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LifeMap 2.0: An Essential Competency of a Valencia Educator Wendi Dew, Director of Faculty and Instructional Development Dr. Joyce Romano, Vice President.

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Presentation on theme: "LifeMap 2.0: An Essential Competency of a Valencia Educator Wendi Dew, Director of Faculty and Instructional Development Dr. Joyce Romano, Vice President."— Presentation transcript:

1 LifeMap 2.0: An Essential Competency of a Valencia Educator Wendi Dew, Director of Faculty and Instructional Development Dr. Joyce Romano, Vice President for Student Affairs

2 Workshop Outcomes  Explore the history and conceptual frameworks of LifeMap at Valencia  Examine benefits, opportunities, and challenges of creating a similar faculty development program for your institution  Generate ideas for adapting the LifeMap model for your college  Develop a blueprint to build successful collaborations between academic affairs and student affairs at your institution in order to improve student learning and student success

3 East Campus Winter Park Campus Criminal Justice Institute Sand Lake Center Osceola Campus West Campus Valencia College Lake Nona

4 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.

5 LIFEMAP sm : Ideal Model of Student Progression  C ollege Transition  Introduction to College  Progression to Degree  Graduation Transition  Life Long Learning

6 Each LIFEMAP sm Stage  Outcomes  Success Indicators  Guiding Principles  Programs and Services

7 Connection and Direction Students are more likely to persist if they:  Feel safe, welcome, respected, and acknowledged o make social as well as academic connections o hold and sense from others a belief in their potential  Are both challenged and supported academically o can link new learning to prior knowledge o engage actively in their learning o have multiple opportunities to give and receive constructive feedback  Have a plan for completion

8 A As AS aS S Conceptual Model Goal: Student Self-Sufficiency A = Advisor/Faculty S= Student

9 LIFEMAP sm Valencia’s Developmental Advising System – 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

10 LifeMap in Atlas  Me in the Making (meinthemaking.com) Me in the Making  My LifeMap tab o LifeMap stages and resources o LifeMap tools o My Career Planner o My Educational Plan o My Portfolio o My Financial Plan o My Job Prospects

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14 The Faculty Perspective  A student-centered approach that fosters advising alliances among students, faculty, and other college professionals  Developed through mutual trust, shared responsibilities, and commitment to helping students to identify, clarify, and realize their personal, academic, career, and life goals  An ongoing growth process that assists students in the exploration, clarification, communication, and implementation of realistic choices

15 The Faculty Perspective LifeMap… o is based on the student’s self-awareness of abilities, interests, and values; o results in social and academic integration, educational and career plans, and acquisition of study and life skills.

16 Professor Helen Clarke, English

17 Faculty Development Program A College within a College  Build the capacity of the college to improve student learning  Support all faculty members as they expand their professional practices and examine their ongoing development in the Essential Competencies.  Instrument for change for the individual, the student, and the institution  Creates a place where faculty learning contributes to the greater success of students, faculty, and the institution.  Our ultimate goal together…to improve student learning

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19 Professional Learning Cycle: 3 Ways of Learning SHARE COLLEAGUES 2 Ideas/Literature on TEACHING/LEARNING 3 1 LEARN USE REFLECT ASSESS Adapted from Dee Fink & Associates

20 Curriculum Courses and Programs  Collaboratively designed and implemented by Valencia experts  Based on the idea we learn best from one another  Model -the-model  Project-based so faculty end up with artifacts they can use in their practice  Need-based and available in multiple delivery modes

21 LifeMap Competency Statement Valencia educators will design learning opportunities that promote student life-skills development while enhancing discipline learning.

22 LifeMap Competency Statement Through intentional inclusion of growth- promoting strategies, instructors, counselors and librarians will facilitate the students’  reflection, knowledge, and appreciation for self and others;  formulation and execution of their educational, career and life plans;  gradual assumption of responsibility for making informed decisions.

23 LifeMap Competency: Performance Indicators The faculty member will:  help students to continue clarifying and developing purpose (attention to life, career, education goals)  help students assume responsibility for making informed academic decisions (e.g., degree requirements, transfer options, financial aid, etc.)  help students develop academic behaviors for college success (e.g., time management, study, test and note taking strategies, etc.)  help students identify where academic behaviors can be adapted as life skills (e.g., library search skills, decision-making, communication skills, scientific understanding, etc.)

24 LifeMap Competency: Performance Indicators The faculty member will:  establish student & faculty contact that contributes to students’ academic, personal, and professional growth  seek out struggling students and identify options through dialog (and appropriate referrals)  employ electronic tools to aid student contact (e.g., Atlas, My LifeMap tools, My Portfolio, Blackboard, Ask-A-Librarian, , etc.)

