1. LIFEMAP: A LEARNING-CENTERED SYSTEM FOR STUDENT SUCCESS Ivy Tech June 30, 2009 Dr. Joyce C Romano Vice President for Student Affairs Valencia Community College

2. 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)

3. First Time in College Students Fall to Spring Persistence VCC Institutional Research: Indicator 4.1; 5/26/2009 73 76.7 79.2 81.6 85.1

4. First Time in College Students Fall to Fall Persistence VCC Institutional Research, Indicator 4.1, 5/26/2009

5. Average Number of Credit Hours Fall terms Source: Student Characteristics Reports JR-6-2-09-REV.prs/lyenke

6. Degrees Awarded (Based on 2007-08 Data)  #2 Two-Year College in Associate Degrees Awarded (#5 for all colleges)  #3 Two-Year College in Associate Degrees Awarded to Hispanic students (#5 for all colleges)  #10 Two-Year College of Associate Degrees Awarded to African-American students. (#15 for all colleges)  Community College Week, June 15, 2009

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

8. Key Elements to Systemic Change  Focus on measurable results  Conceptual model for foundation  Look from the student perspective outward  Start with reality but design for ideal  The “whole” is more than the sum of the parts (system alignment)  How are we doing? (Feedback to stakeholders – Keep going deeper)

9. Student Success Outcomes What Motivated Valencia to Begin Systemic Change  75% of students were required to take at least one college-preparatory course  Completion rates of college preparatory course sequences were low  Enrollment growth and Access important  Graduation rates were low  Graduation rates of under-represented students (Hispanic and African-Americans) were lower  Fragmentation of Services and Support Systems encouraged student “dependency”

10. Literature and Research  Hossler and Schmit, 1990  Tinto, 1975  Frost, 1991  O’Banion, 1975  Gordon and Sears, 1997

11. Advising as Teaching  Dr. Susan Frost – Developmental Advising  Student motivation is key to learning  Relating student goals to course learning goals will enhance student learning  Advising alliances  Advising as teaching (its own curriculum)

12. Career Planning Model (O’Banion, 1975)  Life Goals  Career Goal  Educational Goal  Course Choice  Schedule

13. Gordon & Sears (1997) Career Decision Making Model TAKING STOCK Exploring Majors Exploring Self Exploring Occupations Making A Decision Implementing Your Decision

14. More recent College Transition Research  Ruby Payne, A Framework for Understanding Poverty (revised), 2005  Dr. Cliff Adelman, A Toolbox Revisited, 2006  Clifton Taulbert, Eight Habits of the Heart for Educators, 2006

15. 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

16. 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.

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

18. Each LIFEMAP sm Stage  Outcomes  Performance Indicators  Guiding Principles  Interventions

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

20. 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

21. 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

22. 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.

25. 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 Guidebook corollary to LifeMap Student Handbook

29. Professor Helen Clarke, English

30. Atlas: Learning Support System  Designed to support “Connection” and “Direction”  Integrated Portal: single sign-on to 14+ separate applications  Enhance student planning (My LifeMap) and self- sufficiency  Encourage connection through on-line learning communities.

34. Re-Design of Student Service Delivery  With 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.

35. Learning-Centered Student Services  Information Station – Directional Information  The Answer Center  General Information (End-to-End Process)  Student Services –More complex transactions  District Offices  Information processing

36. Staff Training  Cross-training  Written documentation of procedures and processes  Don’t just answer the first question – “What is it you want to do?”  When to refer? - Balance between The Answer Center and Student Services  Advisor Ratio

37. “Start Right” (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  Required SLS1122 for 3-prep students  Cannot add a class once it has met (all students)  All course pre-requisites strictly enforced

38. Critical Success Factors  Collegewide, conceptual model focusing on student perspective  Systematic, Comprehensive set of strategies  Alignment of strategy to support the conceptual model  Coordinated/collaborative strategies  Institutional data to review results  Frequent feedback to stakeholders

39. LifeMap: Initial Indicators  LifeMap surveys 2001 & 2004  91/96% had an educational goal, 46/ 51% had it written down  My Educational Plan  July 2008 – over 55,000 students had a MEP  Fall 2003 – 28% of First Time in College students had an MEP  Course taking patterns with MEP  Added “e-mail Advisor” feature to MEP

40. LifeMap: Student Focus Groups  3 groups/ 10 students each – 2-18-24 yrs old; 1 – over 25 yrs  1 of the 18-24 yrs did not have an MEP  Asked them about their educational planning habits – how did they choose classes each term?

41. LifeMap: Students with MEP  Using multiple resources – Atlas (MEP, Degree Audit, other LifeMap tools) - Paper (Catalog, program sheets) - People:  Want a person to validate their plans – repeatedly  Choose classes based on work schedule, teacher and meeting time preferences  Had specific feedback on making LifeMap tools more customized and user friendly

42. LifeMap: Students without MEP  “Plan” one term at a time  Had the best list of reasons why having a plan was important  Were enthusiastic about MEP when they were walked through it one step at a time (on paper)

43. LifeMap: Student Interviews  RoadMap to Success Award completers (Osceola Campus)  What would you say about LifeMap?  How have you used the LifeMap tools?  When are you graduating?  Dr. Linda Hagedorn, Director, TRUUCS (Transfer & Retention of Urban CC Students)

44. LifeMap Web Sites http://valenciacc.edu/lifemap/pbs http://valenciacc.edu/lifemap/pbs http://valenciacc.edu/lifemap/pbs Developmental Stages Strategies http://atlas.valenciacc.edu (My LifeMap Tab) http://atlas.valenciacc.edu User name: catlas Password: 111111 http://valenciacc.edu/sacs Strategic Self-Study Topics

45. LifeMap References  Frost, S. (1991) Academic advising for student success. Washington, D.C.:ASHE-ERIC  Gordon, V., and Sears, S. (1997) Academic alternatives: exploration and decision-making. Upper Saddle River, NJ: Gorsuch Scarisbrick  Hossler, D. and Schmidt, J. (1990) Progress Report: A Longitudinal Study of the Postsecondary Plans and Activities of Indiana University. (February)  O’Banion, T. (1994) An academic advising model. NACADA Journal, 14(2), 10-16.  Tinto, V. (1993) Leaving college: Rethinking the causes and cures of student attrition (2 nd ed.) Chicago: University of Chicago.

46. LifeMap References  Adelman, C. (2006) The toolbox revisited: paths to degree completion from high school through college. U.S. Department of Education: National Center for Education Statistics  Payne, R. K. (2005) A framework for understanding poverty. Highlands, Texas: aha! Process inc.  Taulbert, C.L. (2006) Eight habits of the heart for educators. Thousand Oaks, CA: Corwin Press