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A Report on Progress toward the 2008 -13 Strategic Goals Presented to the Valencia District Board of Trustees on behalf of the College Planning Council April 19, 2011 Amy Bosley Susan Kelley College Planning Council Faculty Co-Chair, 09 -10 College Planning Council Co-Chair
Annual Report on the Strategic Plan l This is the second in a series of four reports on the goals in the strategic plan. l This report focuses on Goal 2: Learning Assured. l A volunteer team of faculty, staff and administrators produced the 2010 report.
Goal 2: Learning Assured l Implement optimal learning environments for students. l Integrate individual student effort with the learning process. l Establish learning and learning support systems and techniques designed to reduce achievement gaps among groups of learners from diverse backgrounds.
Objective 2. 1 – Learning Outcomes l Develop, align, and review program learning outcomes to assure a cohesive curricular and co-curricular experience that enhances student learning.
Objective 2. 1 –Learning Outcomes l Progress is measured in terms of the extent to which there are documented learning outcomes that support curricular alignment and student success. l The aim is for all programs to have and follow a continuous improvement process that includes learning outcomes assessed on an on -going basis.
Learning Outcomes Initiatives l Examples of initiatives aimed at achieving objective 2. 1: l l l Curriculum Mapping within the five General Education discipline areas and within the co-curricular student experience. Development and mapping of the General Education Student Learning Outcomes: Cultural and Historical Understanding, Quantitative and Scientific Reasoning, Communication Skills, Ethical Responsibility, Information Literacy, and Critical Thinking. Development of outcomes for the new Baccalaureate degree programs.
Example of a Learning Outcome: Demonstrate College-level writing. A rubric developed by faculty establishes indicators of student achievement at four levels: - Beginning Developing Competent Accomplished
Example of a Learning Outcome: Demonstrate College-level writing. The rubric presents four indicators of writing at each level: - Meaning and Development Organization Language Conventions
Example of a Learning Outcome For example, to be assessed as “Competent” in the area of Meaning and Development: The student will demonstrate that he or she can develop a point of view and demonstrate competent critical thinking. There will be enough supporting detail to accomplish the purpose of the student’s paper.
Learning Outcomes Data l The learning outcomes for all programs have been developed, approved and are listed in the 2010 -11 College Catalog. l The Office of Assessment maintains a spreadsheet indicating the disciplines / programs that have developed assessment plans.
Objective 2. 2 – College-level Writing l Increase the percentage of students writing at the college level. l Progress is measured in terms of the extent to which student writing assessments are being used that support student mastery.
College-level Writing Initiatives l Examples of initiatives aimed at achieving objective 2. 2: l Humanities and Communications – These faculty are completing the first phase of addressing writing levels appropriate at college-level. l Holistic Grading of ENC 1101 Essays – A plan developed during the Destinations 2010 Faculty Development program is being implemented.
Completion of College Prep Writing College readiness continues to pose problems. In report year 2010, 5, 593 of our Orange and Osceola prior year high school graduates took the entrance assessment test, and of these 36. 95% were not collegeready in the area of writing. Over the past five years, this percentage ranged from a low of 32. 76% in 2007 to a high of 37. 65% in 2009.
Completion of College Prep Writing Valencia fares better than the rest of the state. 72. 7% of Valencia’s college prep writing students who entered in Fall 2006 completed the prep program within two years, compared to 64. 2% for the FL system. (The last state reporting period ended summer 2008. Newer figures will be released this year. ) Valencia’s prep writing students have consistently completed at a higher percentage than the state average.
Student Success in Writing ENC 0010 - Success Rates Caucasian ENC 0010 - Success Rates African-American Caucasian 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% Hispanic 100% 10% 0% 0% 2003 2004 2005 2006 2007 2008 2009 2010
Objective 2. 3 – Completion of Mathematics l Increase the percentage of students who complete the math sequence within two years. Completion is defined as successfully completing the highest level math courses required for a program of study. The two-year measurement period begins upon entrance to college. l Progress is measured by comparing annual math sequence completion rates, and tracking trends over time.
Edit to Objective 2. 3 l The College Learning Council recommended changing the wording to: Completion is defined as successfully completing the highest level math course required for the student’s declared major or as defined by the certificate program in which they are enrolled. Note that developmental education is not a program.
Goal Achievement Initiatives l Examples of initiatives aimed at achieving objective 2. 3: l Developmental Education Initiative and MAT 0024 C (Beginning Algebra) Updating. l Curriculum alignment with K-12. l Statway project.
Completion of math in 3 years
Completion of Developmental Mathematics (College Prep Math – Pre-Algebra)
Completion of Developmental Mathematics (Beginning Algebra)
Completion of Developmental Mathematics (Intermediate Algebra)
Objective 2. 4 – Completion of 15 college credits l Increase the percentage of students mandated into developmental courses who complete within three years the first 15 college level hours of their programs of study. Developmental courses are define to include MAT 1033 C (Intermediate Algebra) l Progress is measured by comparing annual rates of completion of the 15 targeted hours, and tracking trends over time.
First 15 Credit Hour Completion Initiatives l Examples of initiatives aimed at achieving objective 2. 4: Learning in Community (Lin. C) and SL. l Expansion of Financial Aid. l Infusion of College Readiness Skills into the Curriculum. l
Progress on Objective 2. 4 Fall FTIC Degree-Seekers 15 College Level Credits in 3 years 100% 90% % of Starting Cohort 80% 69. 4% 70% 59. 6% 60% 51. 2% 50% 40% 35. 0% 68. 3% 70. 4% 56. 6% 58. 6% 48. 8% 47. 6% 37. 6% 71. 3% 61. 3% 72. 2% 64. 0% 55. 2% 50. 3% 39. 0% 39. 8% 74. 3% 76. 0% 78. 2% 80. 5% 79. 4% 67. 7% 63. 2% 62. 9% 63. 4% 52. 9% 54. 7% 53. 3% 69. 9% 62. 7% 52. 8% 81. 9% 39. 0% 37. 2% 32. 4% 35. 6% 39. 2% 57. 6% 42. 7% 43. 4% No Prep 30% 1 prep 20% 10% 2 prep 0% Fall 97 - SU 00 Fall 98 -SU 01 Fall 99 -SU 02 Fall 00 -SU 03 Fall 01 -SU 04 Fall 02 -SU 05 Fall 03 -SU 06 Fall 04 -SU 07 Fall 05 -SU 08 Fall 06 -SU 09 Fall 07 -SU 10 Fall Cohort
Objective 2. 5 – Close achievement gaps l Close achievement gaps among students from diverse backgrounds in completing six key courses, leading to increased persistence and program completion rates. l The six courses are College Prep Mathematics Pre. Algebra (MAT 0012 C) and Beginning Algebra (MAT 0024 C), Intermediate Algebra (MAT 1033), and “gateway” courses, Communications (ENC 1101, Political Science (POS 2041), and College Algebra (MAC 1105)
Objective 2. 5 – Close achievement gaps Progress is measured by comparing the gaps annually, and tracking trends over time.
Gap-closing Initiatives l Examples of major initiatives aimed at achieving objective 2. 5: Mathematics and communications labs l Achieving the Dream l Bridges program l
Gateway Course - College Algebra .
Gateway Course - U. S. Government
Gateway Course: Communications
To be continued. . . l At the May Board meeting, we will share the 2010 report on Goal 3 – Invest in Each Other. Thank you.