The Proposal Reflects the Mission of Daytona State College

Learn to SOAR Daytona State College

Daytona State College Learn to SOAR

SACSCOC Site Visit September 24-26, 2013

Learn to SOAR Daytona State College

EXECUTIVE SUMMARY

Institutional Process. Learn to SOAR: Students Optimizing Academic Resources emerged from an institutional process that used assessment data to identify key issues. In 2010, an annual review of institutional-level core performance indicators by the college Planning Council revealed declining student retention and success rates. A Retention Task Force, established to analyze the data, found that first-time-in-college (FTIC) students who are at risk of academic failure have lower success rates in gatekeeper courses than academically prepared FTIC students. With the data analysis and task force recommendations as a foundation, a deliberate and judicious QEP topic selection process ensued. Additional research, a literature review of best practices, brainstorming sessions, focus groups, surveys, pre-proposals, a debate, and a college-wide election led to the selected topic, which was to motivate FTIC students to succeed by helping them identify and use academic resources.

Focus of the Plan. Research indicated that only 60 percent of the approximately 1,250 FTIC students who scored below 109 on the writing portion of the college placement test successfully completed ENC1101: College Composition, a critical gatekeeper course required of all associate-level students. Learn to SOAR will create and offer a first-year seminar course, SLS1101: College Resources, designed to help students optimize available academic resources to succeed in ENC1101. The two courses will be aligned so that success in one promotes success in the other. The academic resources highlighted by the seminar are Library Services, the Academic Support Center, and the College Writing Center. Related professional development opportunities will train faculty to teach the course and promote the use of academic resources as a student success strategy throughout the college’s academic programs. The goal of Learn to SOAR is to increase the ENC1101 success rate of FTIC academically at-risk students from 60 percent to 65 percent over five years.

Institutional Capability. Implementation of Learn to SOAR will be coordinated by the QEP director, an SLS1101 lead instructor, research analyst, and the Learn to SOAR Implementation Team. All elements of the program support the college mission by aligning with a strategic priority for emphasizing student success. The first-year budget allocation is $209,766 and provides funds for curriculum development, faculty training, and a pilot test of the new course. Full implementation will be reached in year three. Over five years, $1.3 million is budgeted for Learn to SOAR.

Broad-based Involvement. The QEP topic selection and development processes involved constituents from all areas of the college and all campuses. The Implementation Team represents multiple academic departments, three academic resources, academic advising, and several other key functional areas. Over five years, 4,708 students will be touched by Learn to SOAR. More than 100 faculty and at least 50 support staff will be involved each year.

Assessment of the Plan. Student learning outcomes have been identified to provide direct measures of student achievement for each of the key academic resources. Program outcomes anticipate increased success rates in ENC1101 for FTIC at-risk students as well as increased faculty focus on developing students’ skills in using academic resources as a tool for success. Formative and summative evaluations are planned with both direct and indirect measures of assessment. Learn to SOAR will be integrated into the institution’s ongoing planning and evaluation process as a component of the School of Student Life Skills.

Learn to SOAR Daytona State College

LEARN TO SOAR TABLE OF CONTENTS

EXECUTIVE SUMMARY ...... 1 LIST OF TABLES ...... 3 LIST OF FIGURES ...... 4 I. INSTITUTIONAL PROCESS ...... 5 RELATIONSHIP TO INSTITUTIONAL PLANNING ...... 5 RELATIONSHIP TO INSTITUTIONAL NEEDS ...... 14 II. FOCUS OF THE PLAN ...... 21 ACCOMPLISHING THE MISSION OF THE INSTITUTION ...... 21 FOCUS ON LEARNING OUTCOMES ...... 22 FOCUS ON THE ENVIRONMENT SUPPORTING LEARNING ...... 25 REVIEW OF LITERATURE AND BEST PRACTICES ...... 28 III. CAPABILITY ...... 34 CAPABILITY TO INITIATE THE PLAN ...... 34 CAPABILITY TO IMPLEMENT AND COMPLETE THE PLAN ...... 40 IV. BROAD–BASED INVOLVEMENT ...... 55 INVOLVEMENT OF CONSTITUENCIES IN DEVELOPING THE PLAN ...... 55 INVOLVEMENT OF CONSTITUENCIES IN IMPLEMENTING THE PLAN ...... 59 V. ASSESSMENT ...... 61 IDENTIFIED GOALS AND OUTCOMES ...... 61 PLAN TO ASSESS ACHIEVEMENT ...... 61 REFERENCES ...... 73 APPENDIX ...... 76

Learn to SOAR Daytona State College

LIST OF TABLES

TABLE 1.1 SYNERGISTIC EFFORTS OF THE FIVE ACTION TEAMS ...... 8 TABLE 1.2 QEP TOPIC SELECTION TIMELINE ...... 14 TABLE 1.3 CORRELATION BETWEEN PERT WRITING SCORES AND SUCCESS RATES ..16 TABLE 1.4 LEARN TO SOAR TARGET POPULATION ...... 17 TABLE 1.5 2011 CCSSE BENCHMARKS FOR EDUCATIONAL PRACTICE SCORES ...... 17 TABLE 1.6 FREQUENCY OF USE OF SELECTED STUDENT SUPPORT SERVICES ...... 18 TABLE 1.7 IMPORTANCE AND SATISFACTION OF STUDENT SUPPORT RESOURCES ....18 TABLE 1.8 SUCCESS RATES IN ENC1101 ...... 19 TABLE 2.1 LEARN TO SOAR - FOCUS ON OUTCOMES ...... 22 TABLE 3.1 TABLE LEARN TO SOAR YEAR 1 IMPLEMENTATION PLAN (2013-2014) ...... 45 TABLE 3.2 LEARN TO SOAR YEAR 2 IMPLEMENTATION PLAN (2014-2015) ...... 46 TABLE 3.3 LEARN TO SOAR YEAR 3-5 (2015-2016 THROUGH 2017-2018) ...... 48 TABLE 3.4 BUDGET ASSUMPTIONS ...... 53 TABLE 3.5 LEARN TO SOAR: STUDENTS OPTIMIZING ACADEMIC RESOURCES ...... 54 TABLE 4.1 DEVELOPMENT PROCESS APRIL 2011 – JUNE 2013 ...... 56 TABLE 4.2 LEARN TO SOAR IMPLEMENTATION TEAM ...... 59 TABLE 4.3 LEARN TO SOAR IMPACT...... 60 TABLE 5.1 OUTCOME 1: ASSESSMENT METHODS ...... 64 TABLE 5.2 OUTCOMES 2-4: ASSESSMENT METHODS ...... 65 TABLE 5.3 OUTCOME 5: ASSESSMENT METHODS ...... 67 TABLE 5.4 OUTCOME 1: DATA COLLECTION AND ANALYSIS ...... 69 TABLE 5.5 OUTCOMES 2-4: DATA COLLECTION AND ANALYSIS ...... 70 TABLE 5.6 OUTCOME 5: DATA COLLECTION AND ANALYSIS ...... 71

Learn to SOAR Daytona State College

LIST OF FIGURES

FIGURE 1.1 - QEP SELECTION AND DEVELOPMENT FLOW CHART ...... 5 FIGURE 1.2 - RETENTION RATES ...... 6 FIGURE 1.3 - SUCCESS RATES ...... 6 FIGURE 1.4 - GRADUATION RATES ...... 6 FIGURE 1.5 - TOPIC SELECTION PROCESS – FOUR KEY STEPS ...... 9 FIGURE 1.6 - THREE QEP PRE-PROPOSAL FINALISTS ...... 13 FIGURE 2.1 - LEARN TO SOAR FIRST-YEAR SEMINAR………..….……………………………24 FIGURE 2.2 - LEARN TO SOAR PROFESSIONAL DEVELOPMENT……………………………26 FIGURE 3.1 - ORGANIZATIONAL CONTEXT FOR LEARN TO SOAR ...... 34 FIGURE 3.2 - ORGANIZATIONAL STRUCTURE FOR LEARN TO SOAR ...... 38

Learn to SOAR Daytona State College

I. INSTITUTIONAL PROCESS

Relationship to Institutional Planning

For its first Quality Enhancement Plan, Daytona State College has developed a program called Learn to SOAR: Students Optimizing Academic Resources. The plan was developed with broad-based input from faculty, staff and students, and directly related to institutional planning efforts. The QEP topic selection process generated information and specific ideas from a wide range of stakeholders by means of brainstorming sessions, focus groups, town-hall meetings, college-wide surveys, pre-proposals, a debate, and a college-wide vote open to all constituencies of the college. The general topic selected by the college was student success in the first year as a motivating factor for student retention. With broad topic in hand, the QEP Leadership Team reviewed additional data, literature, and research to focus and narrow the topic into a manageable, workable QEP. Through a thoughtful and inclusive process indicated in the flow chart below, the overall goal was finally set: Learn to SOAR will increase ENC1101 success rates for first-time-in-college students who are at risk for academic failure.

FIGURE 1.1 - QEP SELECTION AND DEVELOPMENT FLOW CHART

Planning Council President Identifies Reviews Annual Core Retention Task Force QEP Leadership Performance Team Indicators Created

(CPI)

13 Month Broad- Five QEP Action Topic Selection Team Teams Based Topic Launches Phase I - Selection Process Created Selection of Topic Engages

Research Team Communication College Community Gathers and Presents Team Provides Votes for Learn to Data during Phases I Information During SOAR Proposal and II Phases I and II

Development Team Production Team Guides Phase II- QEP is Submitted Edits and Prepares Development and and Implemented QEP for Submission Design

Learn to SOAR Daytona State College

Planning Council Annual Review of Core Performance Indicators. Each year the Planning Council analyzes the college’s core performance indicators to evaluate effectiveness and monitor performance trends. The Planning Council identifies and analyzes issues of significance to the college and develops recommended solutions or actions. A core function of the council is to provide recommendations to the executive staff for planning efforts, budget allocation priorities, and performance targets. The Planning Council uses the state-wide averages of the 28 institutions in the Florida College System as its benchmarks and sets performance targets to meet or exceed the state average on all core performance indicators. Core performance indicators include accountability measures on many indicators, including retention, graduation, and success rates. These measures serve as the basis for the college’s annual objectives and both strategic and annual plans. In 2011, the Planning Council noted an alarming trend in the annual core performance indicators for retention, success, and graduation rates. The rates for first-time-in-college students were consistently below the state average benchmarks.

FIGURE 1.2 - RETENTION RATES

FIGURE 1.3 – SUCCESS RATES

FIGURE 1.4 - GRADUATION RATES

Status of FTIC students, after (4) years for AA/AS/AAS, who have completed at least 18 college-level credits and after (2) years for PSVC/ATD, who have completed at least 9 college level credits, and who have completed all necessary developmental requirements.

Learn to SOAR Daytona State College

Retention Task Force. The Planning Council proactively responded to the decline in graduation by creating the Retention Task Force. The task force did an extensive data review and developed a Retention Rate Retention Plan Proposal for 2012-2013. The proposed goal was to The percentage of increase the college’s retention, success, and graduation rates. Their students in the cohort data findings and proposed strategies were made available to the who have graduated or college community at the same time the QEP process was initiated. are still enrolled at the end of the tracking The Retention Task Force data became the foundation for the QEP period. topic selection and development process and provided essential information regarding the college’s critical needs. Persistence Rate The percent of students Although the core performance indicators are broad representations enrolled in fall semester and the downward trend may not appear significant at first glance, the who re-enroll the research done by the Retention Task Force uncovered some following spring semester. precarious gaps in student achievements. Task force findings indicated that students struggle in traditional gatekeeper courses such as ENC1101: College Composition and MAT1033: Intermediate Success Rate Algebra, especially students who must take developmental The percentage of coursework before enrolling in college credit courses. The students in the cohort population who have recommendation of the Retention Task Force was that the college graduated or are still design and implement strategies to better prepare developmental enrolled in good students for college-level courses. standing (having a 2.5 grade point average or above) or who have left Highlights of Retention Task Force Findings. the college while in good • Success rates in English and math courses were highest standing during the tracking period when there was consistent enrollment between required

courses in a sequence. • Students are more successful when they are engaged in Course Success college life and prepared for the technology of online learning. Rate • Although students have high completion rates in The percentage of developmental course sequences, subsequent performance in students who have gatekeeper courses (ENC1101 and MAT1033) is lower than successfully completed an individual course by for those who do not take developmental courses. earning a C or better. • College graduation (22.8 percent vs. 47.7 percent), retention (60 percent vs. 67.5 percent), and success rates (73.8 percent vs. 80 percent) are lower for developmental students than for Graduation Rate The percentage of those who do not take developmental courses. students in the cohort who have graduated by Selecting a QEP Topic. Shortly after the initiation of the Retention the end of the tracking Task Force, the college began developing the QEP in early 2011, period. with the formation of a QEP Leadership Team to guide and steer the process, comprised of faculty, administrators, and professional staff

Learn to SOAR Daytona State College

(Appendix A). The Leadership Team was led by Dr. Nancy Morgan, associate vice president for Institutional Effectiveness, and Dr. Evan Rivers, chair of the School of Humanities and Communication. The college president charged the team with the following actions: • Create a detailed plan and timeline for selection and development of the QEP topic. • Ensure a representative process involving a wide range of constituents during the topic selection process. • Based on the topic selected, design, and build a viable plan that exceeds the SACSCOC criteria while fulfilling college needs. • Ensure broad-based involvement in the design and implementation of the QEP. • Identify personnel, budget, and other resources needed to implement the QEP. • Communicate regularly with senior administration regarding progress on the QEP.

To accomplish the charges given by the president, the Leadership Team established five action teams (Topic Selection, Research, Communication, Development, and Production) that included both academic and non-academic representatives, and embarked on a two-phased process that would culminate in the college’s first QEP. The first phase focused on the selection of a QEP topic. The second phase concentrated on the development and design of the plan for submission to the SACSCOC.

TABLE 1.1 SYNERGISTIC EFFORTS OF THE FIVE ACTION TEAMS

PHASE I - SELECTION OF A QEP TOPIC PHASE I AND PHASE II The Topic Selection Team led the college community From the The through a series of activities designed to determine the “one Communication beginning, the maintained best thing” the college could do to enhance student learning Team

and/or the student learning environment. Research Team consistent and gathered and accurate PHASE II – DEVELOPMENT AND DESIGN OF THE PLAN presented communication with The Development Team guided the second phase of the internal and the college process and was tasked with the design of a detailed plan external data to community to ensure that would significantly impact student learning. focus and drive awareness, generate The final task in the QEP process fell to the Production team involvement, and , which reviewed, edited, and prepared the document Team discussions. build support. for submission.

A roster of QEP Leadership and Action Team members is provided in Appendix B showing that all constituent groups, campuses, and functional areas of the college were represented.

The Topic Selection Team led an extensive iterative and broad participatory process that lasted 13 months. During this time, student representatives, faculty, career and professional staff, and administrators participated in brainstorming sessions, focus groups, town-hall meetings, college- wide surveys, a debate, and, finally, an election to select the college’s QEP topic. Throughout the process, college-wide awareness and broad-based participation was significant, ensuring a successful and democratic selection process. The topic selection process involved four key steps that fostered college-wide participation.

Learn to SOAR Daytona State College

FIGURE 1.5 TOPIC SELECTION PROCESS – FOUR KEY STEPS

1) Generating Topic Ideas 2) Narrowing Topic Ideas to Five The Selection Team invited broad-based 3) Developing Pre-Proposals input from all Using institutional constituencies, research and 4) Inclusive assessment data as Teams of interested generating 240 college faculty and ideas for supporting a foundation for Selection strategies, staff conducted and enhancing further research on Teams marketed student learning at interdepartmental their proposals discussions, focus the five topics and Daytona State developed “pre- across the college College. groups and surveys, and debated the the Selection Team proposals” that presented specific merits of each, both progressively online and in narrowed the list to strategies as possible solutions to person. Finally, a the five most widely college-wide supported topics. address the issues that had emerged election was held to from the data select the proposal review. that generated the most support as a QEP topic.

Step 1 - Generating QEP Topic Ideas. In April 2011, approximately 50 individuals representing all college constituencies participated in a brainstorming session to identify what members of the college community perceived as important issues or topics that could significantly impact student learning or the student learning environment. After a highly interactive session that used the KJ Technique, a group processing methodology to stimulate innovative thinking (Spool, 2004), a list of 240 ideas was generated.

The Topic Selection Team spent the summer semester reviewing, grouping, and categorizing the ideas generated in the brainstorming session, excluding duplications and suggestions not appropriate for a QEP. This effort enabled the team to narrow the list to a manageable set of 23 potential QEP topics (Appendix C – List of 23 Potential QEP Topics). The Topic Selection Team used a pre-determined set of criteria to evaluate the appropriateness and quality of each potential topic as it related to the college’s mission, current assessment data, and future resource capacity. The criteria considered the following conditions: • The topic should have a clear and direct focus on “enhancing student learning.” • The identified need should have emerged from a review of institutional research. • A significant number of students should be affected. • The initiative should be new, not just further focus on something already being done. • The college should have sufficient resources to achieve the initiative.

Learn to SOAR Daytona State College

The Topic Selection Team also compared the selected list of general topics to those found on the SACSCOC website to ensure that they were consistent with recently submitted and evaluated plans. Once the list of 23 acceptable QEP topics was identified, the team prepared for the next round of activities, which were aimed at expanding and broadening participation of the college community in the topic selection process.

In August 2011, during the planning period prior to the start of fall classes, 211 faculty and staff voluntarily assembled to participate in workshops that used group processing methodology to prioritize and create consensus (Appendix D). QEP Focus Group Participants Fall 2011 shows that participants attended from each campus and constituent group (faculty, career, professional, and administrator). More than 76 percent of those in attendance were faculty. Participants ranked the list of 23 potential topics that had emerged and were allowed to add new ideas or topics if they had the consensus of the group. Participants freely discussed and shared ideas meant to support student learning in an open process that enriched the topic selection phase. In sum, the workshops were a highly valued interdisciplinary experience where positive contributions were made and heard.

Step Two - Narrowing Topic Ideas to Five. Prioritizing and consensus-building workshops held during the fall semester planning period winnowed the list to the top 10 most viable topics based on whether the issue had emerged from institutional assessment, was clearly linked to improving student learning or the student learning environment and would have a measurable impact on students. To narrow the potential topic list to five, the team again sought the input of the entire college community through a college-wide survey. Toward the end of the Fall 2011 semester, an email furnishing a survey link was sent to more than 2,000 recipients, yielding 586 responses, a 29.3 percent response rate (Appendix E –QEP Survey Results – November 2011). Respondents were asked to prioritize the topics with the survey results determining the top five general topics. The final top five included the following general topics: • Enhancing student retention • Increasing critical thinking skills • Increasing student motivation • Developing technology and information literacy • Enhancing character development

At this stage, the Research Team, in conjunction with a team of librarians, focused its efforts on the five remaining topics. The team compiled, reviewed, and analyzed pertinent internal and external research. This set the groundwork for the next stage in the topic selection process, the generation of pre-proposals. Relevant data under review at this time included many items:

• Florida State Accountability Measures • Course Success Rates o Prior Year Public High School o By Semester Sub-session Capture Rate o By Number of Terms since Pre-

Learn to SOAR Daytona State College

o Graduation Rates requisite Course o Retention Rates o In Reading for Students who Took o Success Rates SLS1122 • New Student Persistence Rates o In Math and English gatekeeper • Persistence Rates of Students by courses generally Placement Test Score o In Math and English gatekeeper • First-time-in-college Placement in Prep courses by Placement Test Score Courses (PERT, CPT, ACT, SAT)

To better understand the student experience, the team looked at results from the Community College Survey of Student Engagement (CCSSE), the Community College Faculty Survey of Student Engagement (CCFSSE), and the ACT Student Opinion Survey (SOS), administered in alternate years by the Office of Institutional Research for multi-dimensional measures of student perceptions concerning the college’s instructional environment. CCSSE and the SOS provided information about the students’ perceived value of programs and services and their satisfaction with those programs and services. DSC results from these two surveys were compared to a national normative sample of benchmark institutions.

