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)
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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
(Collegewide Engagement and Integration)
LIFEMAP: Mission StatementA 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.
Introduction to College
Progression to Degree
Life Long Learning
Goal: Student Self-Sufficiency
A As AS aS S
at each level.
as Phase I
as Phase II
1 or 2
are brought up
to scale and
is in moving from
Level II to Level III.
Level II Innovations
must be scalable
and must show
potential to bring
Standard of evidence increases at each level.
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)
Valencia’s Developmental Advising Model
The “brand name” that:
“Gap” Analysis and Re-alignment
Computer-Based Planning Tools: My Education Plan, My Career Planner, My Portfolio, My Job Prospects, My Profile
Atlas: Learning Support System
Engagement Model: Re-engineer Delivery of Traditional Student Services
Measure and Evaluate Results
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.
Collaboration yields a dialog that drives improvement.
With Student LEARNING as the design principle:
Emphasize level of assistance students are seeking rather than the content.
Create staff positions whose primary job is working directly with students and staff positions whose primary job is processing and verifying information .
Focus on students LEARNING process, not just getting answers to questions.
View technology as a tool to enhance learning, not to drive our processes
– Directional Information
–More complex and specialized transactions
Identify Intended Outcomes
New / Revised Assessment Activity
Identify needed Changes based on reflection
Defining the Message
Our Data Processing Model is part of an Institutional Effectiveness process