Division Action Plans

0809 Planning and Evaluation Links
(Academic Divisions and Other Instructional Areas)

To comply with SACS Principles of Accreditation: Foundations for Quality Enhancement Comprehensive Standard 3.3.1.1 (below), each academic division will design and implement an annual plan to assess student learning outcomes.

3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas (Institutional Effectiveness):

3.3.1.1 educational programs, to include student learning outcomes

3.3.1.2 administrative support services

3.3.1.3 educational support services

3.3.1.4 research within its educational mission, if appropriate

3.3.1.5 community/public service within its educational mission, if appropriate

Links to historical Division Plans are located in the Navigate section on the left margin of this screen.

Beginning with the 2008-2009 academic year, documentation of planning, evaluation and improvement cycles was transitioned to a new system called Planning by Valencia. This online tool is designed to promote institutional effectiveness and demonstarte compliance with SACS Principles of Accreditation: Foundations for Quality Enhancement Comprehensive Standard 3.3.1 and Core Requirement 2.5. The full system can be accessed via the Atlas Employees tab.

The Index of Plans for Academic Divisions and Other Instructional Areas below provides an informational overview including academic division or area of origin, campus and dean (director) as well as the title, principal objective and relation to the Strategic Plan. By clicking on the Academic Division or Other Instructional Area you will be linked to current planning and evaluation information.