An analysis of CCSSE survey results indicated that the only area of student engagement that Daytona State An analysis of the Community College students rank below the mean is “support for College Survey of Student learners.” All other key areas of student engagement Engagement (CCSSE) results (academic challenge, active and collaborative learning, indicated that the only area of student effort, and student-faculty interaction) ranked student engagement that above the mean for large colleges, Florida colleges, and Daytona State College all colleges. The faculty version of the CCSSE solicits students rank below the mean information from faculty about their teaching practices and is “support for learners.” their perceptions regarding students’ educational experiences. The most recent DSC administration of the CCFSSE showed a contrast in student and faculty perceptions in two key areas. Faculty perceive that they refer students to college services more than students report that they use them and faculty report students using more critical thinking skills than students recognize that they use.

Step Three - Developing Pre-proposals. The five topics that emerged from the college-wide survey were the basis for the next step in the selection process, the formation of teams to prepare QEP pre-proposals. An open invitation was given to the college community to be part of the selection by forming or joining a topic team that would review key data and develop appropriate strategies to impact student learning related to one of the five potential QEP topics. Attendees were grouped by topic of interest, given guidelines for developing a pre-proposal and guided through topic-specific discussions on the elements of a successful QEP (Appendix F – Pre-proposal Outline and Rubric). Seven teams assembled to develop proposals; these teams

Learn to SOAR Daytona State College were comprised of 93 individuals from a range of disciplines, functions, campuses, and constituent groups, including students and part-time/adjunct instructors (Appendix G – Pre- proposal Topic Team Participants). Although there were only five topics, two of the topics generated enough interest that multiple teams formed, proposing divergent strategies for impacting student learning.

The pre-proposal topic teams conducted extensive research, an analysis of current institutional data, and a review of recent literature on their chosen topics. Each team was asked to produce a formally written pre-proposal of 10-20 pages outlining a plan to achieve specific goals related to student learning or the learning environment. The pre-proposals were evaluated by a committee comprised of members of the QEP Leadership Team and a representative member of the District Board of Trustees. Three were identified as best meeting the requirements for a successful QEP. The criteria used to make this determination were derived from information provided by the SACSCOC in the Handbook for Institutions Seeking Reaffirmation. Points were tallied based on the degree to which the following criteria were met: • The proposal supported the college mission. • The proposal addressed an issue of significance to the college. • The proposal represented a new endeavor or significant extension of an existing program. • The proposal would positively impact student learning and/or the student learning environment. • The proposal was based on institutional data, learning research, and best practices. • The proposal included a reasonable plan and timeline for implementation. • The proposal had a feasible budget that was within college resources. • The proposal identified learning outcomes that could be measured and assessed.

The final three proposals addressed pressing issues faced by the college and were grounded on solid research and a careful review of literature.

Step Four - Inclusive Selection. The three QEP finalists were championed by their teams to promote awareness and garner support. This process was evocative of political campaigns and included informational websites, video statements, emails, and posters/flyers placed throughout campuses. The three-week campaign period concluded with a debate sponsored by the Student Government Association and moderated by the SGA president.

Learn to SOAR Daytona State College

FIGURE 1.6 THREE QEP PRE-PROPOSAL FINALISTS

Learn to SOAR, First Year Academy: Students Optimizing Academic Resources This proposal addressed the topic of student motivation and suggested the creation of a first year academy providing a holistic and highly motivating learning environment.

Fostering Student Retention Through Just think! Gatekeeper Courses and This proposal focused on the Beyond creation of a Critical Thinking Institute as a means of infusing This proposal focused on critical thinking across college implementing a learning disciplines. community or cohort model as a means of improving student retention.

The Great QEP Debate, held on April 13, 2012, was made accessible to all employees through an open invitation to attend, watch live online, or review archived footage on the college intranet. Daytona State College President Carol Eaton introduced the debaters who engaged in an exposition of the three QEP proposal ideas. Each debate team stated its case and stressed the importance of its topic and the potential impact to students. In sum, the event was a constructive exercise in democracy contributing to the dissemination of ideas and positions.

Following the debate, an online, college-wide election was held to determine which proposal had the most support. Voting was open to the college at large for three days in April 2012, with officers of the Student Government Association voting on behalf of students and adjunct faculty represented by their representative in the Planning Council. Electoral results showed Learn to SOAR, First-Year Academy: Students Optimizing Academic Resources as the winner, with Just Think! in second place, and Fostering Student Retention Through Gatekeeper Courses and Beyond in third. A total of 487 votes was cast representing a voter turnout of 47 percent.

The winning topic was announced at the District Board of Trustees meeting, a town hall meeting hosted by President Eaton, and through college-wide emails and online communication media. The college’s approach to topic selection was clearly related to institutional planning and included broad-based involvement of institutional constituencies, as reflected in the preceding narrative and in Table 1.2 below. Throughout the process, using a variety of communication channels, college constituents were clearly informed, actively involved, and well-represented.

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TABLE 1.2 QEP TOPIC SELECTION TIMELINE

TIMELINE PARTICIPANTS FORUM RESULT 2011-2012 April 30 Planning Council members Focus Group 240 ideas May - Aug Topic Selection Committee Multiple committee meetings 23 broad topics 4 Fall Planning Focus Aug - Nov 211 Faculty and Staff 10 broad topics Groups Aug - Nov 586 Faculty and Staff Online Survey 5 broad topics QEP Pre-Proposal Team January 93 Faculty and Staff Team formation Workshop Jan - Feb 7 Team Leaders Meeting Team updates March 7 Topic Teams Email/Post to S-Drive Folder 7 Pre-proposals 5-person QEP Review Pre-proposal review using Qualified list of 3 March Committee rubric topics Review/approval of 3 March Executive Team Meeting topics Presentations, Emails, Web College-wide March - April 3 Topic Teams pages awareness of ideas April College-wide Online and paper vote 1 focused topic April College-wide Announcement QEP Topic

Relationship to Institutional Needs

The QEP Development Process. Now that a broad QEP topic had been selected, the responsibility for further developing Learn to SOAR into a viable QEP was given to the Development Team. The Development Team was comprised of faculty, administrators, career, and professional staff selected by the vice president of academic affairs and the vice president of student development to be on the team based on their diverse perspectives, functions, expertise, and interest. Several of the members appointed to the team had been on the pre- proposal team that submitted Learn to SOAR to lessen the ‘learning curve. Dr. Tom Bellomo, professor of English at the School of Humanities and Communication and Dr. Max Nagiel, professor of Economics at the School of Applied Business, were asked to lead the design effort. A complete list of team members is found in Appendix B.

Following a careful analysis of the original Learn to SOAR pre-proposal, the Development Team engaged in a thorough review of the literature and best practices related to the first-year experience. Based on the literature review and research, the team determined that a focused

Learn to SOAR Daytona State College approach would be more likely to produce the desired results, so they set out to clearly define the problem and corresponding target population.

Defining Institutional Needs. After determining the need to further refine, develop, and focus the QEP topic, the Development Team went to work, researching the issues and meticulously reviewing the data used by the Learn to SOAR pre-proposal team in an effort to gain additional insights. They reviewed institutional data, student placement scores on the Postsecondary Education Readiness Test (PERT), data from the CCSSE and data from the Retention Task Force.

The work of the Retention Task Force clearly showed

both MAT1033 and ENC1101 as gatekeeper courses and barriers for first-time-in-college student success. A A critical analysis of the data for critical analysis of the data for the two courses the two courses determined that determined that the skills developed and required in the skills developed and required ENC1101 are more broadly applicable for students as in ENC1101: College Composition they pursue their degrees and will have a greater impact will be more broadly applicable on long-term academic success. After discussions with for students as they pursue their college key academic leaders, the team agreed to focus degrees and will have a greater on ENC1101 in this QEP with the idea that strategies that impact on long-term academic produce successful outcomes in English will be success. considered for adaptation in mathematics gatekeeper courses as a future college initiative.

The Development Team sought to examine what institutional assessment data could indicate about those students who succeed in ENC1101 and those who do not. In accordance with Florida Statutes, the college has regularly tested entering FTIC students to place them appropriately with respect to their reading, writing, and mathematics skills. Based on college placement tests, some students must complete developmental education courses prior to enrolling in a college credit mathematics or English course. Students who meet or exceed the assigned score are deemed college-ready and allowed to register directly in ENC1101. Currently, placement is based on the PERT, an assessment involving three separate tests examining reading, writing, and mathematics that was developed for the state of Florida by McCann and Associates. To enter ENC1101, students must satisfy both the reading and writing requirements.

Refining the Target Population. Using the PERT score data from 2011 on, the team looked at how well PERT test scores correlated with success in the English gatekeeper course. As expected, the gatekeeper course success rate data based on placement scores suggests that those who are weak from the outset have difficulty succeeding in their college-level work. The general trend clearly shows that those who test better tend to perform better in their classes.

Learn to SOAR Daytona State College

However, there existed one interesting pattern in the data that relates to student success. The data indicate that the significant leap in success falls not between 98 and 99, which is the state suggested cutoff for developmental work, but between 108 and 109. Those scoring from 99-108 have an average success rate in ENC1101 of 60.1 percent, consistent with the average success rate of students who placed in developmental English classes. Those scoring 109 and above, on the other hand, averaged at least 9 percentage points higher than those scoring 108 and below (Table 1.3).

Based on data and institutional need, the target population of the QEP, those most at-risk of academic failure, will be first-time-in-college students who have scored 108 and below on the PERT writing assessment. In the rare event that a student does not have a PERT score, other academic measures will be considered to determine academic risk.

The target population of the QEP, those most at-risk of academic failure, are first-time-in-college students who have scored 108 and below on the PERT writing assessment.

TABLE 1.3 CORRELATION BETWEEN PERT WRITING SCORES AND SUCCESS RATES

STUDENTS PERT STUDENTS (# COURSE COURSE WRITING (# ENROLLED SUCCESS SUCCESS SCORE PASSING IN RATE* RATE* RANGE ENC1101) ENC1101) 50-78 39 23 59.0% Developmental 79-88 97 54 55.7% 61.0% Score Ranges 89-98 249 156 62.7% 99-108 952 572 60.1% 60.1% 109-118 744 515 69.2% College Ready 119-128 385 276 71.7% Score Ranges 129-138 83 69 83.1% 71.5% 139-150 27 26 96.3% *Course Success Rate refers to students obtaining a grade of C or better.

Further investigation was done to determine the size of the target population and to establish baseline data for the target population.

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TABLE 1.4 LEARN TO SOAR TARGET POPULATION

STUDENTS FTIC STUDENTS QEP TARGET REGISTERED IN REGISTERED IN POPULATION* ENC1101 ENC1101 Fall 2011 2,930 1,929 613 Fall 2012 2,544 1,669 622 *FTIC students registered in ENC1101 (first attempt) who scored <109 on the Writing portion of the PERT

At this point, the team went back to the CCSSE for feedback on student satisfaction with the college experience and to better understand factors that impact student performance during the first year. The CCSSE asks students to rate their college on five benchmarks for effective educational practice. At Daytona State College, “Support for Learners” was the only one of the five measures which fell short of the mean score of 50 (Table 1.5). Since there are many resources available to students, this student response may indicate that students are not aware of resources or have little to no experience of those resources.

TABLE 1.5 CCSSE BENCHMARKS FOR EDUCATIONAL PRACTICE SCORES (2011)

BENCHMARKS PERCENTAGE Active and Collaborative Learning 53.9 Student Effort 56.7 Academic Challenge 51.2 Student-Faculty Interaction 51.5 Support for Learners 49.7 Benchmark scores are standardized so that the mean score is 50.

Data from the CCSSE survey also provided insight into students’ use of the resources and their perceptions of the value of such support services. According to the CCSSE, 36.9 percent of students used “tutoring” services sometimes or often, and 60.1 percent said they used the “skills labs” sometimes or often (Table 1.6). At Daytona State College, students think of the Academic Support Center when asked about “skills labs.” Since students in the college’s developmental math, reading, and writing courses are normally required to complete lab work available in the Academic Support Center, the higher usage rate of 60.1 percent is not surprising. At the same time, the data show that 40 percent rarely or never seek tutoring help.

On the whole, the CCSSE data was encouraging. It demonstrated that a significant proportion of the student body (from 1/3 to 2/3 of those surveyed) had used Daytona State’s academic support services and that as many as 75 percent of students surveyed saw those resources as

Learn to SOAR Daytona State College somewhat important or very important to their college success. Furthermore, the students reflected satisfaction with the support provided.

TABLE 1.6 FREQUENCY OF USE OF SELECTED STUDENT SUPPORT SERVICES

USED RARELY/ NOT MEASURE SOMETIMES OFTEN NEVER KNOWN Frequency of Use: Peer or other 11.7% 25.2% 40.6% 22.6% tutoring Frequency of Use: Skills Lab 30.4% 29.7% 26.2% 13.8% (Writing, Math, Etc.) Frequency of Use: Computer Lab 33.5% 34.2% 20.3% 12.0% 2011 CCSSE Data

TABLE 1.7 IMPORTANCE AND SATISFACTION OF STUDENT SUPPORT RESOURCES

VERY SOMEWHAT NOT AT DID NOT

IMPORTANT IMPORTANT ALL USE Importance: Peer or other tutoring 47.5% 28.9% 23.7% -- Importance: Skills Lab (Writing, 51.7% 28.5% 19.7% -- Math, Etc.) Satisfaction: Computer Lab 44.5% 30.3% 4.8% 20.4% 2011 CCSSE Data

Feedback during Daytona State College’s most recent strategic planning process confirmed the belief that academic support services are of great importance to students. Strategic planning focus groups conducted in spring 2013 provided feedback from the various constituencies of the college. Focus group participants were asked to indicate strategic priorities that they recommend be included in the college’s next strategic plan. The student focus group placed the option “Increase access to academic support services (tutoring, library, Academic Support Center, College Writing Center)” among its top priorities for the college.

With the help of the QEP Research Team, the Development Team surveyed students who were enrolled in ENC1102, the follow up course to ENC1101. Administered in the spring of 2013, the survey was designed to provide information on the students’ use of the three major academic support resources while they were enrolled in ENC1101. Results indicated that 58 percent of respondents never used the Academic Support Center while enrolled in ENC1101. Likewise 58 percent reported never using the College Writing Center. Interestingly, 29 percent of students who completed the class with a grade of C or better attributed their success to assistance they received at the College Writing Center. Only 14 percent reported not using library resources,

Learn to SOAR Daytona State College which is understandable as assignments in ENC1101 generally require the use of the library. The results of this survey are provided in Appendix H.

After analyzing the data discussed above, the next step for the Development Team was to examine the data collected from academic support services to see if students who used those resources achieved greater success than those who did not. Key questions included the following: Are students aware of the academic resources available to them? Do they understand what services are offered? How many students use those resources? And, most importantly, when they do use those resources, do the resources enhance their learning and improve their chances of success?

Daytona State College Academic Resources. The goal of the college’s Division of Library and Academic Student Services is to ensure the success of all students. It is comprised of Library Services, the Academic Support Center (ASC), and the College Writing Center (CWC). These services use the “under one roof” model to work together to enhance student learning and assist with the overall retention and success of students.

The Development Team wanted evidence that the use of academic resources, particularly the Academic Support Center and the College Writing Center, had contributed to student success in ENC1101. At Daytona State College students must log in to use the Academic Support Center and the College Writing Center, allowing data to be collected on the purpose of the visit and the time spent. The library tracking system only registers logins and does not identify the purpose of the visit. With this login information, the QEP Research Team found data that positively correlate student success in ENC1101 with use of the Academic Support Center and the College Writing Center.

TABLE 1.8 SUCCESS RATES IN ENC1101

SUCCESS STUDENTS WHO STUDENTS WHO STUDENTS WHO STUDENTS WHO RATE DID NOT USE ASC USED ASC DID NOT USE THE USED THE WRITING CENTER WRITING CENTER Spring 2011 45% 60% 53% 72% Fall 2011 50% 63% 56% 68% Spring 2012 45% 64% 55% 65% Fall 2012 53% 67% 59% 69% For the QEP Target Population (PERT Writing Score <109)

As the data indicate, at-risk students who used the Academic Support Center and/or the College Writing Center were significantly more likely to succeed than those who did not. Success rates in ENC1101 for at-risk students who did not use the Academic Support Center averaged 49 percent, while students who used the ASC had an average success rate of 64

Learn to SOAR Daytona State College percent for the same four-semester period. Similarly, the success rate in ENC1101 for students who did not use the College Writing Center averaged 56 percent while those who did use the resource had an average success rate of 68 percent. These differences suggest that students who use the support offered by these resources do better in the ENC1101 gatekeeper course.

After reviewing this specific data, the QEP Development team determined that it would focus on these academic support services. This process involved input from many QEP contributors as well as from constituencies most likely to be affected by the plan, including the QEP Research Team, Institutional Research staff, the Student Life Skills faculty, the English faculty, the QEP Leadership Team, the advising staff, and key staff from the Academic Support Center, Library Services, and the College Writing Center.

At the same time, the QEP Communications Team was keeping the college community updated on the refinements being made to the topic. Updates were posted on the college website and disseminated at town hall meetings and our annual college symposium. The faculty chairs of the QEP Development Team had multiple speaking engagements, attended open houses, and engaged in Q&A sessions with members of the college community, all in an effort to keep constituents informed of the progress of the QEP. Students were updated through the Student Government Association and the college’s student newspaper, In Motion.

Helping Students Learn to SOAR to Improve Student/Institution Performance. Learn to SOAR: Students Optimizing Academic Resources aims to improve student learning, enhance student success, and promote retention by engaging students more effectively in the use of Daytona State College academic support services. The study of the literature and review of the institutional data support the conclusion that students will be more successful in crucial gatekeeper courses, as well as throughout their college experience.

In conclusion, Learn to SOAR was selected and designed in a process that encouraged and ensured representative participation from all stakeholders in the college community. The QEP is based on institutional research and strategically designed to fulfill academically at-risk students’ needs. The plan has been scrutinized to ensure that it is viable during the five-year plan period and beyond via the targeted focus, goals, learning outcomes, budget plan, timetable action plan, and assessment plan outlined further in this document. The accomplishment of Learn to SOAR will directly improve the success of first-time-in-college students who are at risk for academic failure.

Learn to SOAR Daytona State College

II. FOCUS OF THE PLAN

Accomplishing the Mission of the Institution Mission Daytona State College, a Learn to SOAR will enhance student learning and the comprehensive public college, provides access to student learning environment to advance student success. a range of flexible It directly supports the college’s mission, reflects its core programs from community values, and addresses a strategic priority. Central to the enrichment to the baccalaureate degree, mission of the college is an emphasis on “student success” emphasizing student and a call to “embrace diversity” among a student success, embracing population that tends toward older, working adults, with excellence and diversity, as well as fostering innovation little or no prior college experience. The fact that more than to enhance teaching and half of Daytona State College students are academically learning. unprepared for college-level work when they first enroll

reinforces the importance of a mission statement that Core Value recognizes the need to “enhance teaching and learning” in Student Success – There innovative ways. is no value more important than the success of our students. Our main goal is Student success is considered the most important of the to provide students with the college’s core values and is the focus of two strategic skills, knowledge, and drive priorities in Building a Better Future, the college’s 2010- to succeed in the 2014 strategic plan. As a core value, student success is classroom, the workplace, and in life. the main goal of the college and is accomplished by providing students with the skills, knowledge, and drive

they need to thrive in life. The strategic plan for the college Strategic Priority recognizes the value of fostering a sense of community To provide opportunities for students to succeed, the and connection among students, faculty, and staff as a College will way to enhance student success. It also notes the • Foster a sense of importance of providing training for faculty and staff to community and connection among increase their effectiveness in meeting the needs of a students, faculty, and diverse student population. staff. • Provide faculty and staff The fundamental principle behind Learn to SOAR is that with education, training, and leadership active engagement with academic resources leads to development to increase increased student motivation, success, and retention. The awareness, purpose of Learn to SOAR is to increase the success of understanding, and effectiveness in meeting first-time-in-college students who are at risk of academic the needs of a diverse failure. Specifically, Learn to SOAR will impact the student population. ENC1101: College Composition course success rate for students in the target population by developing and implementing a first-year seminar and a professional

Learn to SOAR Daytona State College development program that focus on student success strategies for at-risk students. The college has defined and articulated major student learning outcomes to guide development and implementation of the two initiatives.

