6 Big Ideas: Rubrics for Change & Measures of Excellence

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1 6 Big Ideas: Rubrics for Change & Measures of Excellence Foundations of Excellence Winter Meeting February 2013 Joyce Romano Vice President, Student Affairs, Valencia College Kurt Ewen AVP, Institutional Effectiveness and Planning, Valencia College

2 Valencia College 71,300 students annual headcount (Credit & Continuing Ed.) 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 17.2% African-American, 30.5% Hispanic, 36.1% Caucasian 50% students receive financial aid

3 Valencia College serves 65,000 students annually in Orange and Osceola Counties in Central Florida. Criminal Justice Institute Osceola Campus East Campus Lake Nona Campus Winter Park Campus West Campus

4 The Aspen Prize The purpose of the Aspen Prize is to recognize community colleges with outstanding academic and workforce outcomes in both absolute performance and improvements over time. The Aspen Prize is intended to honor excellence, stimulate innovation, and create benchmarks for measuring progress. 4 areas of focus Completion Outcomes Labor Market Outcomes Learning Outcomes Equitable Outcomes

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6 10 + Years of Change Related Activities Strategic Plan Strategic Plan Achieving the Dream 5 Years + 1 year of Planning Foundations of Excellence 1 Year of Planning / On going implementation Developmental Education Initiative Third year of Implementation Additional Grant / Change Related Activities Changed our way of Doing Changed our way of Being

7 The Big Ideas are fulcrums for change, signifiers for emerging organizational culture, and rallying points for action Sanford Shugart, President, Valencia College

8 The Power of Big Ideas To transform an institution High Impact Practices (AAC&U) and Promising Practices (CCSSE) must be rooted in Big Ideas Big Ideas are theories of work Big Ideas must emerge from and be rooted in an institutions culture in order to be sustained. Big Ideas must be nurtured and evolve with the institutions growth and development.

9 The Power of Big Ideas Big Ideas serve as a vehicle for institutional socialization Big Ideas are the midwives of innovation Big Ideas are a tool for communal evaluation

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

11 Six Big Ideas

12 We believe that our students have all the biological gifts, the inherent capabilities to learn anything we teach. This belief shifts the focus from the deficiencies of the learner to the condition we create for learning.

13 Anyone can learn anything under the right conditions Encourages us to move beyond a long-standing myth in higher education that some students just aren t college material The Front-door need not be a place where we begin the process of rationing scarce educational resources by weeding out the less capable Encourages us to shift our focus from the deficiencies of the learner to the conditions of learning Emerging Big Idea Student Purpose

14 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

15 We believe that the greatest challenge and opportunity for improvement in student success and graduation at Valencia is at the beginning of every new experience a student has with us. Our rallying cry is make the first minute of the first meeting, in every course a learning minute.

16 Start Right Encourages a deep and detailed understanding of the early college experiences of students Encourages a student success oriented focus on the front door A focus on data associated with the Top 10 Highest enrolled course for new students Encourages us to look for all the opportunities students have to start right while Make the first minute of the first meeting, of the first class a learning minute. Students cannot register for a class if the class has met for the first time Book discounts if students purchase their books from our bookstore in advance of the start of the semester

17 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

18 We believe a student must make a personal connection very early in her experience at the college with staff, with faculty and with other students. a student needs a clear direction and a plan to graduate, as soon as possible in his college career.

19 Connection and Direction Encourages us to focus on helping students make real connections with college faculty / staff and other students as early as possible Without connection student commitment to educational programs is weak and hard to sustain Examples Learning Community based success strategies for Gap-closing Career Program Advisors LifeMap and developmental advising Education Plans Emerging big idea College success requires navigation

20 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

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

22 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.

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

24 We believe that our students are unique individuals and they experience college in powerfully personal ways. Our measures of success are found in what students experience.

25 The College is what the students experience Encourages us to move beyond the aggregated student (a section, a cohort, a demographic) as the basic unit of analysis Encourages us to see students as persons who experience the college in powerfully personal ways This is particularly true for the students who are most vulnerable and who find college a foreign and unwelcoming place The most important question to ask What do we want our students to experience?

26 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.

27 Conceptual Model Goal: Student Self-Sufficiency Advisor Astudent AS as S Faculty Fstudent FS fs S

28 We believe that the most important beneficiaries of authentic assessment are the learners and those who facilitate learning. Establishing clear learning expectations and identifying the methods of assessments are essential steps to creating partnerships between these groups that can improve learning.

29 The Purpose of Assessment is to improve student learning Encourages us to think about assessment from the perspective of the student and faculty or staff member The needs of Administrators, Boards and Accrediting agencies are secondary Encourages us design the assessment process with improvement as the primary inspiration and accountability as secondary.

30 The Purpose of Assessment (Assessment data) is to improve student learning Assessment of learning creates the possibility of better conversations Course Level Assessment Faculty Student Student Students Program Level Assessment Faculty Faculty

31 We believe that our best ideas are formed and embraced when everyone collectively contributes to a shared purpose through an ongoing dialogue. All of our Big Ideas depend on authentic collaboration for their legitimacy.

32 Habits of Collaboration in Governance The desired outcomes of Collaborative Governance are better decisions and greater trust. Habits of collaboration: Decisions benefit from the expertise of those closest to the work being considered. Decisions are made after the process for engagement is communicated to stakeholders. Decisions are made in a timely manner with collaboration appropriate for the issue being considered. Decisions are made with the expectation that there is mutual responsibility for engagement. Decisions are clearly articulated and broadly communicated.

33 Collaboration and the QEP Design Emerging Big Ideas Students need Navigation Student Learning (with a technology twist) Student Purpose The New Student Experience

34 Contact Information Joyce Romano Vice President, Student Affairs Kurt Ewen Assistant Vice President, Institutional Effectiveness and Planning