The Institution as Learner Dr. Joyce C Romano Students In - PowerPoint PPT Presentation

The Institution as Learner Dr. Joyce C Romano Students In Transition Conference 2011

Valencia College  65,000 students annual headcount  5 campuses in 2 counties in Central Florida (Orlando area)  87% of students are degree-seeking  58% Associate in Arts (traditional transfer to bachelors)  42% Associate in Science (traditional workforce related)  45% Full time enrollment  72% age 24 or younger  16% African-American, 28% Hispanic, 40% Caucasian  50% students receive financial aid

Learning College = Improved Results  Fall to Spring persistence of new students increased to 86.2%  Fall to Fall persistence of new students increased to 67%  Developmental education completion increased 20%  #1 community college in associate degrees awarded  Leah Meyer Austin Award for Achieving the Dream (1 st recipient)  Recently named in Top Ten Community Colleges by Aspen Institute based on student outcomes.

Valencia Learning-Centered Journey National Initiatives : Foud Van- Dev Title III of Title III guard Pew Title V Title III Title III Ed Title III East Osceola West East LC AtD Exc. Round- Osceola Init. Coll tables Late 1980s 1994-1999 2000 2004 2009 Present Valencia Innovations brought to Scale : Student Success Course ( SLS1122) ~ Learning-Centered Focus ~ LifeMap ~ Faculty Development Models ~ Strategic Learning Plan ~ Classroom Assessment Techniques (CATs) ~ Action Research ~ LinCs(Learning in Community)~ TVCA ~ College Prep Task Force ~ Teaching and Learning Academy ~ Scenarios ~ Atlas ~ Portfolios ~ Learning Evidence Team ~ Supplemental Learning ~ General Education Outcomes ~ Learning Assessment

Focus

Big Idea #1 Anyone can learn anything under the right conditions.

What are the right conditions for learning? • Learning environments • Learning spaces • Instructional variety(hybrid, online) • Flexible class schedules (Flex Start) • Academic support systems • LinC (Learning in Commmunity) • Supplemental Learning • Academic Labs • Advising and Counseling • Campus Climate • Welcoming, Safe, Supportive

Big Idea #2 Start Right

Start Right at Valencia  Strategic Goal in 2001-2004 Strategic Plan  “Ensure that students experience extraordinary learning success in their earliest encounters at the college…”  Students develop an educational plan in first term.  Provide learning experiences in a variety of methods, scheduling, approaches to address different learning styles.  Firmly establish assessment, placement, pre-requisite and progression policies to ensure students readiness to learn.  Align the college’s marketing and recruitment messages with its learning mission.

“Start Right” in action (Degree seeking students)  Application deadline 2 weeks before classes start (added Flex Start parts of term)  New student orientation required prior to class registration  Entry testing, placement and course enrollment required in first term  Required SLS1122 for students with course requirements in all 3 developmental education areas  Students cannot add a class once it has met (all students)  All course pre-requisites strictly enforced

Big Idea #3 Connection and Direction

Connection and Direction Students are more likely to persist if they:  Feel safe, welcome, respected, and acknowledged  make social as well as academic connections  hold and sense from others a belief in their potential  Are both challenged and supported academically  can link new learning to prior knowledge  engage actively in their learning  have multiple opportunities to give and receive constructive feedback  Have a plan for completion

END-TO-END PROCESSES (Collegewide Engagement and Integration) DEVELOPMENTAL LEARNING LEARNER ADVISING OUTCOMES (LIFEMAP) (TVCA) TECHNOLOGY (ATLAS)

LIFEMAP: Mission Statement A system of shared responsibilities between students and the college that results in social and academic integration, education and career plans, and the acquisition of study and life skills.

LIFEMAP sm : Ideal Model of Student Progression  College Transition  Introduction to College  Progression to Degree  Graduation Transition  Life Long Learning

Each LIFEMAP sm Stage  Outcomes  Performance Indicators  Guiding Principles  Interventions  http://valenciacollege.edu/lifemap

Big Idea #4 The college is how the students experience us, not how we experience them.