Focus on Learning Outcomes

The first major activity of the QEP will entail a Learn to SOAR one-credit, first-year seminar (SLS1101: College Resources). Academically at-risk students (as defined by those FTIC students who score less than 109 on the PERT), will be required to co-register in SLS1101 when they take ENC1101, a gatekeeper course and common barrier to student success. SLS1101 will enhance students’ knowledge of the academic resources that have proven to help the target population succeed. Unfortunately, readily available student resources are often overlooked by the target population, those most in need of academic resources. The second major activity will train faculty to teach SLS1101 and offer professional development activities for all faculty and staff that are involved in the first-year experience, student engagement, and student success strategies. The following outcomes have been established to gauge the accomplishments of the program and to further the mission of the college.

TABLE 2.1 LEARN TO SOAR - FOCUS ON OUTCOMES

By the end of 2017-2018, the ENC1101 success rate for FTIC at- Outcome 1 Program risk students will increase by five percentage points (from 60% to 65%). Student Students who enroll in SLS1101 will use, select, and value Outcome 2 Learning appropriate library resources to support academic success. Students who enroll in SLS1101 will use, select, and value Student Outcome 3 appropriate Academic Support Center resources to support Learning academic success. Students who enroll in SLS1101 will use, select, and value Student Outcome 4 appropriate College Writing Center resources to support Learning academic success. Faculty who participate in Learn to SOAR professional Learning Outcome 5 development will increase knowledge regarding success Environment strategies for FTIC at-risk students.

The expected program outcome will be achieved as a result of a successful implementation of the two interrelated activities of Learn to SOAR, the first-year seminar and the professional development program. The two activities will work together to increase student proficiency in the use of academic resources and will lead students in the target population to greater rates of success in ENC1101. The next three outcomes are student learning outcomes that relate specifically to the first-year seminar. The final outcome will be achieved by affecting the learning

Learn to SOAR Daytona State College environment through faculty training and other professional development opportunities. Although it is not stated as a separate outcome, it is expected that the semester-to-semester persistence rate of the target population also will increase.

Detailed descriptions of the two primary activities associated with Learn to SOAR, the first-year seminar and the professional development program, are provided below. The first-year seminar focuses on student learning outcomes while the professional development activity focuses on the environment supporting learning.

First-year Seminar. The focus of Learn to SOAR is student success in a critical gatekeeper course, ENC1101. Gatekeeper courses are college-level pre-requisites that students must complete before enrolling in more advanced courses necessary for degree completion and are characterized by high enrollment and low student success rates. Student success in a critical gatekeeper course is a major motivational momentum point for students. Students typically tackle gatekeeper courses in their first two semesters of college-level work. Skills, knowledge, and drive instilled early in a student’s college career can help that student successfully navigate gatekeeper courses and set the stage for success in more advanced courses.

SLS1101 is designed to address the needs of a target population of first-time-in-college students who are academically at risk. Based on institutional research and a review of literature and best practices, the college determines a student’s risk for academic failure based on college placement test scores. The PERT is the college placement test currently used to determine which course placements are appropriate for students and whether remedial work or other academic support is needed. The PERT includes three computer-adaptive, multiple choice tests: reading, writing, and mathematics. The core test for writing assesses a student’s readiness to enroll in ENC1101. The PERT is given to all Florida high school students in the 11th grade and is used by all 28 colleges in the Florida College System, including Daytona State College, as a placement test and a tool for academic advising. Institutional data clearly indicate that students who score less than 109 on the PERT writing test have a lower success rate (61 percent) in ENC1101 than students who score at or above 109 (70 percent). The target population for Learn to SOAR and the SLS1101 course is comprised of students who are determined to be academically at risk for not passing ENC1101 based on a PERT writing score of less than 109. If for some reason, a PERT score is not available for a student, other criteria will be identified and used to determine academic risk.

Information provided by the Office of Institutional Research indicates that approximately 600 FTIC students with a PERT writing score of less than 109 enroll in ENC1101 each fall semester. During spring semester, approximately 500 of these students enroll in ENC1101, and during the summer semester, the number drops to approximately 100 students.

A first-year seminar course will be developed and implemented as a required course for at-risk FTIC students. SLS1101 will instill in students the knowledge, skills, and value needed to

Learn to SOAR Daytona State College optimize academic resources for student success. Targeted students must take the seminar in the same semester that they enroll in ENC1101. The action-based, project-oriented first-year seminar is designed to complement ENC1101 and meaningfully engage students in the use of the library, College Writing Center, and Academic Support Center – collectively called the Learning Commons.

Throughout the nation, higher education institutions are heavily vested in their libraries and academic support centers. The millions of dollars spent on these resources indicate that institutions believe in their educational value. However, many at-risk students never avail themselves of academic support specifically designed to serve their needs and help them succeed. Learn to SOAR provides an intervention through which students will use the resources and realize success as a result.

The first-year seminar will be a one-credit hour course that meets two hours each week for seven weeks. Course enrollment will be capped at 22 students per section. Once the curriculum has been fully developed, three pilot sections will be offered in a face-to-face format. In fall 2014, the course will be required for associate of arts students who meet the target population criteria. Associate of science students who are FTIC and at risk will be required to take the course beginning in the fall 2015 semester. At that time, online delivery of the course will be introduced. By fall 2016, the course will be offered all three semesters (fall, spring, summer) with enough course sections to accommodate the projected number of students in the target population. Current estimates for full implementation are for approximately 28 sections (616 students) each fall, 24 sections (528 students) each spring, and 6 sections (132 students) in the summer semester.

FIGURE 2.1 – LEARN TO SOAR FIRST-YEAR SEMINAR

•3 course sections (pilot test) •66 students Year 1 •Face-to-face delivery on Daytona Beach campus

•37 course sections •814 associate of arts students Year 2 •Face-to-face delivery on all campuses

•58 course sections Year 3 •1,276 associate of arts and associate of science students and •Face-to-face on all campuses, hybrid and online delivery beyond

The purpose of SLS1101 is to make a real and significant connection between the student and the resource. It is not enough to know that the library, Academic Support Center, and College

Learn to SOAR Daytona State College

Writing Center exist; students need to know their unique purpose, where they are, what kinds of services are offered, when to use those services, and how to use them. To fully understand the potential value of the resources, the student needs to have direct experience with them. The first-year seminar will have students apply their use of the resources to ENC1101 assignments and course requirements. The two courses will be aligned so that success in one promotes success in the other.

As a result of enrolling in SLS1101, students will use, select, and value the library, the Academic Support Center, and the College Writing Center. During the course, students will gain basic knowledge about each resource. They will learn where each one is physically located on campus and how to find them online. Once they have a basic knowledge regarding each resource, students will move to the next level and will enhance their skills in using each resource. They will learn to differentiate among the services and will be able to determine which resource is appropriate to a particular task. Finally, addressing the affective domain, students who use the academic resources and find that they have benefited from them will come to value them and will turn to them again when further help is needed. Through support received in the SLS course, knowledge and skills gained during the semester and resultant success in a key gatekeeper course, students will find value in using academic resources to support learning.

The new course will be offered under the auspices of the School of Life Skills, which has qualified, credentialed, and available faculty and staff to help bring Learn to SOAR to full implementation. A core group of faculty and staff representing the School of Life Skills, the School of Humanities and Communication, Library Services, the Academic Support Center, the College Writing Center, and the Faculty Innovation Center has convened to begin the curriculum development process for SLS1101. A New Course Proposal Form has been submitted to the associate vice president for the College of Arts and Sciences and the vice president of Academic Affairs (Appendix I). The form included student learning outcomes and a rationale for the number of credit hours to be awarded. The course will be reviewed by the college-wide Curriculum Committee in September 2013, before being submitted for approval of the college administration in October and the District Board of Trustees in November.

Focus on the Environment Supporting Learning

To ensure that the skills students learn in SLS1101 are reinforced throughout their college career and to increase the impact of Learn to SOAR beyond the targeted at-risk students, another key component of Learn to SOAR is a college-wide professional development program for faculty and staff that addresses the needs of first-year students to enhance student engagement and academic success. Both faculty and staff will benefit from opportunities for training and professional development. The intensity and frequency of the training will differ based on the role of the individual and will range from an intensive seven-week program for SLS1101 faculty to an annual general audience presentation on a relevant topic that is open to all college employees.

Learn to SOAR Daytona State College

Professional Development. Learn to SOAR will provide professional development opportunities for a number of constituencies in the college.

FIGURE 2.2 – LEARN TO SOAR PROFESSIONAL DEVELOPMENT

SLS Faculty

Learn to General SOAR ENC College Professional Faculty Faculty Development

Academic Advisors

SLS1101: College Resources Instructors. Faculty from the School of Student Life Skills and others who will teach SLS1101 will need effective training and preparation. Therefore SLS1101 instructors will participate in a seven-week program that will meet weekly and run parallel to the course itself. Through that training, instructors will learn about the Learning Commons, including Library Services, the Academic Support Center, and the College Writing Center. They will study the SLS1101 curriculum and best practices regarding delivery of the course and they will focus on working collaboratively with the English faculty teaching ENC1101 and the support services of the Learning Commons.

Training topics include • DSC students – diversity, generations, special populations • Student engagement and active learning strategies • Learning through focused attention • Retention of student learning • Technology in the classroom • Classroom management

Learn to SOAR Daytona State College

• SLS1101 alignment with ENC1101 • Overview of Learning Commons resources • Other DSC student development resources

ENC1101: College Composition Instructors. Along with SLS1101 instructors, ENC1101 faculty will play an important role in the success of Learn to SOAR. ENC1101 faculty members, both part-time and full-time, will be asked to attend a three-hour training to learn how SLS1101 complements ENC1101 and acquire new knowledge about academic resources that support student success. Faculty will be fully briefed and updated regarding services offered through the Learning Commons and will be informed of ways to facilitate student use of helpful resources to address English course assignments. Multiple training sessions will be offered at the beginning of the fall and spring semesters during year two. At least one training session will be offered at a time that is convenient for adjunct instructors to attend. In years three through five, the training will be offered once a year for new faculty but will be open to other faculty who would like an update on academic resources to support student success.

General DSC College Faculty. While a primary goal of Learn to SOAR is to help at-risk students to succeed in a crucial gatekeeper course, ENC1101, the ultimate goal is student success in completing a program and earning a credential. To achieve either goal, students will need to succeed in many courses over the next few years as they respond to the demands of courses across the curriculum. Faculty must understand how crucial their role is in student success and how important it is to provide early feedback to students. They need to encourage students to access the support services that will help them succeed. Therefore, it is essential that all DSC faculty be well-informed about academic success strategies, student engagement, and the characteristics and needs of first-year and at-risk students. To that end, regular professional development sessions will be held during the planning periods for each term and as part of the college’s annual academic symposium held at the end of the spring semester. A special speaker or trainer will be brought to the college each year beginning in year two to provide general professional development sessions open to all college faculty.

Academic Advisors. A three-hour training session will be developed to provide academic advisors with information about academic risk factors and strategies for identifying students and promoting enrollment in the course. The advisor training content will be created by the director of advising and the QEP director in coordination with the director of professional development during the first semester of implementation. Training sessions will be offered in late fall and early spring. Approximately 24 academic advisors (18 from Academic Advising and 6 from Student Disability Services) will be trained in the first-year along with the assistant director of academic advising. In subsequent years, the training will be delivered as a refresher and for new advisors. Advisors will be able to attend training in person or online. Additionally, the training will be archived to remain available online.

Learn to SOAR Daytona State College

Topics included in Advisor Training • What is Learn to SOAR and what does it hope to achieve? • SLS1101 course content details • How to identify students who are academically at risk as defined by Learn to SOAR • Benefits for students who take the course • How to promote the course • How to track Learn to SOAR students using GradesFirst®

The ongoing planning and implementation effort that will go into making Learn to SOAR a success will have the broad involvement of many constituencies in the college.

Review of Literature and Best Practices

An Intentional Intervention. Since the goal of Learn to SOAR is for FTIC at-risk students to increase their knowledge and use of available academic resources, the SLS course will be an intentional intervention designed to make that happen. The operative word here is, intentional. Karp, O’Gara, and Hughes (2008) postulate that “. . . the organization of student support services in many colleges assumes that students have enough knowledge, social skills, and motivation to ‘seek out and make use of those available services.’ This assumption may not always be valid” (p. 3).

Those keenly familiar with freshman seminar initiatives support the view that first-year students are unlikely to independently develop information-access skills well (Barefoot, 2006, n.p.), and many students remain unfamiliar with the specific resources available to help them (Zeidenberg, Jenkins, & Calcagno, 2007). “Even if they are prepared academically, students may neither be aware of, nor use, existing services to their advantage” (Schrader & Brown, 2008, p. 314). Furthermore, Cuseo (n.d.) maintains that effective student-support programs need to initiate and reach out to students, rather than passively wait for them to find these services on their own.

The target student population was identified based on institutional data indicating which students are most at-risk of failure in ENC1101, a key gatekeeper course, and on further institutional data showing that students who use academic resources have greater academic success. The target population includes students who are placed into developmental writing courses (based on the PERT Scores) as well as others just above the cut who directly enroll in the gatekeeper course. This is consistent with a report issued by the Florida Department of Education that noted, “While fitting the definition of ‘college ready,’ . . . students scoring near, but above the cut score may need additional preparation for success in courses required for associate degree completion” (2008, p. 3).

Current college policy requires students placing into REA0017: Reading II, a second level developmental reading class, to also enroll in SLS1122: Student Success, a three-credit class “designed to increase student success through the development of academic and life skills.

Learn to SOAR Daytona State College

Topics include study techniques, test anxiety, memory techniques, and personal development” (DSC College Catalog). Since students taking SLS1122 will encounter a full orientation to the Learning Commons in that course, they will not also be encouraged to take SLS1101. All other students in the target population will be advised and encouraged to take the course. **Note: Recent Florida legislation is changing the way we provide developmental education and the use of PERT scores and other assessments. The new mandates may impact our methods of placing and advising students in some ways that we cannot now foresee. We will adjust as needed and include the details in regular reports as we progress in implementing the program.

Student Life Skills Courses. In Florida, courses labeled Student Life Skills are commonly referred to as Student Success classes. In reading through the literature, similar courses may be titled College 101, freshman experience, introduction to college, orientation to college (Karp, et al., 2012), college survival (Karp, O’Gara & Hughes, 2008) or first-year seminars (Hunter & Linder, 2003). According to Marina and McGuire (2008),

No matter the title of the seminar, all of the seminars share common objectives, in that the focus is on individual student needs. Each course shares in striving to make the first- year experience more realistic with assistance [for] the transition into college and the academic and social development of first-year students. (p. 21)

Irrespective of the name, the inherent flexibility of these courses is ideal for strategically pinpointing and addressing student needs in the context of each institution’s unique environment. “As Barefoot and Gardner note, ‘First-year/student success seminars are remarkably creative courses that are adaptable to a great variety of institutional settings, structures, and students’” (Cuseo, n.d., p. 1). Although the focus of these courses typically differs from college to college (Hunter & Linder, 2003), this is not a limitation but an opportunity for an institution to forge a unique and innovative intervention. Therefore, Daytona State College created an SLS course that will deliberately engage students in the use of available resources to facilitate their academic success.

The effective implementation of student success courses has been positively correlated with common measures of student success. Institutional data from a cohort of students at Florida community colleges indicates that enrollment in an SLS course increases chances that students will persist, transfer, or earn a credential (Zeidenberg, Jenkins, & Calcagno, 2007). Additionally, research shows that enrollees in a student success course tend to have higher first-term grade point averages (Stoval, 2000, p. 52). Student Success courses benefit students regardless of their academic preparation; hence, a number of community colleges require such a course for all incoming freshmen (Florida Department of Education, 2006). The literature on best practices suggests integrating the seminar with an array of support services (Jenkins, 2006; Marina & McGuire, 2008), and importantly, ensuring that all of these services are “…well-coordinated or integrated into a coherent, intentional, institution-wide strategy” (Alexander & Gardner, 2009, p. 20). The Learn to SOAR program involves not only creating a new course, but also creating

Learn to SOAR Daytona State College greater synergy, communication, and collaboration among the SLS faculty, English faculty, advising staff, and everyone involved in student support through the Learning Commons. In its process of continuous improvement, Daytona State College will consider additional interventions to support student success, but Learn to SOAR focuses directly on the SLS1101 intervention. By supplementing ENC1101 with SLS1101, SOAR will • Target a key momentum point, • Ensure engagement through contextualization and • Implement sound pedagogy implicit in the strategy, less is more.

Gatekeepers and Momentum. Early in their academic careers, students are required to take certain courses that are academically rigorous. “These courses are sometimes called ‘gatekeepers’ because they prevent many students from entering a program of study. Examples include . . . Math 101 and English 101 for students in most programs leading to an associate degree” (Jenkins & Woo, 2012, p. 11). Recent research stresses the importance of targeted interventions to help students succeed in these courses (Baldwin, Bensimon, Dowd, & Kleiman, 2011; Florida Department of Education, 2008; Perin, 2011). Additionally, gatekeeper courses are seen as key momentum points for which successful completion is strongly correlated with persistence and the attainment of a milestone, e.g., degree completion:

…[D]uring a student’s enrollment, particular course completions or other educational accomplishments can provide “momentum” that propels students toward the achievement of milestone events. These momentum points are measurable educational attainments that are empirically correlated with the completion of a milestone. Momentum points can be particular courses (such as the first college-level “gatekeeper” math or English course), sets of courses (such as a developmental education series), or levels of educational attainment (such as one term’s worth of credits) that, once reached, increase the likelihood of completion of degrees or other milestone events. Therefore, attaining a momentum point is associated with a higher probability of achieving a milestone. (Leinbach & Jenkins, 2008, p. 2)

Adelman (2006) found that the likelihood of obtaining a degree was cut in half if students withdrew or repeated at least 20 percent of their course attempts. The intent in designing SLS1101 College Resources as a complement to ENC1101 is to bring at-risk students to the resources that will help them overcome this critical hurdle. Additionally, as students access important academic resources, they will learn to use those resources wisely, to value them, and to access them for help in future courses.

Engagement Through Contextualization. The literature is clear that engagement and student learning are positively correlated (Lardner & Malnarich, 2008; Tinto, 1999). “Student engagement is generally considered to be among the better predictors of learning and personal development. The premise is deceptively simple, perhaps self-evident: The more students study or practice a subject, the more they tend to learn about it” (Carini, Kuh & Klein, 2006, p. 2).

Learn to SOAR Daytona State College

SLS1101 will be action-based and project-oriented rather than lecture driven. Class time will be dedicated almost exclusively to using the resources to achieve explicit academic goals with instructors acting as facilitators. Since students will take SLS1101 co-registered with ENC1101, the writing course will provide the context that will require students to use the resources they have learned about, thus engaging them directly with the Learning Commons resources.

[W]hen academic support is provided to students. . . that support is more effective when it’s connected to the other demands that students face during their first year of curriculum. And the reason why that’s the case is that when you connect and contextualize, make relevant that support, it’s easier for students to apply that support they’ve received to do well in the other class(es) in which they enroll. But when the freshman seminar is disconnected from everything else, it is regrettably too often the case students discount the course as not being, quote, “an academic course.” And they will often ignore it or not treat it as an academic enterprise. So increasingly, institutions are trying to connect that Freshman Success course to the other courses in which the students are enrolled, to help them succeed in those courses as well (Tinto, 2012, n.p.).

Less is More. When information dissemination, and not student learning, becomes the focus of a course, students are less likely to retain and apply what they have learned. SLS1101 could easily “cover” the Learning Commons, merely telling students all about the Library Services, Academic Support Center, and College Writing Center; however, that is not the same as fully engaging the students in using those resources to achieve their own specific goals. Active involvement will be crucial for the success of SLS1101; it will “cover” less but students will spend more time actively involved in meaningful projects that lead to their success. Thus, “less is more” means that “less” coverage leads to “more” depth of understanding, “more” familiarity with resources, and “more” success in the gatekeeper course and beyond.