25 Our Journey in an Essential Partnership Faculty Development and Student Affairs Essential Competencies of a Valencia Educator and Teaching/Learning Academy (tenure process)  Curriculum content  Demonstrate competency in portfolio  Outstanding LifeMap Portfolio Award Faculty LifeMap Guidebook Faculty LifeMap Groups LifeMap Student Success Skills LifeMap Essential Competencies added to Associate Faculty Program LifeMap Certificate

26 LifeMap Certificate Design & Implementation Key Questions for Outcomes and Principles Program Outcomes Institutional Development and Change What do we want to change or improve at the college to enhance student learning and/or the learning experience? Individual Faculty Learning What does each faculty member need to learn to enhance their practice and student learning? Faculty Learning What should all faculty members learn to enhance student learning and/or the learning experience? Program Curriculum Individual Faculty Learning Outcomes Faculty Learning Outcomes

27 LifeMap Certificate Design & Implementation Key Questions for Outcomes and Principles Program Outcomes Institutional Development and Change What do we want to change or improve at the college to enhance student learning and/or the learning experience? Individual Faculty Learning What does each faculty member need to learn to enhance their practice and student learning? Faculty Learning What should all faculty members learn to enhance student learning and/or the learning experience? Program Curriculum Individual Faculty Learning Outcomes Faculty Learning Outcomes

28 Program Outcomes & Principles Institutional Development and Change: What do we want to change or improve at the college to enhance student learning and/or the learning experience?  Build a growing community of faculty and staff who connect LifeMap models and methods to learning.  Principles for Curriculum Design o Cohort-based, campus-based (20 people) o Certificate program for faculty and staff o Model the model! o Certificate completers become mentors to the next “incoming class”

29 Program Outcomes & Principles  Increase the application of LifeMap and College Success Skills strategies throughout the curriculum and co-curriculum, with the goal of enhanced student learning.  Increase the application of LifeMap tools throughout the curriculum and co-curriculum, with the goal of enhanced student learning.  Principles for Curriculum Design o Sequential curriculum, culminating in a Capstone course o End of course products, with increasing complexity along the way o Capstone course with Inquiry Project

30 Program Outcomes & Principles  Increase faculty participation in the development and improvement of developmental advising models and methods.  Principles for Curriculum Design o Capstone course with Inquiry Project (use this data and feedback for program improvement) o Inquiry Projects become discipline-based examples of LifeMap integration o Certificate completers become mentors to the next “incoming class”

31 Program Outcomes & Principles  Enhance collaboration between academic affairs and student affairs in order to improve student learning and student success.  Principles for Curriculum Design o Collaboratively designed and implemented by a team of academic affairs and student affairs faculty and staff o Faculty and Student Affairs co-facilitators o Faculty and Student Affairs will participate as learners in the certificate

32 LifeMap Certificate Design & Implementation Key Questions for Outcomes and Principles Program Outcomes Institutional Development and Change What do we want to change or improve at the college to enhance student learning and/or the learning experience? Individual Faculty Learning What does each faculty member need to learn to enhance their practice and student learning? Faculty Learning What should all faculty members learn to enhance student learning and/or the learning experience? Program Curriculum Individual Faculty Learning Outcomes Faculty Learning Outcomes

33 Program Faculty Learning Outcomes Faculty Learning: What should all faculty members learn to enhance student learning and/or the learning experience?  Faculty members will apply the principles of LifeMap, one of the Essential Competencies of a Valencia Educator, to improve their practice.  Faculty members will integrate LifeMap and College Success Skills into their current practice.  Faculty members will engage in continuous improvement processes, through the completion of an infusion project, with the goal of enhanced student learning.  Faculty members will develop professional relationships throughout the division, campus, and college.  Faculty members will contribute to an evolving community of peers focused on reflection, innovation, and enhanced student learning.

34 LifeMap Certificate Curriculum

35 LifeMap Certificate Design & Implementation Key Questions for Outcomes and Principles Program Outcomes Institutional Development and Change What do we want to change or improve at the college to enhance student learning and/or the learning experience? Individual Faculty Learning What does each faculty member need to learn to enhance their practice and student learning? Faculty Learning What should all faculty members learn to enhance student learning and/or the learning experience? Program Curriculum Individual Faculty Learning Outcomes Faculty Learning Outcomes

36 LifeMap Capstone An Individualized, Competency-based Inquiry Project SHARE COLLEAGUES Needs Assessment (FLO, SLO) PLAN ACT REFLECT ASSESS

37 LifeMap Capstone: An Individualized, Competency-based Inquiry Project Elements 1.Needs Assessment 2.Adequate Preparation (Student perspective, colleagues perspective, expert perspective, self-reflection) 3.Faculty Learning Outcome (linked to LifeMap EC) 4.Appropriate Methods  Student Learning Outcome  Teaching/Learning Strategies  Assessment Strategies 5.Significant Results 6.Reflective Critique

38 LifeMap Resources  Resources for Teaching and Learning  pment pment  Programs: LifeMap Faculty Development  LifeMap Certificate (32 hours)  Courses and Resources: LifeMap  Overview -narrated presentation  LFMP courses

39 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),  Tinto, V. (1993) Leaving college: Rethinking the causes and cures of student attrition (2 nd ed.) Chicago: University of Chicago.

40 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.  Scott-Clayton, J. (2011) The shapeless river: does a lack of structure inhibit students’ progress at community colleges? CCRS Working Paper No. 25


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