into Valencia culture. It is expected that these measures will continue to increase. The peaks can be attributed to withdrawal deadline (end of October 2002), registration (November 2002) and start of the term (January 2003). The valleys can be attributed to term breaks (Thanksgiving holiday in November 2002, term break in December, 2002).

Atlas E-Mail Volume Over Time

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Groups – Growth and Membership The Groups feature in Campus Pipeline 3.1 was an important feature for Valencia because it provided the functionality we intended to design and write ourselves for learning communities. In the design for the April 2002 introduction of Atlas to the wide Valencia community, we intentionally create a framework for the groups (the categories) and created some groups that reflected our learning-centered goals and shaped the expectations and behavior of our users. We started with 36 groups in 9 categories.

Categories Number Career Interests 8 College Governance 4 Faculty 4 Learning-Centered College 5 LifeMap: Students 5 Majors: AA Pre-Majors 1 Majors: AA/AAS 4 Organizations 5 TOTAL 36

The Groups function is well designed in that it is easy for users and “administrators” to use, provides excellent functionality (e-mail, chat, discussions, photos, web links), and is flexible to the groups needs (restricted or open membership, group leader functions can be shared, features can be turned on or off). The rapid growth of groups resulted from this functionality and our intention to “encourage” rather than “control” the creation of Groups. Growth of groups over time is indicated in the chart below.

Growth in Atlas Groups Over Time

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At the end of January 2003, there were a total of 231 groups with a total membership of 10,795 (duplicated persons if multiple group membership). The average group membership was 47. It should be noted that some of these groups were auto-populated by the Web Technical Team in order to use the group features as a communications means. For example, the top 3 groups in membership (Web CT – 3449, Adjunct Faculty 200220 – 833, and Adjunct Faculty 200210 – 685) are examples of these groups. The membership ranges by number of groups are indicated in the chart below.

Group Membership Ranges Gp. Size No of Groups

1 - 10 83 10 - 20 51 20 - 50 63 50 - 100 22

100 or more 12 Total 231

Group membership and activity levels are another means to measure the integration of Atlas into the Valencia community. Deeper measures of group activity such as volume of features use (e-mail, chat, discussions), last log-in, and level of member participation are possible if we believe these are valuable data to measure the impact of Groups on our learning community. My LifeMap tab Campus Pipeline 3.1 also introduced the flexibility of creating our own “tab” in the portal structure which was a powerful addition for our implementation of what we now call the “My LifeMap tools” (formerly known as “Cyber Suite”). The design of the MyLifeMap tab was completed for the April 2002 introduction of Atlas with the content describing LifeMap to students, its description, stages, programs and performance indicators. The LifeMap tools were introduced as they were ready in a web application from April 2002 (My Career Planner, My Job Prospects) to October 2002 (My Education Plan, My Portfolio).

The My LifeMap tools are key to the design principle of “direction” and their use by students, faculty and staff are key to the achievement of desired student learning outcomes. Therefore, the extent to which the Valencia community are using these tools are an important measure of progress towards our overall learning-centered goals.

My Career Planner contains assessments, career and major exploration, and the ability to select and save career, major, and occupational goals. As of March 2003, 7116 persons had visited My Career Planner which is 15% of the Atlas user base. The chart below indicates the number of persons who have various saved elements in My Career Planner, meaning that they had participated in some of the learning processes within the tool and made some selections that fit their career goals. For example, 1,405 persons had taken the skills assessment (20% of those who used the site); 1,497 persons had saved an average of 2.71 occupations in their baskets (21% of those who used the site); 202 persons had saved educational goals (3% of those who used the site).