In many cases, ensuring that students “get the material” involved using methods that focused on breadth of coverage rather than the depth of learning. . . . From the students’ perspective, this approach appeared to be what Grubb (2006) calls an “information dump,” in which they were told about information and services quickly and briefly . . . “Packing in” course content, though logical from the perspective of trying to quickly give students as much information as possible, may hinder students from applying this knowledge throughout their college careers. (Karp, et al., 2012, p. 28)

With coverage restricted to three principal resources, the plan will allow SLS1101 students enough time and opportunity to fully explore and use each of the academic support services. “[T]he pedagogical benefits of narrowing the content outweigh the costs. A narrower curriculum leaves more time for each topic, thereby offering more opportunities for sustained contact with each topic area” (p. 41).

Learn to SOAR Daytona State College

SLS1101 will be a one-credit hour, college-credit course scheduled in a seven-week term. While students are enrolled in a 15-week semester of ENC1101, they will take SLS1101 during the first seven weeks of that term. Instead of meeting one hour a week for 15 weeks, SLS1101 will meet for one, two-hour session per week for seven weeks. By front-loading SLS1101 we will engage students with the resources early in their ENC1101 experience, thus helping them identify their needs and seek help early enough to make a difference. Some have criticized one- credit hour courses as too abbreviated and unable to allow sufficient time for students to actively immerse themselves (Karp, et al., 2012). However, with fewer class meetings (once per week) for an extended duration (two hours), SLS1101 will provide students adequate class time for immersion. In addition, since this one-credit hour class obligation will end around midterm, the demands of this course will not interfere with students’ attempt to complete the work and prepare for finals in their full-term courses. [This describes a preferred configuration. As the plan reaches full implementation, alternatives will be considered to accommodate scheduling issues that may arise.]

Faculty. Faculty training is a crucial component in the design and success of SOAR. Inevitably, faculty are the most important contact with students; faculty meet the students most frequently and faculty let students know when they need help with their performance. Therefore, faculty must understand that using available support services leads to success, and they must be fully knowledgeable regarding the available academic services. In Starting a Freshman Seminar Program, John Gardner (1989) outlines a series of steps to foster successful implementation; one step calls for the provision of faculty training. “Most change agents who have been involved with the successful implementation of freshman seminars argue that it is absolutely imperative that before such a course is actually offered for the first time, a training program must be offered to prepare the initial faculty” (pp. 242, 243).

A national survey of nearly 500 community colleges indicated that the primary goal of faculty development programs is to “create a culture of teaching excellence” (Eddy, 2010, p. 20). Kezar and Maxey (2012) caution that without access to professional development, some faculty may incorporate ineffective pedagogies or be unaware of the gaps present in their approaches to teaching. Watts and Hammons (2002) warn that the continued success of community colleges will rely heavily on emphasizing professional development for faculty. In days past, newly hired faculty would provide institutions with fresh knowledge, skills, and attitudes to meet the needs of a changing student profile. Colleges today “must do so with senior people (many of whom are approaching retirement) or newly hired, inexperienced people—which means that professional development is essential” (p. 8).

Academic Advisors. Advising will play a key role in the successful implementation of Learn to SOAR, for the academic advisors will be charged with identifying students who fit the target population and enrolling them in SLS1101. Academic advisors are one of the first contacts a student makes upon admission to the college. Academic advisors “offer students the personal connection to the institution that the research indicates is vital to student retention and student

Learn to SOAR Daytona State College success” (Nutt, 2003, n.p.). In providing a general outline of the role of advising, King and Fox (2011) write,

Given the diversity of community college students, it is important to get them started where they are, assist them in creation of an academic plan, make them aware of and help them connect to the different support programs and services available, help them feel connected to the institution and monitor their progress. In working with first-year students, academic advising can be the framework through which all student services are coordinated to assist new students in assessing, designing, and implementing a plan toward success. (p. 124)

Given the role that advisors will play in engaging the students, a three-hour professional development session will be designed to inform and guide them.

Conclusion. Learn to SOAR is Daytona State College’s plan to identify and target first-time-in- college at-risk students and assist them toward Optimizing Academic Resources that are already available, yet often go underutilized. The link between SLS1101: College Resources and ENC1101: College Composition will provide a context in which students engage in academic support resources to complete purposeful work. This intervention is an attempt to help students succeed in a key gatekeeper course, which research cites as an important momentum point en route to a greater milestone. The hope is that students will appreciate how these resources contribute to their success and that this will motivate them to persist, to continue accessing those resources as needed and successfully complete their programs of study. As pointed out by Ambrose, Bridges, DiPietro, Lovett, and Norman (2010), “When students find positive value in a learning goal or activity, expect to successfully achieve a desired learning outcome and perceive support from their environment, they are likely to be strongly motivated to learn” (p. 5).

At Daytona State College, student attrition in key gatekeeper courses is comparable to the level of attrition at similar institutions nationwide. Although many factors militate against student success, greater use of available support services could help many students succeed where they would otherwise fail. As the plan is implemented, the goal and major outcomes of Learn to SOAR will be reviewed and assessed regularly. Formative assessments will facilitate course improvement and summative evaluation will determine how well desired outcomes have been achieved. A detailed assessment plan is included in Chapter V, Assessment Plan, with student learning outcomes that describe the knowledge, skills, and values that students will gain from the first-year seminar. Student learning outcomes will be assessed at the end of each semester in keeping with the ongoing, integrated, college-wide process for institutional effectiveness.

Learn to SOAR Daytona State College

III. CAPABILITY

Capability to Initiate the Plan

Institutional Context. The institutional context and organizational structure of Learn to SOAR reflect Daytona State College’s commitment to its long-term success. Executive-level leadership and support for planning and initiating the project have come from the president and the chief operating officer/provost. With the advent of a new fiscal year on July 1, 2013, Learn to SOAR was officially launched as an organizational unit of the college within the Division of Academic Affairs, with a director-level position created to lead the initiative and effectively manage budget and other resources that have been allocated to achieve the stated outcomes. Learn to SOAR’s director will report to the vice president of academic affairs.

The very nature of the project requires broad lines of communication and a structure that fosters the extensive collaboration necessary to ensure a successful outcome. The two departments and three academic resources that play key roles in the initiative all reside within the same division and report to the vice president of academic affairs. The vice president of academic affairs will provide operational oversight and guidance to the QEP director, who will execute and coordinate all Learn to SOAR activities. In addition, a Learn to SOAR Implementation Team will monitor implementation, assessment, and results and provide key advice to guide Learn to SOAR staff. The interaction and collaboration within the Division of Academic Affairs and between the QEP director and the Implementation Team will ensure the success of Learn to SOAR throughout the five years of the plan.

FIGURE 3.1 - ORGANIZATIONAL CONTEXT FOR LEARN TO SOAR

President

Chief Operating Officer/Provost

VP Academic Affairs

College of Arts & QEP Library &

Sciences Director Academic Services

Humanities & Student College Writing Library Communication Life Skills Center Academic Support Center

Learn to SOAR Daytona State College

Organizational Structure and Key Personnel. To initiate the plan, Learn to SOAR will have a staff of three key personnel. The QEP director will be responsible for implementing the project as well as its overall operational success. The director will have the support of a research analyst to assist in collecting and analyzing data and provide additional support in the general day-to-day activities associated with Learn to SOAR. A lead instructor will be appointed to assist with matters related to curriculum, instruction, and faculty development. The responsibilities and functions of the three staff positions are described below.

The QEP Director. The full-time QEP director will be responsible for implementing the project as well as for its overall operational success. The QEP director will facilitate collaboration and communication across the college and among the distinct divisions that are integral to the plan. The director will be responsible for the evaluation and assessment of the QEP.

Function: The director’s essential responsibilities will include, but will not be limited to, the following: • Providing leadership in the development, testing, scheduling, and full implementation of Learn to SOAR and the SLS1101: College Resources course curriculum. • Supervising and providing oversight to the lead instructor to successfully recruit, train, and oversee faculty instructors for SLS1101. • Coordinating Learn to SOAR activities with Library Services, the College Writing Center, and the Academic Support Center. • Developing training resources and programs for academic advisors that facilitate the enrollment of targeted students in SLS1101. • Supervising and guiding the QEP research analyst in successfully administering assessment and evaluation activities. • Managing the Learn to SOAR budget and ensuring that resources are committed and available to support the project. • Facilitating an Implementation Team comprised of key administrators and staff who will provide ongoing guidance and support. • Coordinating with the Marketing and Communications Department to promote Learn to SOAR to students, faculty, administrators, staff, and the community. • Providing reports, including progress reports, for the Institutional Effectiveness Department, vice president of academic affairs, president, and executive staff, and the SACSCOC.

Qualifications: Minimum education and work experience requirements for the position of QEP director include a Master’s Degree or Doctorate in Higher Education or a related field, with at least four years of experience in a higher education environment. Preference is given to candidates with at least two years of proven successful teaching experience.

In May 2013, the District Board of Trustees approved the establishment of QEP Director as a full-time, administrative position. During the month of June, the Office of Human Resources

Learn to SOAR Daytona State College initiated the process for posting and filling positions at the college, beginning with an initial online posting of the position description and qualifications for internal candidates only. A search committee was convened and three qualified internal candidates were interviewed. The committee’s recommendation for hiring was approved by the president and senior executive staff and Dr. Thomas Bellomo became the QEP director as of July 15, 2013. Dr. Bellomo’s résumé is provided as Appendix J. His teaching background and curriculum development experience, along with a history of supporting the academic success of at-risk students, are evidence of his capabilities for successfully filling this position. Dr. Bellomo will maintain his faculty rank while he serves as an administrator for Learn to SOAR.

QEP Research Analyst. The QEP research analyst will research and analyze information related to activities associated with Learn to SOAR. The full-time analyst will be responsible for collecting assessment data, analyzing data, and preparing reports. The position will report to both the QEP director and the dean of Institutional Research.

Function: The research analyst’s essential responsibilities will include but will not be limited to the following: • Developing research methodologies and coordinating surveys, focus groups, observations, and interviews as needed to assess Learn to SOAR outcomes. • Reviewing and analyzing collected information using different methods and computer programs. • Preparing reports to summarize data collection and analyses. • Designing and producing samples to use in data collection. • Accessing available sources to collect institutional data. • Performing related tasks to support institutional research and effectiveness.

Qualifications: Minimum education and work experience for the position include a bachelor’s degree in statistics or a related field and at least two years of relevant work experience.

As of the submission of this document, a search for the QEP research analyst had just begun. The QEP director has initiated the process in conjunction with the Office of Human Resources. The process will include an online posting of the position. An interview committee will be convened to screen applications, interview top candidates, and recommend the best candidate. Once the recommendation is approved by the senior executive staff, an offer will be made, and the individual will begin employment with the college as soon as possible, with anticipated date of hiring September 1, 2013.

QEP Lead Instructor. The lead instructor will support the QEP director by assuming responsibility for curriculum development, faculty recruitment and training, and course scheduling.

Learn to SOAR Daytona State College

Function: The lead instructor will be assigned the following official duties, • Ensuring that SLS1101 is appropriately reviewed and vetted through the curriculum. • Finalizing a Master Course Description that includes the student learning outcomes. • Developing and refining a course syllabus. • Developing resourced training materials for faculty development and instructional support. • Assisting the QEP director in recruiting, selecting, and training instructors. • Ensuring consistency in delivery of instruction in accordance with the SLS1101 Master Course Description. • Assisting the QEP director in the evaluation of instruction. • Assisting in the development of course schedules.

Qualifications: The lead instructor will have teaching experience in the student life skills courses, English, developmental writing or other closely related discipline. The lead instructor will receive six hours of release time (also called reassignment time) each semester for the first three years of the QEP. The amount of reassignment time needed for years four and five will be determined at the end of the third year, when the course will have been fully implemented across all campuses and instructional delivery modes. The lead instructor assigned to the QEP will be appointed prior to the beginning of the Fall 2013 Semester.

For broad-based involvement, assistance, and support, the QEP director and staff will have the guidance of a Learn to SOAR Implementation Team, a Curriculum Development Subcommittee, and an Evaluation Subcommittee. The purpose of these three key support teams is described below; a list of members is provided in Chapter 4, Broad-based Involvement.

The Learn to SOAR Implementation Team. The Learn to SOAR Implementation Team will drive the planning and implementation activities of Learn to SOAR. The role of the Implementation Team is to facilitate administrative actions and staff activities that are needed to fulfill the outcomes of Learn to SOAR. The team will guide the efforts of the QEP director and research analyst, provide advice with regard to integral elements of the plan, review formative evaluation results and reports, and offer suggestions for improving outcomes. Decisions regarding the implementation and future direction of the initiative will be based on the consensus reached by the Implementation Team. The committee will include representation from important stakeholders in the QEP process and will meet bi-weekly during the first year to ensure that implementation is on track and on time. The frequency of meetings and the composition of the team will be assessed at the end of each year, but is likely to continue on a bi-weekly or monthly basis until full implementation has been achieved in year three.

Members of the Implementation Team have divided into two key subcommittees: Curriculum Development and Evaluation.

Learn to SOAR Daytona State College

The Curriculum Development Subcommittee. The Curriculum Development Subcommittee began meeting in late spring 2013 to outline the curriculum for SLS1101 College Resources and design an appropriate training program for faculty selected to teach the course. The team met throughout the summer to develop student learning outcomes, draft a master course description, and outline the faculty training curriculum. Once the curriculum has been developed and courses are being offered, this subcommittee will reconvene at the end of each semester to review and refine elements of course content, delivery, and sequencing of material.

The Evaluation Subcommittee. The Evaluation Subcommittee is comprised of the QEP director, the QEP research analyst, the dean of Institutional Research, Ms. Susan Antillon, and the dean of Academic Assessment and Planning, Dr. Karla Moore. The team will ensure that assessment data are collected, compiled, analyzed, and reported. The team will meet on a regular basis, bi-weekly during the first year and monthly in subsequent years, and will provide assessment reports to the Learn to SOAR Implementation Team. The team will ensure that the evaluation and assessment activities of Learn to SOAR are integrated into the college-wide institutional effectiveness and planning processes.

FIGURE 3.2 - ORGANIZATIONAL STRUCTURE FOR LEARN TO SOAR

President

Chief Operating

Officer/Provost

VP Academic VP Academic Affairs Affairs

QEP Director

Implementation Team

QEP Learn to SOAR Research Lead Academic Advising Analyst

Academic Support Center* Assessment & Planning** Associate of Arts SLS SOAR

Associate of Science Instructor College of Arts & Sciences College Writing Center* Faculty Innovation Center* Humanities & Communication* Key Institutional Research** Library & Academic Services *Curriculum Subcommittee Library Services* **Evaluation Subcommittee Professional Development* Student Government Association Student Life Skills* 38

Learn to SOAR Daytona State College

Institutional Commitment of Funds. Daytona State College will provide all necessary support to ensure that Learn to SOAR is a success. The QEP Leadership Team has identified resources that are important to the success of Learn to SOAR and has projected a five-year budget to ensure that resource needs are met. The college president and senior executive staff have budgeted $209,766 for the first year of operation and anticipate a budget of $1.3 million over five years. Funds for year one represent a reallocation of current operating revenue that was made possible by a declining enrollment and a college-wide review of staffing needs and vacant positions, especially positions that were vacated during the last fiscal year due to retirements or separation. For example, four faculty members retired from the English Department in 2012- 2013. Enrollment projections show a need to fill only one faculty position. The funds allocated to the three faculty positions that will not be filled were reallocated to the QEP budget. Other vacancies in the financial aid and enrollment services office provided additional funds for the current year. In subsequent years, the QEP will be part of the normal budget process and adequate funding will be requested each year by the QEP director to implement and maintain Learn to SOAR according to plan.

The proposed budget includes resource categories for personnel, instructional support, evaluation and assessment, marketing and promotion, supplies and equipment, and expenses related to tuition waivers and scholarships. Costs are allocated over five years to reflect the implementation timeline, with full implementation reached during the third year as illustrated in the budget. In addition to the direct financial support of Learn to SOAR, the college will dedicate both indirect support and in-kind resources to the initiative.

Indirect support is evidenced by the broad-based involvement of other departments and resources at the college in the planning and implementation of Learn to SOAR. In addition to the two directly impacted academic departments, School of Student Life Skills and School of Humanities and Communication, the offices of Professional Development, Institutional Research, and Institutional Effectiveness have been engaged as members of the QEP Leadership and Action Teams and will continue to provide support throughout the five-year plan as members of the Implementation Team and its two subcommittees for curriculum development and evaluation.

The Marketing and Communications Department will develop and implement an ongoing communication strategy to ensure awareness of Learn to SOAR among students, faculty, and employees. The department will brand the QEP using the SOAR logo and name on webpages, social media sites, banners, flyers, posters, brochures, bookmarks, pens, and other promotional materials. Learn to SOAR will be linked with the Falcon, the college mascot, as students are urged to “soar” toward academic and personal success. The Marketing and Communications Department will assist in preparing informational updates and reports for broad dissemination.

In-kind resources designated for Learn to SOAR include office, meeting, and classroom space to support the activities of the director and staff of the program. Offices will be equipped with

Learn to SOAR Daytona State College furniture, a desktop computer or a desktop docking station to accommodate a laptop, bookcases, filing cabinets, phones, and access to copiers. Meeting space and classrooms will be equipped with a computer, Internet access, and overhead projection capabilities.

Capability to Implement and Complete the Plan

Implementation Plan Activities. Daytona State College will implement the Learn to SOAR initiative through a five-year process. Three key components of the implementation plan are • Administration and assessment • First-year seminar • Professional development

All elements of the program support the college mission by aligning with Daytona State College’s strategic priority for emphasizing student success. This section will provide essential detail in a year-by-year narrative that addresses each element of the program

Administration and Assessment. Although planning for Learn to SOAR has been underway for more than a year, the implementation phase officially began July 1, 2013. With the start of the new fiscal year, a cost center and budget were established for Learn to SOAR with funds allocated in sufficient amounts to carry out year one actions and activities.

A request was submitted to the senior executive staff to formally establish the Learn to SOAR Implementation Team as a new college-wide committee (Appendix K – Learn to SOAR Implementation Team). Proposed members of the team were approved and letters of appointment were sent from the president to each team member.

The QEP director and the Implementation Team will ensure that strategies and activities associated with Learn to SOAR are implemented in a time frame that is realistic and effective and that resources are available to support the program and ensure successful outcomes. The team will meet regularly to review timelines, action steps, and budgets, and will provide reports and updates regularly to academic and administrative groups on campus. SLS1101 will be integrated into the School of Student Life Skills as a regular course offering and student outcomes will be incorporated into the ongoing academic assessment processes of the department. Learn to SOAR will be considered an academic support unit and will submit a unit plan each year as part of the college planning process. The QEP director also will prepare annual budget requests that will be submitted as part of the college budgeting process.

To promote awareness of the course and its potential benefit to students, SLS1101 will be promoted campus wide. Video clips will be posted to YouTube for students and on Falcon Central for faculty and staff. Facebook and Twitter messages will be sent to students and faculty. Banners will be displayed on buildings and messages will be posted on scrolling electronic screens in the admissions offices and food service areas. Learn to SOAR

Learn to SOAR Daytona State College representatives will be at Student Welcome Back events held at the beginning of each semester on each campus. Promotional materials will be disseminated to students in the admissions and advising offices of each campus and at all library, Academic Support Center, and College Writing Center locations. A Quick Response Code (QR code) will be included on any printed materials that will be given to students. The QR code can be scanned with a smartphone and will take the student directly to a webpage on the college website where information will be posted (Appendix L). Links will be added to the website from key webpages, including the home page and the admissions and academic advising webpages. The course is listed in the 2013- 2014 Daytona State College Catalog, which is available online.