STUDENT LEARNING OUTCOMES ASSESSMENT
DIVISION ACTION PLANS (DAPs) FOR 2008-2009

Index of Plans for Academic Divisions and Other Instructional Areas

Academic Division or Area	Campus	Dean	Title/ Objective/ Relation to Strategic Plan
Architecture, Engineering & Technology	West	N. Hedayat	Assessing Effects of Game Programming Course and Certificate Additions on IT Enrollment Develop, align, and review program learning outcomes to assure a cohesive curricular and co-curricular experience that enhances student learning. This initiative will study the effectiveness of integrating game programming projects into the computer programming curriculum to provide students with a more authentic, interesting learning experience.
Arts & Entertainment	East	W. Givoglu	Develop Vision, Mission, and Program Outcomes for Arts & Entertainment, East Campus Develop, align, and review program learning outcomes to assure a cohesive curricular and co-curricular experience that enhances student learning. By defining who we are and where we plan to go as Arts & Entertainment, a new Academic Division, we will be able to position ourselves to assess student learning and achievement of program outcomes as an operational unit.
Business, Behavioral & Social Sciences	West	M. Franceschi	Atlas LifeMap E-Portfolio Development as a Learning Tool in EME 2040 Develop, align, and review program learning outcomes to assure a cohesive curricular and co-curricular experience that enhances student learning. Creating the portfolio as part of EME 2040 assesses student learning in terms of Florida state competencies for educators. It assures that students see that what they do in Technology for Educators at Valencia College contributes to graduation requirements at a 4-year institution as well as to an increase of the knowledge and skills required by educators.
Business, IT & Public Services	East	J.L. Look	Principles for AS Program Outcome Development Develop, align, and review program learning outcomes to assure a cohesive curricular and co-curricular experience that enhances student learning. This is year one of a three year plan to develop assessable program outcomes for disciplines in this division to insure positive impact on learning.
Business, IT & Social Sciences	Osceola	D.Husbands	Evaluation of Computers Based Information and Computer Skills in Economics Develop, align, and review program learning outcomes to assure a cohesive curricular and co-curricular experience that enhances student learning. This initiative will help to determine the optiomal computer and information related skills for students taking Economics courses.
Communications	East	D. Paul	Holistic Grading of ENC 1101 Documented Essays (Multi-Campus: East, West) To increase the percentage of students writing at the college level. By creating a consistent measure and understanding of college level writing amongst all faculty that teach ENC 1101, students will be assured that learning in all classrooms is assessed in the same manner. By meeting with all faculty and assessing student writing together, faculty will have very similar expectations of what constitutes college level writing.
Communications	West	K. Long	Holistic Grading of ENC 1101 Documented Essays (Multi-Campus: East, West) To increase the percentage of students writing at the college level. By creating a consistent measure and understanding of college level writing amongst all faculty that teach ENC 1101, students will be assured that learning in all classrooms is assessed in the same manner. By meeting with all faculty and assessing student writing together, faculty will have very similar expectations of what constitutes college level writing.
Communications, Humanities & Foreign Languages	Osceola	K. Mulholland	Assessing Writing in Gordon Rule Humanities Classes (Multi-Campus: East, Osceola, West) To increase the percentage of students writing at the college level. This initiative will introduce and develop an assessment process for “Communicate” in all the Gordon Rule courses that can be used to both strengthen the writing outcome for humanities general education courses and to create a college wide rubric for writing assignments and ssessments. As such, it will help us find out if learning is truly assured in our Gordon Rule humanities classes.
Credit Programs	Winter Park	M. McArdle	Closing the Gap in Pre Algebra MAT 0012 (Multi-Campus: East, Osceola, West, Winter Park) Close achievement gaps among students from diverse backgrounds in completing six key courses, leading to increased persistence and program completion rates. [Note: The six courses are: College Prep mathematics Pre-Algebra (MAT0012C) and Beginning Algebra (MAT 0024C), Intermediate Algebra (MAT1033), and “gateway” courses, Communications (ENC1101), Political Science (POS2041), and College Algebra (MAC1105).] This initiative relates to Building Pathways and Learning Assured. PreAlgebra is the first math class that these students will take at Valencia so they need assistance transitioning from the college. We are also working to close achievement gaps among students from diverse backgrounds.
Fine Arts	West	D. Dutkofski	Assessing Writing in Gordon Rule Humanities Classes (Multi-Campus: East, Osceola, West) Increase the percentage of students writing at the college level. This initiative will introduce and develop an assessment process for "Communicate" in all Gordon Rule courses that are used to strengthen the writing outcome for humanities general education courses and to create a college wide rubric for writing assignments and assessments. As such, it will measure the progress in writing students are achieving in the humanities courses.
Health Sciences	West	L. Pitts	Assessing Information Literacy in Advance Standing Nursing Program Develop, align, and review program learning outcomes to assure a cohesive curricular and co-curricular experience that enhances student learning. This initiative will assess the ability of nursing students to locate, evaluate, and use effectively research-based information found in nursing journals and approved nursing web sites to support evidence-based nursing practice. Student learning will be evaluated in an applied context through examination of work quality related to scheduled discussions and demonstration of effective clinical-decision making.