What the students experience (conceptual model/working theory)  Students will succeed if they:  Have a career goal.  Have relationships with others on campus (peers, faculty, advisors, mentors, etc.)  Experience high engagement at the college. (Clarify definition of engagement)  Are self-sufficient.

Conceptual Model Goal: Student Self-Sufficiency A As AS aS S

Bring to Scale

 Innovation Management System Level I Level II “Eye for Climate of 100 are Evidence”: 10 Innovation selected Level III supported for support More rigorous as Phase II as Phase I 1000’s of Innovations. at each level. Innovations. 1 or 2 are brought up opportunties “Venture Capital to scale and “Angel Stage” tried. Institutionalized. Capital Pilot Stage” Implementation Maintain a (Limited Scale) Research and Prototype Challenge Development Level II Innovations is in moving from must be scalable Component. and must show Level II to Level III. potential to bring systemic change and “business -changing results.” Standard of evidence increases at each level.

Systemic Change at Valencia 1995-2003  LifeMap Conceptual Model: 1995 – 1999  LifeMap system development: 1999 – 2002 (and continuing)  Atlas system design and development: 2000- 2002 (and continuing)  Re-designed Student Services (Integrated Services Model) design and development: 2001- 2003 (and continuing)

Life Map sm Valencia’s Developmental Advising Model The “brand name” that:  describes to students what they should do and when.  links all of the services/program/activities that form the developmental advising system.  describes to faculty and staff how they contribute and participate with students in developmental advising  presents to students visual cues in the physical college environment as to where they can obtain different forms of assistance towards their career/educational goals.  links together written publications that are designed to assist students in achieving their career/educational goals.  Promotional marketing campaign of LIFEMap

LifeMap Student Handbook  Chapters follow O’Banion model (life, career, and educational goals, building a schedule, success tips, learning outcomes)  College services are listed in the chapter related to the goals they support.  Includes self-assessments and interpretations.  Calendar pages like “Day - Timer” include key college dates.  “To Do” cues are listed on each calendar page and are tied to Developmental Advising Stages with icons.  “Been There” quotes add advice from peers.

From a Model to a System  “Gap” Analysis and Re -alignment  L ife Map sm  Faculty Alliances  Computer-Based Planning Tools: My Education Plan, My Career Planner, My Portfolio, My Job Prospects, My Profile  Faculty/Staff Development  Atlas: Learning Support System  Engagement Model: Re-engineer Delivery of Traditional Student Services  Measure and Evaluate Results

Faculty Alliances  Career or Education Plans as part of Student Motivation  Inclusive classrooms  Engagement in learning strategies  Connection and Direction critical to student success  A “Competency” of Valencia Faculty  Included in Teaching and Learning Academy curriculum (tenure process)  Faculty LifeMap Groups  Faculty LifeMap Guidebook corollary to LifeMap Student Handbook

Atlas: Learning Support System  Designed to support “Connection” and “Direction”  Integrated Portal: single sign-on to numerous separate applications  Enhance student planning (My LifeMap) and self- sufficiency  Encourage connection through on-line learning communities.

LifeMap in Atlas  Meinthemaking.com  User: catlas Pin: ca1111  My LifeMap tab  LifeMap stages and resources  LifeMap tools  My Career Planner  My Educational Plan  My Portfolio  My Financial Plan  My Job Prospects

Engagement and Commitment

Big Idea #6 Collaboration yields a dialog that drives improvement.

Collaborative Technologies  Governance Structure (Learning Council, Planning Council, Operations Council, Faculty Council)  Big Meetings (high bandwidth discussion of progress and ideas, next steps)  Innovation Funnel (strategic initiatives process)  Campus Plans  Strategic Plan (expressed in meaningful “short hand”)  Build Pathways  Learning Assured  Invest in Each Other  Partner with the Community