Implementation of assessment activities is explained in detail in Chapter 5 and is outlined on the implementation timeline. By the third year, Learn to SOAR will be fully implemented. Early assessment activities will have been employed to form and drive the implementation of the program, making adjustments in course content, student engagement, and faculty training as issues and concerns are noted. Years four and five will focus on maintaining the key elements of the program, scheduling course sections, updating the course curriculum, and continuing professional development activities. The QEP director and research analyst will monitor enrollment trends as well as the characteristics and needs of FTIC students to ensure that the course remains relevant and effective. Assessment and evaluation will shift to a more summative nature as more students complete the course and more faculty are trained to teach it. Surveys, focus groups, and data analysis will continue, and the results of these assessment strategies will be used to evaluate program performance and guide program enhancements.

First-year Seminar. The first step in developing a new course is to develop a New Course Proposal (Appendix I). This was done in the summer of 2013 by the Student Life Skills academic chair in conjunction with a committee representative of the areas of the college involved with Learn to SOAR. The proposal includes a catalog description for the course, the proposed number of credit hours and contact hours, instructional methods to be used, the need for the course, and other information that will be considered during the review and approval process.

The New Course Proposal has been reviewed by academic affairs; it has been designated as SLS1101 in the State Course Numbering System, and it is on the agenda for the first Curriculum Committee meeting of the fall semester for review, discussion, and final approval. The college- wide Curriculum Committee, comprised of faculty from each major academic area, each academic level, and each regional campus, has primary oversight of curriculum development. All curriculum and curriculum-related items are reviewed and approved by the committee prior to implementation. Once the Curriculum Committee approves SLS1101 as a new course, it will be forwarded to the president and District Board of Trustees.

The most important step in the development stage is the design of the course itself. Elements in this stage include the creation of a detailed master course description and syllabus outlining all

Learn to SOAR Daytona State College course objectives, specific learning outcomes, activities, assignments, and assessments. This is followed by what is perhaps the most challenging element in the creation of the course, the writing of course content and material specific to the course. SLS1101 is being designed by faculty in the School of Student Life Skills in collaboration with the Course Development Subcommittee.

SLS1101 will emphasize hands-on experience using academic resources invaluable for ENC1101 success. The academic resources that will be integrated into the course are the library, the Academic Support Center, and the College Writing Center. Inherent in the use of these academic resources, both face-to-face and online, is the ability to use basic digital resources provided to all students, that is, Falcon Online (learning management system) and Falcon email.

SLS1101 will be offered in the fall and spring semesters during the 7-week “A” term with ENC1101, preferably a 15-week, full-term section, as a co-registered course. This one-credit hour, college credit course will meet for a two-hour session each week for seven weeks and will be graded on the A-F grading scale. To maximize student engagement and facilitate experiential learning, each class section will be capped at 22 students.

Curriculum development and training for faculty selected to pilot the first-year seminar course will be completed by the end of fall 2013, so that pilot classes can run in Spring 2014. The pilot program will include three class sections to be offered on the Daytona Beach Campus. Piloting the course will allow the Learn to SOAR team to gauge course success and make informed adjustments based on feedback from faculty and students regarding the content, assignments, and assessments. In the second year of Learn to SOAR implementation, the number of class sections will increase to 37 sections offered on the Daytona Beach Campus. It will be required for associate of arts students in the target population. By the end of year two, the course will be re-formatted to be offered during the shorter summer sessions. Full implementation will occur in the third year with approximately 58 class sections offered across all campuses. At this time, it will be a required course for both associate of arts and associate of science FTIC students who fall within the target population based on placement test scores. Delivery formats will expand to include hybrid and online options, as well as traditional face-to-face courses.

Professional Development. Implementing Learn to SOAR will involve significant professional development for a number of constituencies in the college. • SLS1101 College Resources Instructors • ENC1101 College Composition Instructors • General DSC College Faculty • Academic Advisors

Recruiting faculty who appreciate the course’s philosophy will be vital to the success of the program. Individuals interested in teaching the course will be asked to submit an application

Learn to SOAR Daytona State College highlighting their teaching philosophy and explaining their interest in teaching SLS1101. Initially, three faculty members from the School of Student Life Skills will be identified to teach the pilot sections of the course in the spring of 2014. In year two of the program, at least 18 faculty from Student Life Skills and English will be needed when approximately 37 sections of SLS1101 are offered. When Learn to SOAR reaches full implementation starting in year three, all interested full-time faculty and qualified professional staff will be invited to participate as instructors in the program. Minimum requirements include a master’s degree, proficiency with the college’s course management system, and a minimum of three years of teaching and/or student development experience. Over the next five years, it is anticipated that 50 faculty will be identified and selected to teach the course. Faculty will be compensated in an amount equivalent to a one-credit overload ($600) for each course section taught.

Faculty development and training will include several components. The intended outcome is that faculty will increase their knowledge and use of best practices to support first-year student engagement and academic success. First, faculty who will teach SLS1101 will participate in a seven-week training program designed to provide them with an understanding of the SLS1101 course purpose and student learning outcomes, as well as active learning strategies for teaching academically at-risk students. Training will focus on the resources of the Learning Commons: Library Services, the Academic Support Center, and the College Writing Center. Faculty will study the curriculum and best practices regarding delivery of the course and they will understand specific assignments, assessment tools and methods for evaluating learner competency to be used in the SLS course. Each faculty member who completes the training course will receive a training manual, a certificate of completion, and a stipend of $500.

The QEP director, lead instructor and SLS chair will facilitate the training sessions. Instructor training will involve weekly meetings and online discussions. Coaching and peer mentoring will be available throughout the year, and faculty will be informed of changes or enhancements to any of the academic resources that are integrated in the course.

Along with SLS1101 instructors, ENC1101 faculty will play an important role in the success of Learn to SOAR. The second component of faculty training will address ENC1101 instructors. Through a three-hour training session, ENC1101 faculty will learn how SLS1101 is designed to complement ENC1101 and they will be fully briefed and updated regarding services offered in the Learning Commons. They will be fully knowledgeable regarding academic resources to guide and advise students in seeking appropriate help. They will be encouraged to support the SLS1101 instructors in their efforts to teach students how and when to use academic resources. The training will be offered at the beginning of each major semester in year two and once a year thereafter.

A third faculty development component will engage other college faculty in helping at-risk students succeed academically. Although Learn to SOAR focuses on success in a crucial gatekeeper course, the ultimate goal is student success in completing an academic program

Learn to SOAR Daytona State College and earning a credential. Thus faculty across the college will be taught how to emphasize and reinforce the use of academic resources to increase student success. They will learn to identify student deficiencies that can be addressed through academic support services and will understand how and where their students can obtain help. Learn to SOAR faculty and staff will present professional development opportunities on a regular basis for the general faculty audience. This will include panel discussions to share best practices at the annual DSC Academic Excellence Symposium, participation in the Faculty Senate Community of Practice discussion forum, workshops presented to the DSC Master Faculty participants, and general session presentations offered during fall and spring semester planning periods. Once a year, the college will host a speaker or consultant to conduct a seminar or training on matters related to first-year experiences, student success, and/or student engagement. The first such seminar will be offered in the fall of 2014 at the start the program’s second year.

Identifying, advising, and enrolling students who will benefit from the course is key to the successful implementation of Learn to SOAR. In addition to professional development activities for faculty, a three-hour training session will be developed to provide academic advisors with information about academic risk factors and strategies for identifying students who need to enroll in the course. The advisor training content will be created by the director of advising and the QEP director during the first semester of implementation. Training sessions will be offered in late fall and early spring. Approximately 24 academic advisors (18 from Academic Advising and six from Student Disability and Counseling Services) will be trained in the first year along with the assistant director of academic advising. In subsequent years, the training will be delivered as a refresher and for new advisors. Advisors will be able to attend training in person or online. Additionally, the training will be archived to remain available online.

A detailed five-year implementation plan, organized by major tasks and activities, is provided on the following pages.

Learn to SOAR Daytona State College

TABLE 3.1 TABLE LEARN TO SOAR YEAR 1 IMPLEMENTATION PLAN (2013-2014) Key Activities/Outcomes Implementation Actions Time Line Person Responsible 1. Administration & Assessment a. Organization and Management Hire QEP director Quarter 1 Chief Oper Officer Appoint SOAR lead faculty Quarter 1 Chief Oper Officer Hire research analyst Quarter 1 QEP Dir, IR Dean Budget training for QEP director Quarter 1 Finance/Budget Dir Appoint Implementation Team Members Quarter 1 President Conduct Implementation Team Meetings Ongoing QEP Dir Submit 2014-2015 unit plan as part of college planning process Quarter 3 QEP Dir Submit budget request for 2014-2015 Quarter 3 QEP Dir b. College awareness Hold SOAR Kick-off event Quarter 2 QEP Dir, Marketing Promote SOAR among students/employees Ongoing QEP Dir, Marketing Disseminate news, announcements, and updates Ongoing QEP Dir, Marketing c. Assessment Convene Evaluation Subcommittee Members Ongoing QEP Dir Review assessment plan/validate baseline data Quarter 2 QEP Dir, Eval Team Review/refine assessment instruments and protocol for surveys, Quarter 2 QEP Dir, Eval Team focus groups, rubrics, and observation forms Align electronic sign-in and usage systems for each academic Quarter 2 Res. Analyst, IT resource to ensure appropriate data is collected Assess faculty training program Quarter 2,3 QEP Dir, Lead Inst Assess academic advisor training program Quarter 2,3 QEP Dir, Lead Inst Compile/analyze SLS course direct assessments Quarter 3,4 Lead Inst, Res Analyst Track academic resource usage - SLS students Quarter 3,4 Res Analyst Conduct SOAR pilot course student surveys Quarter 3,4 Res Analyst Conduct SOAR pilot course faculty surveys Quarter 3,4 Res Analyst Conduct SOAR focus groups (student, faculty) Quarter 3,4 Res Analyst Prepare annual assessment report – Year 1 Quarter 4 QEP Dir, Res Analyst 2. First-year Seminar (Outcomes 2-4) Develop course curriculum Quarter 1 Lead Inst, SLS Chair Obtain course number from FDOE Quarter 1 SLS Chair Submit New Course Proposal to Curriculum Committee Quarter 1 SLS Chair

Learn to SOAR Daytona State College

TABLE 3.1 TABLE LEARN TO SOAR YEAR 1 IMPLEMENTATION PLAN (2013-2014) Key Activities/Outcomes Implementation Actions Time Line Person Responsible Finalize scoring rubrics and other assessment tools Quarter 2 QEP Dir, Lead Inst Schedule pilot program classes Quarter 1 SLS Chair Schedule Fall 2014, Spring 2015, Summer 2015 classes Quarter 3 SLS Chair Pilot 3 course sections Quarter 3 QEP Dir, Lead Inst Evaluate course outcomes Quarter 4 QEP Dir, Res Analyst Refine course curriculum based on pilot results Quarter 4 QEP Dir, Lead Inst Refine scoring rubrics/tools based on pilot results Quarter 4 QEP Dir, Lead Inst 3. Professional Development (Outcome 5) Develop faculty training Quarter 2 QEP Dir, Lead Inst Recruit and select faculty for SLS course delivery Quarter 2,4 Lead Inst, SLS Chair Develop advisor training Quarter 2 QEP Dir, Acad Adv Dir Conduct SLS course faculty training sessions Quarter 2,4 QEP Dir, Lead Inst Conduct advisor training sessions Quarter 2,4 QEP Dir, Lead Inst Attend First-year Experience Conference Quarter 3 QEP Dir, 2 Faculty Plan and prepare for Annual Symposium Quarter 3 QEP Dir Participate in Annual Symposium Quarter 4 QEP Dir

TABLE 3.2 LEARN TO SOAR YEAR 2 IMPLEMENTATION PLAN (2014-2015) Key Activities/Outcomes Implementation Actions Time Line Person Responsible 1. Administration & Assessment a. Organization and Management Attend SACSCOC Summer Institute Quarter 1 QEP Dir Conduct Implementation Team Meetings Ongoing QEP Dir Submit 2015-2016 unit plan including assessment results as part of Quarter 3 QEP Dir college planning process Submit budget request for 2015-2016 Quarter 3 QEP Dir b. College awareness Present Year 1 results to college leadership team and board Quarter 1 QEP Dir Promote SOAR among students/employees Ongoing QEP Dir, Marketing Disseminate news, announcements, and updates Ongoing QEP Dir, Marketing c. Assessment Meet with Evaluation Subcommittee Ongoing QEP Dir

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TABLE 3.2 LEARN TO SOAR YEAR 2 IMPLEMENTATION PLAN (2014-2015) Key Activities/Outcomes Implementation Actions Time Line Person Responsible Review assessment plan/validate year 1 results Quarter 1 QEP Dir, Eval Team Review/refine assessment instruments and protocol for surveys, Quarter 1 QEP Dir, Eval Team focus groups, rubrics, and observation forms Assess faculty training program Quarter 2,3 QEP Dir, Lead Inst Assess academic advisor training program Quarter 2,3 QEP Dir, Lead Inst Quarter Lead Inst, Res Analyst Compile/analyze SLS course direct assessments 2,3,4 Track student use of academic resources – current, former, and Ongoing Res Analyst non-SLS students Track student success in ENC1101 and subsequent courses Ongoing Res Analyst Conduct SOAR pilot course student surveys Quarter 3,4 Res Analyst Conduct SOAR pilot course faculty surveys Quarter 3,4 Res Analyst Conduct SOAR focus groups (student, faculty) Quarter 3,4 Res Analyst Prepare annual assessment report – Year 2 Quarter 4 QEP Dir, Res Analyst 2. First-year Seminar (Outcomes 2-4) Review/refine course curriculum Quarter 1 QEP Dir, Lead Inst Review/refine scoring rubrics and other assessment tools Quarter 2 QEP Dir, Lead Inst Adapt curriculum for hybrid and online course delivery Quarter 4 QEP Dir, Lead Inst Schedule Fall 2015, Spring 2016, Summer 2016 classes Quarter 3 QEP Dir Evaluate course outcomes Quarter 4 QEP Dir, Res Analyst 3. Professional Development (Outcome 5) Schedule speaker for Fall Planning Quarter 1 QEP Dir Recruit and select faculty for SLS course delivery Quarter 2,4 Lead Inst, SLS Chair Conduct SLS course faculty training sessions Quarter 2,4 QEP Dir, Lead Inst Develop faculty development for ENC1101 faculty Quarter 1 QEP Dir, Lead Inst Conduct faculty development for ENC1101 faculty Quarter 1,3 QEP Dir, Lead Inst Conduct advisor training sessions Quarter 1,3 QEP Dir, Lead Inst Attend First-year Experience Conference Quarter 3 QEP Dir, 2 Faculty Plan and prepare for Annual Symposium Quarter 3 QEP Dir Participate in Annual Symposium Quarter 4 QEP Dir

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TABLE 3.3 LEARN TO SOAR YEAR 3-5 (2015-2016 THROUGH 2017-2018) Key Activities/Outcomes Implementation Actions Time Line Person Responsible 1. Administration & Assessment a. Organization and Management Attend SACSCOC Summer Institute Quarter 1 QEP Dir Conduct Implementation Team Meetings Ongoing QEP Dir Submit unit plans including assessment results as part of college Quarter 3 QEP Dir planning process Submit budget requests for next fiscal year Quarter 3 QEP Dir b. College awareness Present previous year results to college leadership and board Quarter 1 QEP Dir Promote SOAR among students/employees Ongoing QEP Dir, Marketing Disseminate news, announcements, and updates Ongoing QEP Dir, Marketing c. Assessment Meet with Evaluation Subcommittee Ongoing QEP Dir Review assessment plan/validate year 1 results Quarter 1 QEP Dir, Eval Team Review/refine assessment instruments and protocol for surveys, Quarter 1 QEP Dir, Eval Team focus groups, rubrics, and observation forms Assess faculty training program Quarter 2,3 QEP Dir, Lead Inst Assess academic advisor training program Quarter 2,3 QEP Dir, Lead Inst Quarter Lead Inst, Res Analyst Compile/analyze SLS course direct assessments 2,3,4 Track student use of academic resources – current, former, and Ongoing Res Analyst non-SLS students Track student success in ENC1101 and subsequent courses Ongoing Res Analyst Track student success in SLS1101 based on modality and campus Ongoing Res Analyst Conduct SOAR pilot course student surveys Quarter 3,4 Res Analyst Conduct SOAR pilot course faculty surveys Quarter 3,4 Res Analyst Conduct SOAR focus groups (student, faculty) Quarter 3,4 Res Analyst Prepare annual assessment report – Year 3, 4, 5 Quarter 4 QEP Dir, Res Analyst Prepare summative evaluation report – Year 3 and Year 5 Quarter 4 QEP Dir, Res Analyst 2. First-year Seminar (Outcomes 2-4) Review/refine course curriculum Quarter 1 QEP Dir, Lead Inst Review/refine scoring rubrics and other assessment tools Quarter 2 QEP Dir, Lead Inst

Learn to SOAR Daytona State College

TABLE 3.3 LEARN TO SOAR YEAR 3-5 (2015-2016 THROUGH 2017-2018) Key Activities/Outcomes Implementation Actions Time Line Person Responsible Schedule Fall, Spring, Summer classes Quarter 3 SLS Chair Evaluate course outcomes Quarter 4 QEP Dir, Res Analyst I. Professional Development (Outcome 5) Schedule speaker for Fall Planning Quarter 1 QEP Dir Recruit and select faculty for SLS course delivery Quarter 2,4 Lead Inst, SLS Chair Conduct SLS course faculty training sessions Quarter 2,4 QEP Dir, Lead Inst Conduct faculty development for ENC1101 faculty Quarter 1 QEP Dir, Lead Inst Conduct advisor training sessions Quarter 1,3 QEP Dir, Lead Inst Attend First-year Experience Conference Quarter 3 QEP Dir, 2 Faculty Plan and prepare for Annual Symposium Quarter 3 QEP Dir Participate in Annual Symposium Quarter 4 QEP Dir

Learn to SOAR Daytona State College

Budget Allocation. The QEP Leadership Team has projected a five-year budget to ensure that resource needs are met and that Learn to SOAR is successfully implemented. The college president and senior executive staff have budgeted $209,766 for the first year of operation, July 2013 through June 2014. A separate cost center was created, the QEP director was given budgetary authority and budget management training was provided by the Budget Office. The QEP director will submit requests for funding in years two through five in the spring of each year as part of the college budgeting process. The funds to support year one represent a reallocation of current operating revenue that was made possible by a decrease in overall enrollment and a review of staffing needs that resulted in realignment and reassignment of positions recently vacated by retirements.

During year one, resource allocations focus on hiring personnel, training faculty and academic advisors, and pilot testing three sections of SLS1101 in the spring semester. During year two, with the curriculum and training modules fully developed and in place and the number of class sections increasing, the resources shift more heavily toward faculty compensation, learning materials, and assessment activities. Budget years three through five reflect the costs of full implementation. At that point, increased student demands on the library, Academic Support Center, and College Writing Center will require additional part-time staffing.

Administration and Assessment. • QEP director salary and benefits – The Learn to SOAR budget includes full-time salary and benefits for five years for a QEP director. A 3-percent cost of living increase is factored into the budget for years two through five, but is contingent upon District Board of Trustees approval of a college-wide salary increase. • Office supplies – General office supplies are budgeted, including folders, paper, pens, and other basic supplies. • Laptops and small equipment – To ensure mobility and flexibility, the budget includes four lap top computers. One laptop is for the director; two laptops will be available in year one to faculty who will be developing course content and later to faculty who teach SLS1101; and one laptop will be designated for the research analyst to use for focus groups and interviews that may not take place in a conventional office. Appropriate software and peripherals also are budgeted. • As part of the Academic Affairs Division, Learn to SOAR staff have access to departmental printers and copiers at no charge to the program.

College Awareness. A campaign began in early July in year one to create college awareness of the initiative. Similar college awareness activities and expenditures are planned for years two through five. • Promotional materials – A logo was created, posters were printed and banners were hung, informing both students and staff about Learn to SOAR and SLS1101.