Humanities & Foreign Language	East	D. Sutton	Assessing Writing in Gordon Rule Humanities Classes (Multi-Campus: East, Osceola, West) To increase the percentage of students writing at the college level. This initiative will introduce and develop an assessment process for “Communicate” in all the Gordon Rule courses that can be used to both strengthen the writing outcome for humanities general education courses and to create a college wide rubric for writing assignments and ssessments. As such, it will help us find out if learning is truly assured in our Gordon Rule humanities classes.
Mathematics	East	M. Lee	Closing the Gap in PreAlgebra MAT0012 (Multi-Campus: East, Osceola, West, Winter Park) Close achievement gaps among students from diverse backgrounds in completing six key courses, leading to increased persistence and program completion rates. [Note: The six courses are: College Prep mathematics Pre-Algebra (MAT0012C) and Beginning Algebra (MAT 0024C), Intermediate Algebra (MAT1033), and “gateway” courses, Communications (ENC1101), Political Science (POS2041), and College Algebra (MAC1105).] This initiative relates to Building Pathways and Learning Assured. PreAlgebra is the first math class that these students will take at Valencia so they need assistance transitioning from the college. We are also working to close achievement gaps among students from diverse backgrounds.
Mathematics	West	L. Armour	Closing the Gap in PreAlgebra MAT0012 (Multi-Campus: East, Osceola, West, Winter Park) Close achievement gaps among students from diverse backgrounds in completing six key courses, leading to increased persistence and program completion rates. [Note: The six courses are: College Prep mathematics Pre-Algebra (MAT0012C) and Beginning Algebra (MAT 0024C), Intermediate Algebra (MAT1033), and “gateway” courses, Communications (ENC1101), Political Science (POS2041), and College Algebra (MAC1105).] This initiative relates to Building Pathways and Learning Assured. PreAlgebra is the first math class that these students will take at Valencia so they need assistance transitioning from the college. We are also working to close achievement gaps among students from diverse backgrounds.
Mathematics, Science & Psychology	Osceola	M. Pedone	Closing the Gap in PreAlgebra MAT0012 (Multi-Campus: East, Osceola, West, Winter Park) Close achievement gaps among students from diverse backgrounds in completing six key courses, leading to increased persistence and program completion rates. [Note: The six courses are: College Prep mathematics Pre-Algebra (MAT0012C) and Beginning Algebra (MAT 0024C), Intermediate Algebra (MAT1033), and “gateway” courses, Communications (ENC1101), Political Science (POS2041), and College Algebra (MAC1105).] This initiative relates to Building Pathways and Learning Assured. PreAlgebra is the first math class that these students will take at Valencia so they need assistance transitioning from the college. We are also working to close achievement gaps among students from diverse backgrounds.
Science	East	J. Bivins	Science E and W - Evaluating Anatomy and Physiology I Course Prerequisites (Multi-Campus: East, West) Develop, align, and review program learning outcomes to assure a cohesive curricular and co-curricular experience that enhances student learning. Quantitative and Scientific Reasoning outcomes will be measured for students completing Anatomy and Physiology I. A comparative evaluation will be completed for students entering Anatomy and Physiology I after completing different prerequisites.
Science	West	F. Frierson	Evaluating Anatomy and Physiology 1 Course Prerequisites (Multi-Campus: East, West) Develop, align, and review program learning outcomes to assure a cohesive curricular and co-curricular experience that enhances student learning. Quantitative and Scientific Reasoning outcomes will be measured for students completing Anatomy and Physiology 1. A comparative evaluation process will be generated for students entering Anatomy and Physiology 1 after completing different prerequisite courses.
Social Sciences & Physical Education	East	M. Villanueva	Re-alignment of Program Requirements, Outcomes and Assessment Measures for Sign Language Develop, align, and review program learning outcomes to assure a cohesive curricular and co-curricular experience that enhances student learning. Re-alignment of program requirements, outcomes and assessment measures should lead to students achieving the respective competencies and enhancing transferability to a four-year degree program.
Student Life Skills	College Wide	M. Allen	Designing a Three-Term Student Success Sequence for Bridges Students Close achievement gaps among students from diverse backgrounds in completing six key courses, leading to increased persistence and program completion rates. [Note: The six courses are: College Prep mathematics Pre-Algebra (MAT0012C) and Beginning Algebra (MAT 0024C), Intermediate Algebra (MAT1033), and “gateway” courses, Communications (ENC1101), Political Science (POS2041), and College Algebra (MAC1105).] A sequence of Student Success courses for Bridges students that specifically support success in mathematics is intended to help close the achievement gap across race and ethnicity at Valencia.
Valencia Enterprises	Sand Lake	J. Robertson, Director, Continuing Education and Lisa Eli, Assistant Director, Center for Global Languages	Streamlining the F-1 Transfer-In Process from VE to VCC Create a seamless transfer in process for CGL’s F1 international students from the non-credit Intensive English Program into the Valencia degree program. Valencia has made excellent strides in streamlining their admissions policies to the Strategic Plan: and procedures over the last several years. This goal directly supports the Build Pathways initiative by making the entire transfer process student centered.

Division Action Plans