MyCareerPlanner As of 3/10/2003 Unique VIDs % MyCP Users % Total Atlas Base n = MyCP Visitors 7116 100.00% 15% 48448 Skills 1405 19.74% Interests 239 3.36% Values 142 2.00% MBTI 292 4.10% No. Elements Avg. Basket OccBaskets 1497 21.04% 4061 2.71 MajBaskets 1880 26.42% 3151 1.68 CollBaskets 365 5.13% 687 1.88

Percent w/baskets Occ Rankings 205 13.69% Maj Rankings 434 23.09% % MyCP Users Occ Goals Prof 58 0.82% Occ Goals Ind 44 0.62% Ed Goals Prof 202 2.84% Ed Goals Ind 63 0.89%

My Education Plan guides students through the course selection process to

complete an associate’s degree or technical certificate, and allows students to save up to three plans. As of March 2003, 5,777 persons had visited My Education Plan which is 12% of the Atlas user base. Of these, 44% (2,559) had saved educational plans at a rate of 1.7 per user. The chart below indicates the growth of saved educational plans over time and the most popular majors of those plans.

Ed Plans Over Time

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1406 aa-GenEd 449 as-Nursing 332 aa-BusinessAdmin223 aa-Education 185 aa-Psychology 87 aa-Accounting 86 aa-Biology 85 aa-ComputerSci 84 as-BusAdmin 83 aa-CriminalJustice71 aa-EngineeringUCF

My Portfolio allows students to save examples of their academic work, to request

review and feedback from faculty, and create a public resume of their achievements. As of March 2003, 4,193 persons had visited My Portfolio which is 8.6% of the Atlas user base. Of these, 4.5% (188) persons had saved portfolio entries with an average of 2.3 entries per user. The chart below illustrates the growth of portfolio entries over time.

Portfolio Entries Over Time

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My Job Prospects provides job and occupational information from central Florida

in an easily searchable database. Unfortunately, there is no current way to measure the number of Atlas users that have accessed this web site. Discussions are underway to add functionality to this application that will allow students to save occupational information in a personal basket.

Atlas Usage and Student Success Correlations Ultimately, the measure of the value of Atlas is its contribution to student learning and success. Our ability to measure this effect is limited at this time but is one in which we hope to grow. One of the purposes of this Atlas User Report is to stimulate discussion in our learning community of what would be valid measures of learning through Atlas. To begin somewhere, we examined correlations for students enrolled in Fall 2002 between Atlas usage (i.e. days since last signed-on to Atlas) and a general measure of student “success” – defined as the ratio of credit hours attempted and credit hours completed in Fall 2002. The results are encouraging.

• Students who completed all of the credit hours attempted had last accessed Atlas an average of 19 days while students who completed none of the credit hours attempted had last accessed Atlas an average of 63 days.

• The overall correlation of student success and usage of Atlas was –0.38 meaning that students who were more successful (as measured by completion of attempted courses) used Atlas more frequently.

• When the last date of Atlas usage was averaged for each of the course completion ratio groups, the correlation of student success and frequency of Atlas was -.70 – an even stronger relationship.

• The largest groups of completion were 100% (16,591), 75% (1,646), 50% (1,907) and 0 (4,337). These students last accessed Atlas an average of 19 days, 9 days, 23 days and 63 days, respectively.

These data indicate that successful students use Atlas more frequently than students who are not as successful. Therefore, the assumption that Atlas usage is an indicator of engagement and success in the learning process is supported.

Atlas Feedback from Users Atlas on-line user survey A simple 10 question Atlas user survey was created as part of the January 2002 introduction of Atlas in order to obtain feedback from users that could be used to improve the portal. Survey results from early users (January and February 2002) resulted in re-design of content and location of information for the April 2002 introduction. The survey was activated again in November 2002 through January 2003. Results are summarized in the chart below. ATLAS ON-LINE SURVEY Total 1785 % Respondents were: Male over 25 213 11.9 Male under 25 372 20.8 Female over 25 408 22.9 Female under 25 792 44.4