Learn to SOAR Daytona State College

• Information sessions and events – Items were purchased and printed for student Welcome Back events held on each campus in late August and for Fall Planning events scheduled for faculty and staff in mid-August.

Assessment. Thoughtful and well-designed assessments will guide Learn to SOAR implementation and monitor its effectiveness. The assessment budget will provide printing services, online access, and software to track and collect data. • QEP research analyst salary and benefits – The Learn to SOAR budget includes full- time salary and benefits for five years for a QEP research analyst. A 3-percent cost of living increase is factored into the budget for years two through five but is contingent upon District Board of Trustees approval of a college-wide salary increase. The research analyst will conduct the assessment activities and assist in analysis and reporting of results. • Survey software and subscriptions – Evaluation software and online survey subscriptions will be obtained to facilitate survey dissemination, compile, and analyze survey and other data and generate outcome results. • Assessment surveys and focus groups – Funds are included for costs associated with print surveys, focus groups and reports that are part of the assessment plan.

In years two through five, administration and assessment expenses remain relatively stable with expenditures for college awareness remaining the same each year. The cost of assessment, however, increases to keep pace with the number of students and faculty impacted by Learn to SOAR, as well as the frequency of reporting outlined in the assessment plan.

First-year Seminar. The director will have primary responsibility for the development, pilot testing, and college-wide deployment of SLS1101 first-year seminar. • Instructor compensation – The budget reflects supplemental compensation for instructors who teach SLS1101 at the rate of $600 per course section, with three sections budgeted in year one, 37 sections in year two, and 58 sections planned for years three through five. • Course development – Developing the course will require expenses for the procurement and/or creation of instructional resource materials, video production for both face-to-face and online delivery, and copyright and other miscellaneous fees. The most significant outlay of funds for course development will occur in year one, with allocations in subsequent years focusing on the cost to review, revise, and update the course curriculum. • Student educational materials – A $20 per student cost is budgeted each year for instructional materials associated with the course. The instructional materials will be used in place of a traditional text book and the cost will be covered by the college rather than the student. • Waivers/scholarships – In spring 2014, three sections of SLS1101 will be offered as a pilot program. The course will be considered experimental at that stage and the students

Learn to SOAR Daytona State College

will be asked to participate in an in-depth evaluation of the course content and delivery; tuition will be paid by the institution. In years two through five, the course will be designated as a required course and waivers will not be offered. • Learning specialists and student workers – Additional staff support in the form of part- time learning specialists and peer tutors is budgeted for the Academic Support Center, College Writing Center, and library in years three through five to address the increased demand for services that will occur when Learn to SOAR reaches full implementation.

Professional Development. An important component of Learn to SOAR is ongoing professional development. In the first year, the focus is on recruiting and training faculty, creating alignment and support among ENC1101 instructors, and informing academic advisors. Training in subsequent years will ensure an adequate number of trained faculty to teach the course. The Learn to SOAR budget includes funds to support this training and professional development, with itemized costs associated with speaker fees, travel to professional conferences, instructional material development and production. • Lead instructor – The SLS1101 lead instructor will design and facilitate the professional development component in conjunction with the QEP director and the SLS chair. The faculty teaching load for the lead instructor will be reduced by two courses for the spring and fall semesters. The budget includes the replacement costs associated with hiring an adjunct to teach two courses a semester. • Faculty training stipends – Faculty who complete the seven-week SLS1101 instructional training program will receive a one-time stipend of $500. The annual budget allocation for the training stipend reflects the number of trained faculty needed to teach the course. • Training materials and supplies – Each year workshops will be offered to train faculty and inform academic advisors. The cost of workshop materials, printing, food, and other expenses associated with hosting these events is budgeted. Costs are based on the anticipated number to be trained each year. • Speaker/consultant – At least once each year, Learn to SOAR will host a nationally known expert on a topic related to Learn to SOAR such as the freshman experience, student engagement, and success strategies. The individual will be selected based on his/her area of expertise, credentials, and willingness to provide small group training for faculty, as well as a large audience presentation open to all college employees. • Conference attendance – Travel and registration funds are allocated each year for the QEP director and two faculty members to attend the National Resource Center’s First- year Experience Conference or a similarly focused event.

Learn to SOAR Daytona State College

Year-by-year Budget. A detailed year-by-year budget on the following page is organized by activity, with itemized expenses over a five year period, and is based on the assumptions in Table 3.4.

TABLE 3.4 BUDGET ASSUMPTIONS

BUDGET ASSUMPTIONS: Year 1 Year 2 Year 3 Year 4 Year 5 Total # course sections offered 3 37 58 58 58 214 Total # students impacted 66 814 1,276 1,276 1,276 4,708 # students - Fall Semester -- 396 616 616 616 2,244 # students - Spring Semester 66 352 528 528 528 1,936 # students - Summer Semester -- 66 132 132 132 462

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TABLE 3.5 LEARN TO SOAR: STUDENTS OPTIMIZING ACADEMIC RESOURCES

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 BUDGET TOTAL (2013-2014) (2014-2015) (2015-2016) (2016-2017) (2017-2018) Admin. and Assessment Organization and Management QEP director salary $77,000 $ 79,310 $81,689 $84,140 $86,664 QEP director benefits $23,100 $23,793 $24,507 $25,242 $25,999 Office supplies $500 $750 $1,000 $750 $750 Laptops, small equipment $4,300 $1,000 $1,000 $800 $800 Section sub-total $104,900 $104,853 $108,196 $110,932 $114,213 $543,094 College Awareness Promotional materials $2,000 $2,000 $2,000 $2,000 $2,000 Info. sessions and events $ 500 $500 $500 $500 $500 Section sub-total $2,500 $2,500 $2,500 $2,500 $2,500 $12,500 Assessment QEP research analyst salary $35,500 $36,565 $37,662 $38,792 $39,956 QEP research analyst benefits $10,650 $10,970 $11,299 $11,638 $11,987 Survey software, subscriptions $5,200 $3,200 $3,200 $3,200 $3,200 Assess. surveys, focus groups $1,000 $7,400 $11,600 $11,600 $11,600 Section sub-total $52,350 $58,135 $63,761 $65,229 $66,742 $306,217 Admin. and Assess. Total $159,750 $165,488 $174,457 $178,661 $183,456 $861,811 First-year Seminar Instructor compensation $1,800 $22,200 $34,800 $34,800 $34,800 Course development $10,000 $2,000 $2,000 $2,000 $2,000 Student educational materials $1,320 $16,280 $25,520 $25,520 $25,520 Waivers/scholarship $6,896 $ - $ - $ - $ - ASC learning specialist $ - $ - $5,568 $11,232 $11,328 CWC learning specialist $ - $ - $5,568 $11,232 $11,328 ASC student worker $ - $ - $2,493 $2,541 $2,589 CWC student worker $ - $ - $2,493 $2,541 $2,589 Library student worker $ - $ - $2,493 $2,541 $2,589 First-year Seminar Total $20,016 $40,480 $80,934 $92,406 $92,742 $326,579 Professional Development Lead instructor $7,200 $7,200 $7,200 $7,200 $7,200 Faculty training stipends $9,000 $9,500 $6,000 $6,000 $6,000 Training materials and supplies $4,800 $5,000 $3,600 $3,600 $3,600 Speaker/consultant $3,000 $3,000 $3,000 $3,000 $3,000 Conference attendance $6,000 $6,000 $6,000 $6,000 $6,000 Professional Devel. Total $30,000 $30,700 $25,800 $25,800 $25,800 $138,100 TOTAL* $209,766 $236,668 $281,191 $296,868 $301,998 $1,326,490

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IV. BROAD–BASED INVOLVEMENT

Learn to SOAR was developed with broad-based input from faculty, staff, and students and will be implemented and institutionalized with broad-based input from faculty, staff, and students. The program outcomes of Learn to SOAR and the student learning outcomes of the SLS1101: College Resources course clearly and directly support the college’s mission of “emphasizing student success” and its core value stating that the college will provide students “skills, knowledge, and drive to succeed in the classroom, the workplace, and life.”

Involvement of Constituencies in Developing the Plan

Throughout the development process, using a variety of communication channels, college constituents were clearly informed, actively involved, and well-represented. Although the process was clearly detailed in early sections of the QEP, this section will highlight the various constituent groups involved and the contributions they made during the two-year process.

Faculty were well-represented in leadership roles throughout the development process. • QEP Leadership Team – Co-chair, Dr. Evan Rivers (Humanities and Communication) • Topic Selection Team - Co-chairs, Dr. Joy Colarusso (Business), Dr. Ram Nayar (Science), and Mr. Doug Giacobbe (Behavioral and Social Science) • Development Team - Co-chairs, Dr. Tom Bellomo (Humanities and Communication), Dr. Max Nagiel (Economics)

More than half of the Topic Selection Team and Development Team members were faculty. Appointments to the committees considered regional campus representation as well as academic discipline and program level (vocational, associate, baccalaureate). A roster of QEP Action Team members is provided in Appendix B showing that all constituent groups, campuses, and functional areas of the college were represented.

In April 2011, approximately 50 individuals representing all college constituencies participated in a brainstorming session to identify important issues or topics that could significantly impact student learning or the student learning environment.

In August 2011, during the planning period prior to the start of fall classes, 211 faculty and staff voluntarily assembled to participate in focus groups that used group processing methodology to prioritize and create consensus. Appendix D, QEP Focus Group Participants Fall 2011, shows that employees attended from each campus and constituent group (faculty, career, professional, administrator). More than 76 percent of those in attendance were faculty.

In November 2011, an online survey was sent to more than 2,000 campus email addresses. Of the 586 responses, 250 (43 percent) were from full-time faculty and 10 were from part-time faculty.

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A pre-proposal solicitation process was initiated in January 2012 based on five key topic areas. An open invitation was given to the college community to be part of the solution by forming or joining a topic team that would review key data and develop appropriate strategies to impact student learning related to one of the five potential QEP topics. Seven teams assembled to develop proposals; these teams were comprised of 93 individuals from a range of disciplines, functions, campuses, and constituent groups, including students and part-time/adjunct instructors (Appendix G – Pre-proposal Topic Team Participants). Although there were only five topics, two of the topics generated enough interest that multiple teams formed, proposing divergent strategies for impacting student learning.

Staff from different campuses and functional areas of the college were represented on QEP Leadership and Action Teams and participated in unprecedented numbers in focus groups and on pre-proposal teams. Students were engaged in every part of the process and the Student Government Association took a lead role in organizing and hosting the QEP Debate that led to the selection of the topic. Updates on the progress of topic selection and the development of the QEP were regularly given to the District Board of Trustees. The board was represented by one of its members on the committee that reviewed and ranked the pre-proposals.

TABLE 4.1 DEVELOPMENT PROCESS APRIL 2011 – JUNE 2013

FACULTY STAFF STUDENTS TRUSTEES OTHER Brainstorming Session √ √ Focus Groups √ √ Pre-proposal Teams √ √ √ √ √ Online Surveys √ √ √ Online Elections √ √ √ Town Hall Meetings √ √ √ College QEP Website √ √ √ √ √ Facebook √ √ √ √ √ Online Videos √ √ √ √ √ Email Communication √ √ √ Student Newspaper √ √ √ √ √

The most valuable resources associated with the planning and implementation of Learn to SOAR are the School of Student Life Skills and the three academic support services on which the curriculum is based: the library, Academic Support Center, and College Writing Center.

The School of Student Life Skills. As part of the College of Arts and Sciences and the Associate of Arts degree program, the School of Student Life Skills offers courses that are designed to teach students academic and life skills for successful completion of postsecondary 56

Learn to SOAR Daytona State College education and for life beyond college. The popular Dynamics of Student Success Course covers study techniques, test anxiety, memory techniques, time management, and personal development. Other courses offered by the department address critical thinking, career exploration, employability skills, diversity awareness, leadership development, and academic/career planning. The department is comprised of seven full-time faculty and, when needed, draws on the resources of faculty from the School of Humanities and Communications and three part-time faculty members. SLS courses can be used by students to satisfy the requirement for general education electives. The chair of the School of Student Life Skills was a member of the original team that submitted the pre-proposal that evolved into the proposed Learn to SOAR. She also served on the Development Committee and has had a fundamental role throughout the planning process.

The Daytona State College library, the Academic Support Center, and Library the College Writing Center, the three academic resources that are the Services basis for Learn to SOAR, are housed in a shared 45,000-square- foot Learning Commons on the Daytona Beach Campus. The Association of Florida Colleges awarded this "Under One Roof" Academic College model the 2011 Learning Resources Commission Exemplary Support Writing Practice Award for Learning Support Services. Center Center

Library Services. The library provides instructional resources to support all aspects of the college’s academic, administrative, and community service functions. The college has library facilities on its two largest campuses, Daytona Beach, and DeLand. A physical library collection includes 87,034 paper volumes (e.g., books and reference materials), 334 print serial subscriptions, and 5,950 audio-visual resources. The library also offers remote access to more than 100 online databases of periodical literature and 152,000 e-books. Students have electronic access to the college's library resources with collections indexed through an online public access catalog, so students on any campus, as well as distance learners, have access to materials within 24 hours. The library catalog is part of a combined catalog of 28 Level I and Level II institutions of higher education in Florida administered by the College Center for Library Automation through the Florida Virtual Campus. The combined catalog contains almost 3 million item records that can be searched from any institution’s catalog. A statewide courier system delivers materials between institutions. The library employs seven full-time librarians, each with an American Library Association-accredited master’s degree, to staff its library facilities on the Daytona Beach and DeLand campuses. An additional nine paraprofessional staff provide support for library operations.

The library provides research instruction for specific courses, embedded librarians in online courses, research services, reserves, selected textbooks for in-library use, and space for quiet and group study. During fall and spring semesters, the library is open six days a week, providing 74.5 hours of service at the Daytona Beach site and 61 hours of service at the DeLand campus location. Professional reference and instructional services are provided during all hours of

Learn to SOAR Daytona State College operation at both campuses. Additionally, many of the services can be accessed from the library website. Virtual services include online catalog, student online library account access, online database access and research guides, intra-campus and interlibrary loan requests, virtual reference service, support materials, and recommended free Web resource links.

Academic Support Center (ASC). The ASC offers programs, services, technology, and learning resources that students need to be successful learners. It supplements classroom teaching and learning with tutoring, facilitated study sessions, supplemental instruction, virtual review sessions, and computer-assisted instruction for students enrolled in developmental courses, lower-division college credit courses, baccalaureate courses, traditional and online courses. The ASC has eight locations at six sites: Daytona Beach Campus, DeLand Campus, Deltona Center, Flagler/Palm Coast Center, New Smyrna Beach-Edgewater Center, and the Advanced Technology College. Many services are offered online to accommodate distance learning students, such as online review sessions for gatekeeper math courses. Workshops on academic and life strategies and computer literacy are facilitated by faculty or ASC staff. The ASC's full-time staff of 25 includes an associate vice president, assistant director, one administrative assistant, a lab coordinator, a supplemental instruction (SI) coordinator, five senior learning specialists, and 15 learning specialists. First impression clerks, peer tutors, and SI leaders provide coverage during extended evening hours and increase capacity in peak demand times. More than 118 volunteer faculty provide direct service to students.

In 2007, following a major renovation and expansion of facilities and services, the ASC received national recognition when it won the Frank L. Crist Outstanding Learning Center Award from the National College Learning Center Association. In 2010, the college won the Florida Association of Community Colleges Learning Resources Commission Exemplary Practice Award for Learning Support Services because of its success in engaging faculty in academic support services, which has positively affected student success. Faculty at all levels and across all disciplines serve as volunteer tutors in the ASC. Each major semester a third or more of the full- time faculty volunteer an average of 24 hours of service to students in the ASC.

College Writing Center (CWC). The CWC helps students, staff, and faculty achieve their writing goals. CWC tutors assist students in brainstorming, conducting and documenting research, and revising and refining their writing. The CWC has locations on the Daytona Beach Campus, DeLand Campus, Deltona Center, Flagler/Palm Coast Center, and New Smyrna Beach-Edgewater Center. The CWC serves traditional and non-traditional students, including online students who access services through virtual consultations. Students also can engage with the CWC through online social media (Facebook, Pinterest, and Twitter), where staff posts regular updates on CWC events along with writing suggestions and strategies.

The CWC offers student writing workshops that address common writing issues across disciplines or, at the request of faculty, address specific class or group concerns. The CWC has 10 full-time staff, including a director, associate director, coordinator, senior staff assistant, and

Learn to SOAR Daytona State College six learning specialists. Peer tutors, writing fellows, and volunteer faculty tutors significantly increase the capacity of the CWC to provide direct service to students on each campus. Staff from the three academic resource areas have been involved in the development and planning for Learn to SOAR and will continue to be involved in the implementation.

Involvement of Constituencies in Implementing the Plan

Achieving the desired outcomes will require extensive collaboration and coordination among the organizational units charged with administering the plan: the School of Student Life Skills; the School of Humanities and Communication, which houses the English Department; Academic Advising; the Learning Commons, which includes Library Services, the Academic Support Center, and the College Writing Center; and the Professional Development Department. To achieve this desired integration, the Learn to SOAR Implementation Team includes representatives from each of these areas in addition to the QEP director, SLS1101 course lead instructor and the QEP research analyst. A student representative will be appointed by the Student Government Association.

TABLE 4.2 LEARN TO SOAR IMPLEMENTATION TEAM

DEPARTMENT NAME TITLE SUBCOMMITTEE QEP Learn to SOAR Tom Bellomo QEP Director Evaluation QEP Learn to SOAR TBD QEP Research Analyst Evaluation QEP Learn to SOAR TBD Lead Instructor Curriculum Student Life Skills Charlene Latimer Chair/Faculty Curriculum Student Life Skills Krissy Leonard Faculty Humanities & Communication Evan Rivers Chair/Faculty Humanities & Communication Elizabeth Barnes Assistant Chair/Faculty Humanities & Communication Lavaughn Towell Faculty Curriculum Associate of Science Program TBD Faculty Associate of Arts Program Susan Pate Associate Vice President Baccalaureate Program Joy Lewis Faculty Library & Acad. Support Michelle McCraney Associate Vice President Library Services Cheryl Kohen Librarian Curriculum Academic Support Center Michiko Gosney Assistant Director Curriculum College Writing Center Joshua Cruz Learning Specialist Curriculum College Writing Center Rebecca Block Director Academic Advising LeeAnn Davis Director Faculty Innovation Center James Shaeffer Publications Specialist Curriculum Professional Development John Brady Assistant Director Curriculum Institutional Research Susan Antillon Dean Evaluation Assessment and Planning Karla Moore Dean Evaluation Student Government Association TBD Student

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Administration and Assessment. College-wide communication during the implementation of Learn to SOAR will affect nearly all college students and employees. The college community will receive reports and updates about the progress of implementation and outcome results through regular communication channels, including Falcon Central online, InMotion student newspaper, during the president’s town hall meetings typically held twice a semester and at fall and spring planning events. Regular reports to the college’s District Board of Trustees will continue throughout the project. Both faculty and students will be involved in the implementation of the assessment process through targeted and college-wide surveys and focus groups. Assessment activities will require Learn to SOAR staff to coordinate with the Institutional Research Office, the Institutional Effectiveness Department, and the Information Technology Division.

First-year Seminar. Development and delivery of the first-year seminar will involve the collaboration of academic and student development resources to ensure that course sections are listed on the course schedule, a classroom is assigned, and trained faculty are named to teach each course section. Academic advisors will be informed of the course requirements and will ensure that students are registered appropriately.

Professional Development. Implementation of the professional development activities will engage the Professional Development Office, Marketing and Communications, and the Faculty Innovation Center in coordinating, publicizing, and recording key events. According to the college’s implementation plan, it is anticipated that Learn to SOAR will involve all major constituent groups in significant numbers and with significant impact.

TABLE 4.3 LEARN TO SOAR IMPACT

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 TOTAL

Students Total # students impacted 66 814 1,276 1,276 1,276 4,708 Faculty # of SLS1101 faculty trained 15 5 10 10 10 50 # of ENC1101 faculty trained 10 10 10 5 5 40 # of general college faculty who 75 125 100 100 100 500* attend professional development Staff # library, ASC, CWC staff 25 25 25 25 25 125* # academic advisors 24 24 24 24 24 120* *Duplicated head count.

