LIFEMAP 2.0 Dr. Joyce Romano, VP, Student Affairs Dr. Jill Szentmiklosi, Dean of Students Valencia College League for Innovation

A Brief History of LifeMap at Valencia Mid 1990’s – Developmental Advising (Dr. Susan Frost) as a way to increase Student Success (completion) Tested strategies emerged into a 5 stage model of student progression (what to do when) College Transition Introduction to College Progression to Degree Graduation Transition Lifelong Learning Focus on the student perspective System alignment Branding and Promotion of “LifeMap” 2

What LifeMap is: Comprehensive model of student’s ideal developmental advising progression Comprehensive system of advising including on line planning tools and information, courses, programs, and persons with whom a student can engage A brand name that is intentionally marketed and promoted to students through environmental signs, publications and induction programs Robust staff and faculty professional development to integrate LifeMap into professional practice 3

Faculty and Student Data Students 95% have a career goal 97% have an academic goal 78% have heard of LifeMap IPEDS 2015 – 44% Cohort Graduation Rate Faculty 67% students having a career goal is important 86% students have an academic goal is important 80% engage with students about their career/academic goals 81% serve as mentor/informal advisor to students 91% could tell students/other about LifeMap and/or guide them through it. 4

What Lifemap could be: A proactive advising system that identifies student points of transition and struggling students. From application to first day of class Decisions about career choice/degree and major choice Pathways from course enrollment to degree completion From Valencia degree completion to bachelors or workplace What students would experience: Proactive assistance during enrollment process Assigned advisor (a name) Integrated career and academic advising Faculty integration into advising (various models) Proactive contacts from Advisor (milestones) Required advising at touchpoints (2 nd semester, 30 credits, 45 credits) Proactive assistance during graduation process 5

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Career Program Advisors Assigned advisors for Associate in Science (workforce) programs Started in late 1990’s – expanded in 2003 and continuing Career Program Advisor integrated with Academic Deans and Program Faculty; offices near academic areas Supervised by Student Affairs, Directors of Advising/DOS Share best advising practices but customized Course substitutions Degree audits for completion Course scheduling Shared data reporting model Increase in Certificates and Degree completers 7

Re-designed, Proactive Assistance 8

Front Door: Re-Designed, Proactive Assistance School District College Transition Counselors Admissions, financial aid, residency, readiness Re-designed front door College readiness, academic reviews, meta-majors, pathway advising Introduction to Meta-Majors and Pathways (course choice) Proactive Assistance Improve communication and process “ease of use” Enrollment services teams (admissions, assessment, enrollment services, financial aid, NSO) Systems to identify “struggling” students Feedback loops to students and enrollment services teams when enrollment status changes from “fine” to “needs attention” PATHWAYS Pilot: Required group advising as part of New Student Orientation (integrate career exploration, initial thinking about transfer readiness) OSCEOLA TITLE V

New Student Orientation Online as a course (part one) Continued access during first year On Campus (part two) “Love Valencia” (personal connection) Advising and course registration (complete a schedule) Role of New Student Experience Faculty Meta Major Advising Start Right Guides (first 18 hours course selection for each of 90 Programs of Study/Transfer Plans) 10

Re-designed, Proactive Assistance Assigned Advisor, Integrated First Year Experience 11

Valencia’s: The New Student Experience The New Student Experience (NSE) will focus on four major areas that provide a consistent, yet adaptive and personal experience for our learners’ first college year. Introduction to Valencia – to include a redesigned New Student Orientation and a common advising and course selection process for incoming students; Common curricular experience - designed to help students identify their purpose and pathway, determine career and personal goals, and create a connected educational plan; Co-curricular engagement activities - intended to provide students the opportunity to connect to the Valencia learning community; Progression to degree readiness – expected to establish intentional connections between the NSE and each students’ field of study.

The New Student Experience Student Learning Outcomes Purpose: Students will create a personal purpose statement that outlines and articulates their values, goals, interests, and strengths in relation to their educational and career aspirations. Pathway: Students will choose an academic program aligned with their educational/career goals, interests, strengths, and values. Plan: Students will design an education plan that include goals for learning and a financial plan. Preparation: Students will apply college success skills. Personal Connection: Students will demonstrate effective communication skills with diverse groups. Place: Students will demonstrate awareness of college support systems. NSE Basic Course A.S. Programs Meta-Majors Course Co-Curricular Components 14

Integrated First Year Experience, Assigned Advisor NSE Faculty as first year advisor Meta Major NSE course faculty as advisors Definition of advising role and resources for NSE faculty Advising curriculum and training supported by Directors of Advising Exploration and commitment to Meta-Major and Degree Program PATHWAYS Pilot: required advising, assigned advising, online appointment scheduling, advisor outreach 15

Re-designed, Proactive Assistance Assigned Advisor, Integrated First Year Experience Meta Major Advisors, Milestones and Checkpoints 16

Meta Major Program Advisors: Milestones and Checkpoints Integration of career and educational advising and planning Establish milestones for student advising outcomes Develop faculty advising models for Meta-Majors or Majors/Degree programs Establish required checkpoints (e.g. 30 credit hours) PATHWAYS Pilot: Required advising, assigned advising, integrating career exploration (front door, required advising, and more) EAST TITLE V Grant

Program Advisors 16 Program Advisors began January 4, 2016 (plans to build to 52 by 2018) Collaboration with each Valencia Campus on selected Meta Major focus (alignment with deans, faculty, campus priorities) Hiring process Training process Developing professional practice Integrating use of CRM (Ellucian Pilot) Evaluating Results 82% of Business Transfer students at UCF arrived with the correct bachelor’s program pre-requisites 18

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Re-designed, Proactive Assistance Assigned Advisor, Integrated First Year Experience Meta Major Advisors, Milestones and Checkpoints Proactive Assistance at Graduation 20

Graduation: Proactive Assistance Graduation staff as advisors Proactive outreach to prompt students at 45 credit hours to degree completion Plans to build to 4 by 2018 (may need more advisors) Meta Major, Graduation, and Direct Connect (UCF) Advisor teams to ensure smooth transition. PATHWAYS Pilot: Preparing for transfer readiness at the front door, collaboration with universities regarding course delivery 21

What key elements in advising systems matter? Conceptual model of student progression to completion that includes human development perspective Systemic integration of elements (programs, processes, people) Intentional interventions (outreach) at progression points Personal connections Responsive when the student is “ready” Continuous improvement processes for all Devotion to its evolution and improvement 22

QUESTIONS? Discussion Joyce Romano – Jill Szentmiklosi – 23