Times a week using Atlas: One to three 863 48.5 Three to five 471 26.5 Five to Eight 260 14.6 More than Eight 186 10.5 Atlas features used: E-mail 826 46.3 Calendar 377 21.1 My Courses 1265 70.9 School Services 1482 83.2 Academic Life 483 27 LifeMap 311 17.4 Groups 209 11.7 News 387 21.7 Research 314 17.6 Links 262 14.7 Job 175 9.8 Searching 165 9.2 Password process Yes 1709 95.9 easy? No 73 4.1 Did "Help" provide Yes 380 21.4 answers? No 189 10.6 Haven't used 1206 67.9 Registration experience Yes 900 53.9 good? No, but completed 545 32.6 No, did not complete 226 13.5 Reasons you use Atlas: Saves time 1027 58.4 Required by faculty 241 13.7 Feel a part of VCC 97 5.5 Gives me control 193 11 Other 199 11.3 Concerned with Security? Yes 241 13.7 Somewhat 712 40.5 Not concerned 806 45.8 How to learn about features? Targeted messages 710 40.6 Email 635 36.3 Letter in the mail 214 12.2 Signs on campus 123 7 Other 65 3.7

While the overall ratings were positive, many of the comments written were critical of the functionality and ease of use suggesting that those who took the time to write comments used the opportunity to vent their frustrations! These comments are being used to improve the site and the help support to the extent possible. Faculty Atlas User Survey In December 2002, the Faculty Association conducted an on-line Atlas survey as a follow up to the recommendation concerning My Courses tools during the Atlas implementation. They agreed to include additional questions submitted by the Atlas Improvement Team. Concerning the Chat and Message Board features in the My Courses tools, the majority of faculty indicated that they wanted to keep the features on (43% and 58%) or did not have a concern about them (45.8% and 33%). 35.7% of faculty reported that they signed on to Atlas more than 7 times a week, 30% reported that they signed on to Atlas 1-2 times a week, and 25.7% reported that they signed on to Atlas 3-5 times a week. 60% of faculty indicated that Atlas had improved their connections with students. The e-mail function was the most commonly reported feature used (31.8% general, 33% in My Courses), followed by the My Course home page (18.8%) and the message board in My Courses (13.6%). As would be expected, Faculty Services was the most frequently used section/tab reported (55.2%), and Personal and Campus Announcements was the most frequently used function reported (21%). It appears from these results that faculty have incorporated the use of Atlas into their teaching and are reporting benefits of increasing connections with students. Spring Registration Study (student research) Students in a section of Statistics (STA2023) taught by Dr. Maryke Lee (Atlas Improvement Team member) conducted a study in November 2002 of student use of Atlas for registration. They administered a short survey to students who entered the Atlas Outpost on West Campus to register during the first day of open registration which included a time stamp of entry and exit and whether the students were “successful” in completing their registration. They reported on the mean, median, mode, range, variance, and standard deviation for those who were successful and those who were not.

Of the sample of 63 students, 57% were successful in registering, 25% were not successful and 17% did not answer.

Of those who were successful in completing registration, the mean was 18 minutes, the median was 13 minutes, and the mode was 9 minutes. Due to the range (N=67), they recommended that the median was the best measure to use in this study. 50% of the students registered in 13 minutes or less.

Prior to conducting the study, they obtained from the Atlas Improvement Team the goal of 30 minutes for a student to complete registration. Therefore, they concluded that the Atlas Improvement Team goal was achieved.

Conclusion The data provided in this report indicate the level of adoption of Atlas by the Valencia Community College community in its first year of introduction. The combination of data on general usage and features usage indicates a fairly substantial level of adoption, but more importantly serve as a benchmark for future measurement. The MyLifeMap tab usage likewise provides an initial measurement of the use of these planning tools prior to widespread promotion through programs and other interventions. The effect of intentionally designed interventions and promotion of these tools, for example, through the LifeMap marketing campaign, will be able to be measured by the increase in saved goals, plans, and portfolio elements. User feedback is key to the improvement of the system. The on-line surveys that have been developed provide a useful mechanism to gather user input in order to identify perceived value of the system to users and ideas for future development. Finally, the true measure of Atlas effectiveness is its support of its intended design principles of learning, connection, and direction. How we measure this effect is an area for continued development and discussion. Initial correlations indicate a positive relationship between Atlas usage and student success.