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V. ASSESSMENT

Identified Goals and Outcomes

The Learn to SOAR initiative includes a comprehensive assessment plan designed to provide the data needed to review and adjust the plan as it is implemented and to measure the overall success of the program. The goal of Learn to SOAR is to increase ENC1101 success rates for FTIC students who are at risk for academic failure. Specific measurable outcomes have been identified and are listed below.

Outcome 1 By the end of 2017-2018, the ENC1101 success rate for FTIC at-risk students will increase by five percentage points (from 60 percent to 65 percent).

Outcome 2 Students who enroll in SLS1101 will use, select, and value appropriate library resources to support academic success.

Outcome 3 Students who enroll in SLS1101 will use, select, and value appropriate Academic Support Center resources to support academic success.

Outcome 4 Students who enroll in SLS1101 will use, select, and value appropriate College Writing Center resources to support academic success.

Outcome 5 Faculty who participate in Learn to SOAR professional development will increase knowledge regarding success strategies for FTIC at-risk students.

Achievement of the program outcome will be measured by comparing success rates of students in the target population to baseline success rates. For the student learning outcomes, direct and indirect measures of both qualitative and quantitative design will monitor and measure student achievement in SLS1101 and ENC1101. Formative assessments will guide curriculum developers in addressing mid-course changes and semester-to-semester improvement. Summative assessments will help curriculum developers evaluate the extent to which course goals are met, and they will help the Evaluation Team determine whether overall student outcomes are achieved. For the learning environment outcome, measures are included to assess increased knowledge of FTIC at-risk student success strategies for faculty who participate in Learn to SOAR professional development.

Plan to Assess Achievement

Goals, targets, and performance indicators will serve to guide the implementation of the QEP. To assess the extent these have been reached, triangulation through a mix of assessment instruments (e.g., checklists, pre/posttests, final exams), and assessment types (e.g., direct or indirect) has been incorporated into the plan. Gain scores on student learning outcomes will be obtained from the administration of an in-house pretest/posttest instrument. The pretest will

Learn to SOAR Daytona State College highlight incoming students’ knowledge, while the posttest will assess students’ increases in learning. This instrument, as well as the final exam that will measure the student achievement of course outcomes, will undergo a thorough item analysis during the pilot phase. Results will provide class feedback for individual instructors and course feedback across instructors. Additionally, embedded course assignments will be used to verify students’ appropriate use of the Learning Commons resources.

Facilitated focus groups will assess the value component of student learning outcomes. Focus groups allow for dynamic feedback through highly specified follow-up questions based on student responses. In-house surveys will target both affective and cognitive dimensions and will be administered to students and faculty alike.

The Community College Student Survey of Engagement (CCSSE), the Community College Faculty Survey of Student Engagement (CCFSSE), and Noel-Levitz Student Satisfaction Inventory (SSI) provide professional, valid instrumentation for indirect assessment measures.

The CCSSE collects data on knowledge, behaviors, and attitudes, which are grouped broadly under the heading of “engagement.” Daytona State College will continue to administer this survey biennially. Research-driven questions will assess students’ use of time, perceptions of what they learn from their courses, access and utilization of support services, interactions with other students and interactions with members of the academic community. Results will provide a comparison between Daytona State College and all colleges participating in the CCSSE over the previous three years (personal communication, Angela Oriano, Associate Director of College Relations, CCSSE, November 2012). Data analysis will disaggregate items from the Support for Learners benchmark. It is anticipated that the target population from SLS1101 will rate greater satisfaction with, and use of, relevant resources in comparison to the existing baseline.

The SSI has been completed by more than 3 million students from more than 2,400 campuses and provides the opportunity to compare DSC student responses to national norms. Questions ask students to identify what resources, tools, and practices they regard as critical to their academic success and to indicate their perception of how their institutions provide and support access to these critical learning elements, as well as the extent to which they were deemed effective. As with the CCSSE, data from a subset will be disaggregated to compare the target population in SLS1101 against DSC’s overall survey results and the national norms. Similarly, it is anticipated that responses of the SLS students will rate relevant questions more favorably in comparison to DSC’s overall student response and the national norms.

The CCFSE asks faculty about their teaching practices, the ways they spend their professional time both in and out of class and their perceptions regarding students’ educational experiences. It is aligned with CCSSE to allow the college to compare and contrast student and faculty perceptions. Administration of this survey will be done every other year along with the CCSSE.

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An increase in favorable faculty responses in comparison to baseline responses is expected on selected survey items.

Success rates based on instructional method, location, and specified student sub-groups will also be analyzed. Results comparing online delivery versus face-to-face; daytime students versus nighttime; Associate of Arts (A.A.) versus Associate of Science (A.S.) students; and success rates from short-term ENC1101 courses versus full-term courses all will be compared.

At the course-level, checklists, informal assessments, and faculty professional judgment will add to the assessment process by providing further material for analysis.

The plan will unfold incrementally. The first year allows time for SLS faculty training (fall 2013) and course development. In spring 2014, three pilot courses will be offered, and this will be the only time SLS1101 will not be a requirement for the target population. Students taking this initial course will receive a tuition waiver, and the marketing department has already released information stating that students who register for the SLS pilot course sections will be enrolled for free (capped at 66 total students for 3 sections of 22). The institution is aware that this might introduce self-selection bias into the pilot process. In year two, the SLS1101 course will be required for all A.A. degree-seeking FTIC at-risk students. Year three will incorporate A.S. degree-seeking students of the same criteria and will introduce online course options. Navigation through the final two years will be guided by insight gleaned while compiling the third-year summative report. Initially, a full-term ENC1101 course will be recommended to all FTIC at-risk students who enroll in the SLS course.

Assessment Methods and Measures. The QEP calls for a well-defined, five-year timeline that can guide the implementation of both the assessment methods and measures and the integration into ongoing planning processes. What will be assessed and when are detailed in Tables 5.1- 5.3. Program outcome analysis will center on course success rate data. Student learning outcomes will be examined through the lens of performance indicators in relation to set targets, as will be the assessment of the learning environment.

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TABLE 5.1 OUTCOME 1: ASSESSMENT METHODS

ASSESSMENT PLAN WITH IMPLEMENTATION TIMELINE - YEARS 1 - 5 (2013 – 2018) OUTCOME 1 TIME LINE ASSESSMENT ANALYSIS Compare ENC1101 course success rate (SOAR pilot students vs. non- Year 1: End SOAR FTIC at-risk students). of spring 13 By the end semester Compare ENC1101 course success rate (SOAR pilot students vs. of 2017- baseline data for FTIC at-risk students). 2018, the Compare ENC1101 course success rates of SOAR and non-SOAR Year 2: End ENC1101 FTIC at-risk students semester by semester. of fall and success spring rate for FTIC Compare ENC1101 course success rates of SOAR and non-SOAR semesters at-risk FTIC at-risk students against existing baseline success rates. students Years 3 - 5: will increase End of each Compare ENC1101 course success rates of SOAR FTIC at-risk by five fall and students against existing baseline success rates. percentage spring points (from semesters 60% to 65%) Establish additional baseline data for SOAR students. Additional Analysis Comparative analysis using other factors such as demographics and other student population subsets.

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TABLE 5.2 OUTCOMES 2-4: ASSESSMENT METHODS

ASSESSMENT PLAN WITH IMPLEMENTATION TIMELINE - YEARS 1 - 5 (2013 – 2018) DATA SOURCE & PERFORMANCE INDICATORS TIME LINE OUTCOMES 2-4 TARGETS (PERSONS (ASSESSMENT TYPE) (ANALYSIS) RESPONSIBLE) 90% of students will communicate a question or statement to Class assignment. Week 1 Students who their instructor using Falcon Online. (D, F, Ins, Qn) (SLS faculty) 90% of enroll in SLS1101 90% of students will engage in a face-to-face or virtual tutoring Class assignment. SLS1101 Week 1-7 will use, select, session at least once during the semester. (D, F, Qn) (SLS faculty) students will and value 90% of the students will be able to access pre-identified use Learning Class assignment. appropriate academic aids available in and through the Learning Week 2, 3 Commons (SLS faculty) Learning Commons. (D, F/Sum, Ins, Qn) resources. Commons* 100% of the students will identify the Learning Commons using Pre/post objective test. resources to a campus map (Daytona or a regional campus). (D,F/Sum, Ins, Week 1, 7 (SLS faculty) support Qn) academic 80% of students will differentiate between tutoring services Pre/post objective test. success. offered by the Writing Center and those offered by the Week 3-5 80% of (SLS faculty) Academic Support Center. (D, F, Ins, Qn) SLS1101 80% of students will appropriately choose between an Internet students will Faculty observation. *To minimize search engine and a college database when given a specific Week 3-6 select (SLS faculty) redundancy, research topic. (D, F, Ins, Qn) appropriate Learning 80% of students will select appropriate online and/or print online Learning Faculty observation. Commons will reference materials when incorporating citations. Week 4-6 Commons (SLS faculty) refer to each of the (D, F, Ins, Qn) resources to centers 80% of students will successfully evaluate source reliability Faculty observation. complete an Week 4-6 collectively. based on set criteria. (D, F, Ins, Qn) (SLS faculty) assignment. Performance 80% of students will pass an end-of- term exam that has them Final exam. indicators may align a particular resource tool with a specific resource center Week 7 (SLS faculty) disaggregate from the Learning Commons. (D, Sum, Ins, Qn) according to the 75% of 75% of students will report having found value in their use of Focus group. (QEP Week 7 specific center. SLS1101 the Learning Commons centers. (Ind, Sum, Ins, Ql) Dir. & Res. Analyst)

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ASSESSMENT PLAN WITH IMPLEMENTATION TIMELINE - YEARS 1 - 5 (2013 – 2018) DATA SOURCE & PERFORMANCE INDICATORS TIME LINE OUTCOMES 2-4 TARGETS (PERSONS (ASSESSMENT TYPE) (ANALYSIS) RESPONSIBLE) students will 80% of students in SLS1101 will report their resource Online survey. (Lead Week 7 find value in experience as favorable. (Ind, Sum, Ins, Ql) Instructor) the online 70% of students will confirm a willingness to refer each of the Survey. (QEP Director Week 7 Learning resource centers to their peers. (Ind, Sum, Ins, Ql) & Research Analyst) Commons Spr. 2014, Class composite scores will be 5% above the national norm for Survey. (QEP Director resources. 2016 and the Noel-Levitz SSI. (Ind, Sum, Pro, Ql) & Research Analyst) 2018 Class composite scores will be 5% above the national norm for Survey. (QEP Director Spr. 2015, the CCSSE and CCFSSE. (Ind, Sum, Pro, Ql) & Research Analyst) 2017 Assessment Types Key

1. Direct (D) 2. Indirect (Ind) 3. Formative (F) 4. Summative (Sum) 5. Institutional (Ins) 6. Professional (Pro) 7. Qualitative (Ql) 8. Quantitative (Qn)

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TABLE 5.3 OUTCOME 5: ASSESSMENT METHODS

ASSESSMENT PLAN WITH IMPLEMENTATION TIMELINE - YEARS 1 - 5 (2013 – 2018) FACULTY DATA SOURCE & TIME LINE OUTCOME 5 DEVELOPMENT PERFORMANCE INDICATORS (PERSONS (ANALYSIS) RESPONSIBLE) Pretest/posttest 90% of SLS1101 faculty will identify primary characteristics instrument. Week 1 & 7 comprising FTIC at-risk students. (Lead Instructor)

90% of SLS1101 faculty will apply best practices to Checklist Week 3 SLS1101 faculty encourage student use of Learning Commons resources. (Lead Instructor) development: 7- weeks training Written and oral Faculty who analysis of participate in 90% of SLS1101 faculty will select appropriate pedagogical pedagogical methods Week 7 Learn to SOAR methods that facilitate student success. and strategies professional (Lead Instructor & SLS development will Chair) increase Objective test After each knowledge 90% of ENC1101 faculty will recognize the complementary (Lead Instructor & training regarding success nature of SLS1101 and ENC1101. Research Analyst) session strategies for FTIC ENC1101 faculty

at-risk students. development: Follow-up survey A semester 3-hour training 90% of ENC1101 faculty will develop new strategies for and/or focus groups after the instructing students to access key resources of the Learning (Lead Instructor & training Commons. Research Analyst) session

90% of college faculty who attend Learn to SOAR general Evaluation survey After each Open to all sessions will increase their knowledge regarding academic (QEP Director & training college faculty success strategies to support first-year students. Research Analyst) session

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Additional assessment evaluations, though not tied directly to the learning environment outcome, are planned for academic advisors who will undergo a three-hour professional development session to learn information about academic risk factors and strategies for identifying students and promoting enrollment in the SLS1101 course.

Data Collection. Collecting, compiling, analyzing, and reporting assessment data will be the job of the Evaluation Team consisting of the QEP director, the QEP research analyst, the dean of Institutional Research, and the dean of Academic Assessment and Planning. They will meet on a regular basis, bi-weekly during the first year and monthly in subsequent years, and will report on assessment findings to the Learn to SOAR Implementation Team once each semester. Documentation of evaluation and assessment data will be integrated into the college-wide, annual planning process and included in a mid-year assessment report and an end-of-year assessment report submitted by the School of Student Life Skills. The Evaluation Team will prepare additional reports as requested by the Implementation Team or the administration.

Data will be obtained from existing databases, including student performance tracking software (GradesFirst) and the Learning Commons resources systems (TutorTrac and Jenzabar). Each of the Learning Commons resources has its own login system, which will be used to perform additional analyses using frequency of use and to run correlation analysis between usage and other factors such as students’ demographics, course success rate, persistence, and retention. During the fall semester of year one, the Implementation Team will review these databases and determine if better alignment among the systems can be achieved. The team will consider adopting a single system for ease of student use and to ensure appropriate data are collected.

Outcomes will be measured against baseline data. Data will include the number of students enrolled in SLS1101, success rates in SLS1101 and ENC1101, and use of library, College Writing Center, and Academic Support Center resources throughout their enrollment at the college.

How we have elected to assess and when are detailed in Tables 5.5 – 5.7. Program outcome analysis will focus on course success rate data. Student learning outcomes will focus on student performance on course assignments and frequency of use of academic resources. The learning environment outcome will anticipate increased faculty focus on developing students’ skills with academic resources as a tool for student success.

Outcome 1. The Evaluation Team will monitor quantitative data, including student enrollment, eligibility information, course completion, and success rates.

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TABLE 5.4 OUTCOME 1: DATA COLLECTION AND ANALYSIS

ASSESSMENT PLAN WITH IMPLEMENTATION TIMELINE - YEARS 1 - 5 (2013 – 2018) DATA PERSON(S) TIME ASSESSMENT OUTCOME 1 COLLECTION DATABASE RESPONSIBLE LINE ANALYSIS METHOD By the end ENC1101 & IR, QEP Compare ENC1101 course of 2017- SLS1101 CARS Director, & success rate (SOAR 2018, the Course (student Research students vs. baseline data ENC1101 Success final grade) Analyst for FTIC at-risk students). success Rates rate for FTIC Establish additional at-risk End of baseline for SOAR students CARS each students. will increase (student IR, QEP semester

by five Additional final grade), Director, & Comparative analysis percentage Analysis Learning Research using other factors such as points (from Commons Analyst demographics and other 60% to System student population 65%). subsets.

Outcomes 2 - 4. The Evaluation Team will monitor quantitative data, including scores on pre- and post- assessments, skills checklists, and other information detailing student activity. Qualitative data will come from faculty evaluations, student surveys, and focus groups that engage both students and faculty in guided discussions to assess rate of usage and level of satisfaction with the Learning Commons support services. This qualitative feedback will help to confirm successes and identify areas needing improvement.

Data will be obtained from existing databases, including the college’s learning management system (Falcon Online). Faculty use the learning management system to record academic performance data, including test scores, student learning outcomes data, and end of term grades. Students will use the learning management system to create an E-Portfolio and store completed assignments and other evidence that documents their learning outcomes. By reviewing students’ E-Portfolios, an instructor can determine their ability to use, select, and value the services and resources available to them through the Learning Commons.

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TABLE 5.5 OUTCOMES 2-4: DATA COLLECTION AND ANALYSIS

ASSESSMENT PLAN WITH IMPLEMENTATION TIMELINE - YEARS 1 - 5 (2013 – 2018) OUTCOMES DATA PERSON(S) TIME ASSESSMENT 2-4 COLLECTION DATABASE RESPONSIBLE LINE ANALYSIS METHOD Pretest/posttest Checklist Faculty email account inbox Student E-portfolio Falcon SLS1101 performance Online Faculty In-class assignment against target Faculty in-class Each Students observation semester who enroll Final exam in SLS1101 will use, QEP Director & select, and Focus group Access Research value Analyst Falcon SLS1101 appropriate In-house survey Learning Online Faculty Student Commons QEP Director & Institutional perception resources to Noel-Levitz SSI Research Research Every support Analyst other academic QEP Director & Institutional year success. CCSSE Research Research Analyst Establish and compare IR, QEP frequency of use Learning Commons Jenzabar Director, & Each baseline data for login TutorTrac Research semester both SOAR and Analyst non-SOAR students

Outcome Five. The Evaluation Team will monitor qualitative data that will come from faculty training evaluations, surveys, and focus groups that engage faculty in guided discussions.

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TABLE 5.6 OUTCOME 5: DATA COLLECTION AND ANALYSIS

ASSESSMENT PLAN WITH IMPLEMENTATION TIMELINE - YEARS 1 - 5 (2013 – 2018) DATA TIME LINE PERSON(S) OUTCOME 5 COLLECTION DATABASE (PROFESSIONAL ANALYSIS RESPONSIBLE METHOD DEVELOPMENT) Pretest/posttest instrument Written and oral analysis of Week 1 & 7 pedagogical (SLS1101 faculty) methods and Knowledge Faculty who strategies gained participate in Checklist Falcon Learn to SOAR Online professional Week 7 (SLS1101 Focus Groups development will Lead Instructor faculty) increase & Research Each session Objective test knowledge Analyst (ENC1101 faculty) regarding success Evaluation Each session Faculty strategies for survey (College faculty) perception FTIC students. Biennial, Faculty beginning in perception Institutional spring 2015 CCFSSE against Research (All faculty student professional perception development)

Integration into Ongoing Planning and Evaluation. The SLS1101 course will be integrated into the college’s ongoing planning and evaluation process for academic programs as part of the School of Student Life Skills and the College of Arts and Sciences. Each academic program monitors learning outcomes for student mastery of basic skills and competencies. The SLS1101 course will be a general education course and, as part of the associate of arts/general education program, its student learning outcomes will be mapped to four institutional learning outcomes: critical/creative thinking, communication, cultural literacy, and information/technical literacy. These learning outcomes also serve as the program learning outcomes for the associate of arts/general education program.

At least once each year, the associate vice president for the College of Arts and Sciences, the chair of the School of Student Life Skills and faculty who teach SLS courses, including the new SLS1101, will meet to review student learning outcomes for all SLS courses, analyze results achieved over the previous semester and identify strategies that can be implemented to improve

Learn to SOAR Daytona State College results. Strategies might include modifying course curriculum or the course sequence within the program, altering instructional techniques or teaching strategies, adding new delivery methodologies, providing faculty development, or adding technological updates to the course or program. Any changes that are made to a course or program will be assessed during the next review cycle to determine if the change was effective. The dean of academic assessment monitors the schedule of assessment reviews for all academic programs and departments, provides data reports, and facilitates discussions to ensure continuous improvement in academic quality and results.

As part of the associate of arts/general education program, the School of Student Life Skills will undergo a thorough Instructional Program Review every three years. The IPR looks at program alignment with the mission of the college and with institutional learning outcomes. It considers trends in enrollment, student success, persistence, and completion. Other elements of the review include the diversity of student enrollment, diversity of faculty, student to faculty ratio, and the ratio of full-time to part-time faculty. Outcomes, enrollment, and other data for the SLS1101 first-year seminar will be part of this review.

The Evaluation and Implementation Teams will regularly monitor the learning outcomes of the program. At the same time, they will review Learn to SOAR implementation activities and use of resources against the timeline and budget based on monthly reports provided by the QEP director and focused on the following: • Does it appear, based on current data, that Learn to SOAR will achieve its outcomes? • Is Learn to SOAR being implemented as stated in the QEP? • Are activities occurring in a timely and suitable manner? • What corrective actions need to be taken to meet timelines and objectives?

In addition to annual QEP progress reports prepared by the QEP director, the Learn to SOAR initiative will undergo a three-year summative evaluation in summer 2016 and a five-year summative evaluation in summer 2018 that will be incorporated into the Five-Year Report to the SACSCOC. All major stakeholders at Daytona State College will be apprised of the results from these formal reports.

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APPENDIX

Appendix A - QEP Leadership Team Appendix B - QEP Leadership and Action Team Members Appendix C - List of 23 Potential QEP Topics Appendix D - QEP Focus Group Participants - Fall 2011 Appendix E - QEP Survey Results - November 2011 Appendix F - QEP Pre-proposal Outline and Rubric Appendix G - QEP Pre-Proposal Topic Team Participants - Sping 2012 Appendix H - Survey of ENC1101 Students Appendix I - SLS1101 New Course Proposal Appendix J - QEP Director - Resume Appendix K - Learn to SOAR Implementation Team Appendix L - DSC Website - Learn to SOAR

QEP LEADERSHIP TEAM CHAIRS TITLE RESPONSIBILITIES Objective/Purpose: Nancy Morgan AVP, Institutional • Develop detailed plan/ timeline for selection and development of QEP topic Lead the selection and Effectiveneess • Identify institutional resources (people, time, money) needed to implement the plan development of a QEP Evan Rivers Chair, Humanities • Facilitate activities of the Leadership Team and Action Teams to accomplish the plan topic that meets or and • Communicate regularly with administration regarding QEP progress exceeds SACS Communications • Secure institutional resources needed by the QEP teams compliance standards • Obtain final approval of topic from VPs, Planning Council, Pres., Board QEP ACTION TEAMS CHAIRS TITLE RESPONSIBILITIES Communication Team Michelle AVP, Library & • Creatively ensure broad-based understanding of QEP purpose McCraney Academic Support • Build excitement about and involvement in the QEP process Harry Russo Mgr, Marketing / • Communicate selected QEP topic, objectives and implementation to ensure Communications college-wide awareness Research/Exploration Susan Antillon Dean, Institutional • Review and analyze empirical data Team (aka Graduation, Research • Conduct a valid and credible needs assessment Success, Retention Task • Develop a “long list” of topics based on data analysis and needs assessment Force) Rhodella AVP, Academic • Once a topic has been selected, identify best practices through research, review of Brown Affairs literature and conversation with practitioners Topic Selection Team Joy Colarusso Faculty, Business • Disseminate list of potential topics throughout the college • Solicit feedback and input from all constituencies Doug Giacobbe Faculty, • Draft rubrics for evaluating brief and expanded topic proposals Behavioral and • Solicit brief proposals (2 page) Social Sciences • Review proposals and narrow down to top 5 topics Ram Nayar Faculty, Science • Solicit detailed proposals from the top 5 • Review detailed proposals and select the topic Development Team Tom Bellomo Faculty, • Define terms and specific, focused and measurable student learning outcomes Humanities and • Develop implementation strategies and timeline Communication • Outline assignment of responsibilities and management structure • Develop detailed budget (to include personnel, materials, money) Max Nagiel Faculty, • Determine professional development needs and plan Economics • Develop detailed evaluation plan Production Team Rebecca Block Dir., College • Prepare written and electronic documents for submission 6 weeks prior to site visit Writing Center • Follow the outline and conventions provided by SACS for the 100 page document • Provide at least two opportunities for review and editing by the Leadership Team Rob Saum Dir., Instructional and at least one review/edit opportunity for VPs and President Resources

1/28/2011

Quality Enhancement Plan Committees QEP – Learn to SOAR (Student’s Optimizing Academic Resources)

QEP Leadership Team Last First Department Constituent Morgan – Co-Chair Nancy Institutional Effectiveness Administrator Rivers – Co-Chair Evan Humanities & Communication Faculty McCraney Michelle Library & Academic Support Administrator Russo Harry Marketing Professional Antillon Susan Institutional Research Administrator Brown Rhodella Academic Affairs Administrator Colarusso Joy Applied Business Faculty Giacobbe Douglas Behavioral & Social Science Faculty Nayar Ram Phys, Bio, Marine/Enviro Science Faculty Bellomo Tom QEP Director Faculty Nagiel Max Applied Business Faculty Block Rebecca Writing Center Faculty Saum Rob Instructional Resources Administrator

QEP Development Team Last First Department Constituent Bellomo – Co-Chair Tom QEP Director Faculty Nagiel – Co-Chair Max Applied Business Faculty Colarusso Joy Applied Business Faculty Cook Bruce Co-Curricular Activities/Athletics Administrator Davis LeeAnn Academic Advising Administrator Gray Brianna Resource Development Professional Graydon Benjamin Humanities & Communication Faculty Kohen Cheryl Library & Academic Support Professional Latimer Charlene Student Life Skills Faculty Lewis Roxanne Alternative Student Services Professional Pinkston-McDuffie Joanne Humanities & Communication Faculty Rivers Evan Humanities & Communication Faculty Samitamana Ravi Applied Business Faculty Saum Robert Instructional Resources Administrator Sofianos Theodore Resource Development Administrator

QEP Production Committee Last First Department Constituent Block – Co-Chair Rebecca Writing Center Faculty Saum – Co-Chair Rob Instructional Resources Administrator Bancroft Joy Writing Center Professional Bellomo Tom QEP Director Faculty Cruz Joshua Writing Center Professional Gray Brianna Resource Development Professional Kranz Jenna Library & Academic Support Professional Moore Karla Institutional Effectiveness Professional

QEP Communication Committee Last First Department Constituent McCraney – Co-Chair Michelle Library & Academic Support Administrator Russo – Co-Chair Harry Marketing Professional Buttler Ronald Student Government Association Student Coppenbarger Tiffany Student Government Association Student Davis Jane Information Technology Professional Dove Alicia Student Government Association Student Giacobbe Douglas Behavioral & Social Science Faculty Gunshanan Frank Humanities & Communication Faculty Hannans Leslie Student Government Association Student Jarvis Elena Humanities & Communication Faculty Parham Bettye School of Technology Faculty Petersen Karen Admissions Professional Pinkston-McDuffie Joanne Humanities & Communication Faculty Thomas Harun Humanities & Communication Faculty Thornton Tracey Humanities & Communication Faculty Valle Hector Instructional Resources Professional Wright Julie Adult Education Faculty

QEP Topic Selection Committee Last First Department Constituent Colarusso – Co-Chair Joy Applied Business Faculty Giacobbe – Co-Chair Douglas Behavioral & Social Science Faculty Nayar – Co-Chair Ram Phys, Bio, Marine/Enviro Science Faculty Avery Michael School of Management Faculty Clement Mercedes Library & Academic Support Faculty Karda Margaret Humanities & Communication Faculty Kenyon Lee Business Administration Faculty Lazarus Kathleen Humanities & Communication Faculty Luby Carol Student Disability Services Faculty Pietras Mitch Business Administration Faculty Samitamana Ravi Applied Business Faculty

QEP Research Committee Last First Department Constituent Antillon – Co-Chair Susan Institutional Research Administrator Brown – Co-Chair Rhodella Academic Affairs Administrator Clement Mercedes Library & Academic Support Faculty Harden Fred Library & Academic Support Faculty Hastie Christina Library & Academic Support Faculty Hilbert Terrance Student Development Professional Kohen Cheryl Library & Academic Support Professional Owens Rachel Library & Academic Support Faculty Weeks Dustin Library & Academic Support Faculty

QEP Topic Selection Team

The QEP Leadership Team requested that the Topic Selection Team facilitate the development of a short list (20-25) topic titles for the College community to begin the process of discussing and developing a vibrant QEP. The following topic title list was constructed from ideas generated at the QEP Committee’s topic title generation workshop in April, 2011, using the KJ Technique, a respected democratic group decision-making process. The workshop used blue Post-it notes to name categories and yellow Post-it notes to define topics. These notes became the foundation for the draft list of topics for the proposed topic selection survey. The topic selection team organized the topics to creating this list of 23 titles. Submitted to QEP Leadership Team: June 2, 2011 Proposed QEP Topic Titles

1. Developing Information Literacy 2. Increasing Student Motivation 3. Fostering Student Engagement 4. Developing a College-wide Culture of Teaching and Learning 5. Implementing an integrated software management tool for enrollment and development 6. Student Academic Advising 7. Student Career Advising 8. Engaging the Community 9. Enhancing Student Retention 10. Increasing Social Services Support 11. Financial Support for Students 12. Professional Development for Faculty 13. Environmental Awareness 14. Improving Communication within the Learning Environment 15. Improving Reading Competence 16. Improving Writing Across the Curriculum 17. Improving Mathematics Literacy 18. Developing Appreciation for the Arts 19. Improving Student Outcomes in Developmental Education 20. Developing Global Awareness - creating opportunities for students to study aboard 21. Character and Ethical Development 22. Critical Thinking 23. Using the Resources of WDSC TV to Enhance Learning QEP Focus Group Participants, Fall 2011

August 18, 2011 Session I August 18, 2011 Session II Constituent Groups # Campus # Constituent Groups # Campus # Faculty 79 Daytona 68 Faculty 32 Daytona 29 Career 1 NSB 0 Career 3 NSB 2 Professional 5 Deland 5 Professional 5 Deland 7 Administrator 1 ATC 4 Administrator 1 ATC 1 Flagler 5 Flagler 2 Deltona 4 Deltona 0 Total 86 86 Total 41 41

August 19, 2011 Session I August 19, 2011 Session II Constituent Groups # Campus # Constituent Groups # Campus # Faculty 44 Daytona 46 Faculty 6 Daytona 13 Career 9 NSB 2 Career 1 NSB 0 Professional 10 Deland 6 Professional 5 Deland 1 Administrator 4 ATC 7 Administrator 5 ATC 1 Flagler 5 Flagler 0 Deltona 1 Deltona 2 Total 67 67 Total 17 17

Total Number of Constituents Total Number by Campus Constituent Groups # Campus # Faculty 161 76.30% Daytona 156 73.93% Career 14 6.64% NSB 4 1.90% Professional 25 11.85% Deland 19 9.00% Administrator 11 5.21% ATC 13 6.16% Total 211 Flagler 12 5.69% Deltona 7 3.32% Total 211

QEP Pre-proposal Outline (5 – 10 pages)

Due March 1, 2012

Cover page: Include a) the broad topic area, b) a title that describes the focused idea, and c) a list of team members

I. Selected Topic – clearly define the topic that is being addressed and explain why and how it is vital to the long-term improvement of student learning at Daytona State College.

II. Student Learning Outcomes – provide specific, well-defined, appropriately constructed student learning outcomes expected to lead to observable results.

III. Best Practices and Current Research – show evidence of consideration of best practices related to the topic and connect the proposal to relevant research in the field.

IV. Action Plan – provide a well-defined, systematic and clear plan of actions to be implemented.

V. Timeline – include a timeline for implementing all actions that is specific, logical, and realistic given the scope of the project and existing constraints.

VI. Resources – describe financial and human resource needs that are appropriate and sufficient. Include a 3 – 5 year budget that estimates personnel and other expenses and capital costs associated with the implementation.

VII. Assessment – describe outcomes assessment procedures including direct and indirect measures that will be used to determine the impact of the QEP.

QEP Pre-proposal Selection Rubric

QEP Pre-proposal Title: ______QEP Pre-proposal Team Members: ______Date of Review: ______

Item 1 2 3 4 5 6 7 8 Total Score

1. The Plan Supports College Mission: □Outstanding (5)- The proposal fulfills Daytona State College’s mission and Strategic Plan □ Very Good (4)- The proposal is aligned with Daytona State College’s mission and Strategic Plan. □ Adequate (3)- The proposal reflects the mission of Daytona State College. □ Marginally Adequate (2)- The proposal reflects only minimal aspects of the college mission of Daytona State College. □ Inadequate (1)- The proposal does not reflect the college mission of Daytona State College.

2. The Plan relates to an Issue of Significance to the College: □Outstanding (5)- The proposal clearly addresses issues of significance emerging from institutional assessment processes. □ Very Good (4)- The proposal addresses a documentable need or problem at the college. □ Adequate (3) – The proposal would support an issue that is generally considered important to the college. □ Marginally Adequate (2)- The proposal would make a positive contribution to the college. □ Inadequate (1)- The proposal addresses an issue that cannot be documented as a problem or need.

3. The Plan is a New Endeavor or Significant Extension of an Existing Program. □Outstanding (5) – The proposal is original or offers new approaches, strategies, or methods. □ Very Good (4) - The proposal offers significant changes to current methods. □ Adequate (3) - The proposal is a continuation of existing efforts with some or few changes. □ Marginally Adequate (2 ) - The proposal addresses a significant problem but does not offer an original approach. □ Inadequate (1) – The proposal is an extension or continuation of existing efforts without significant change.

4. The Plan supports Student Learning: □Outstanding (5) – The major components of the proposal promise to significantly improve student learning and the learning environment for a significant number of students. □ Very Good (4)- Student learning outcomes and/or enhancements to the learning environment are clearly identified and can be readily developed from the proposal. □ Adequate (3) - The student learning outcomes and the learning environment are identified, but only borderline target groups are identified or can readily be identified from the proposal. □ Marginally Adequate (2) - The target groups or student learning outcomes are identified. □ Inadequate (1) - Student learning outcomes are not identified, or major components are not readily easily developed.

5. The Plan is Based on Learning Research and Best Practices □Outstanding (5) - The proposal references current learning research and highlights identified best practices. □ Very Good (4) – The proposal references learning research and suggests approaches, strategies, or methods consistent with known best practices. □ Adequate (3) - The proposal is consistent with learning research and may include or reference best practices. □ Marginally Adequate (2 )- The proposal does not reference learning research or best practices. □ Inadequate (1) – The proposal cannot be supported by current learning research or best practices.

6. The Plan can be Implemented: □Outstanding (5)- The proposal provides a manageable framework and timeline for developing and implementing the proposal. □ Very Good (4 )- Infrastructure, stakeholders, and resources are identified for developing and implementing the proposal. □ Adequate (3) - The major components of the proposal are reasonable and achievable. □ Marginally Adequate (2)- The major components of the proposal are minimally achievable, at best. □ Inadequate (1)- Infrastructure, stakeholders, and resources are not available or components are not achievable.

7. The Plan is within the College Resources: □Outstanding (5)- Resources are readily available to implement and sustain the activities identified in the proposal. □ Very Good (4)- The proposal is realistic in relation to the college’s fiscal and staff resources. □ Adequate (3)- The proposal may be supportable within the college’s fiscal and staff resources. □ Marginally Adequate (2)- The proposal would require resources that may not be available. □ Inadequate (1)- The proposal cannot be supported with the available college resources.

8. The Plan can be Assessed or Measured: □Outstanding (5) – Goals, objectives, and outcomes, including student learning outcomes, are explicitly stated. Proposed methods of assessment are clearly identified and include direct and indirect methods of assessments. □ Very Good (4) - Assessments can readily be developed from the proposal. □ Adequate (3) – Proposal has measurable components. □ Marginally Adequate (2) - Proposed assessment methods are not clearly identified, readily developed. □ Inadequate (1) - Proposal components are not measurable.

Daytona State College QEP Topic Selection Process: Pre-Proposal Topic Teams Thursday, January 05, 2012 110/112 Bergengren Building

Team Members Roles Const. Group Campus Retention 1 Richard Tamburro Team Leader Faculty Deland A-Team Gail Kaddy Career Daytona Christina Hastie QEP Research Comm Rep Faculty Deland Larry Wesley Faculty Daytona Jeannie Rose Professional ATC Elizabeth Dose Faculty Deland Reed Markham Faculty Deland Joanne Pinkston McDuffie Faculty Daytona Les Potter Faculty Daytona

Retention 2 Tom Bellomo Team Leader Faculty Deltona Student Retention Mary Bruno Administrator Daytona Retention Pond Mercedes Clement QEP Research Comm Rep Faculty Daytona John Connor Faculty Daytona Fatima Gilbert Professional Daytona Roxanne Lewis Professional Daytona Elias Lorenzo Faculty Daytona Denise Henson Faculty Daytona Bruce Cook Administrator Daytona

Motivation 1 Ted Sofianos Team Leader Administrator Daytona Motivation Pathways Erin Williams Tech Professional Daytona Mo-mo Mary Lou Schnoop Scribe Professional Deltona Lillian Tinsley Scribe Professional Daytona Vicki Brown Timekeeper Faculty Daytona Debbie Wilkie Tech Faculty Deland Jeffrey Moyers Professional Deland Brian Babb Administrator Daytona Akeima Guinyard Professional Daytona Bob Arcuri Faculty Daytona Rachel Owens QEP Research Comm Rep Faculty Holly Hollins Faculty Donald Butler Student Daytona Team Members Roles Const. Group Campus

Motivation 2 Carole Luby Team Leader Faculty Daytona Barrier Busters Patricia Simpson Scribe Career Daytona Arlene Saum Researcher Faculty Daytona Suzy McDowell Researcher Professional Daytona Lisa Wise Scribe back-up Professional Daytona Ravi Samitamana Researcher Faculty Daytona Abbie Davis Researcher Professional Daytona Timekeeper/QEP Research Charlene Latimer Comm Rep Faculty Daytona Don Matthews Researcher Administrator Daytona Paulette Marek Writer/Editor Faculty Deland Lisa Wise Professional Daytona Amy Szoka Faculty Deltona

Critical Thinking Tracy Thornton Scribe Faculty Daytona Formal Fun Michael Flota Group Leader Faculty Daytona Cathy Webb Timekeeper Student Daytona Maggie Reinfeld Karda Faculty Daytona Rebecca Block Faculty Daytona Seth Blazer Faculty Daytona Ben Graydon Faculty Daytona Michelle Lee Faculty Daytona Jessica Kester Faculty Daytona Nancy Duke Faculty Flagler Amy Osmon Faculty Deland Cherelyn Bush Faculty Flagler Vanessa Bouey Professional Daytona Thaddeaus Mounkurai Faculty Deland Elaine Perea Faculty NSB Lakisha Holmes Faculty Daytona Mary Goetteman Faculty Daytona Lavaughn Towell Faculty Daytona Gwendolyn Threatt-Milton Faculty Daytona Tom Swain Faculty NSB Fred Harden QEP Research Comm Rep Faculty Trey Orndorff Faculty Daytona Victor Pareja Faculty Daytona Team Members Roles Const. Group Campus Character Development Doug Giacobbe Team Leader Faculty Deland Transformers Tara Koosak Notetaker Faculty Daytona Shana Deyo Notetaker Faculty Daytona Patrick Roy Timekeeper Faculty Flagler Sarah Desormeaux Technology Guide Faculty Daytona Kathleen Lazarus Faculty Daytona Cal Cochran Faculty Daytona Terry Myers Faculty NSB Betty Green Faculty Daytona Theresa Moore Faculty Daytona Dustin Weeks QEP Research Comm Rep Faculty Daytona Jeannie Saunders Faculty Daytona Terrance Hilbert QEP Research Comm Rep Professional

Technical/Info Literacy Elena Jarvis Co-Leader Faculty Daytona Transformers/LIT Bettye Parham Co-Leader Faculty Deland Lori Summers wolfe Scribe Administrator Daytona Carlos Diaz Timekeeper Professional Daytona Nabeel Yousef Consultant Faculty ATC Rob Saum Consultant Administrator Daytona Chris Gatrell Professional Daytona Lee Kenyon Faculty Daytona Andrew Chalanick Administrator Daytona Robin Weber Professional Daytona Diane Holmes Curtice Professional Daytona Cheryl Kohen QEP Research Comm Rep Professional Daytona Karla Moore Faculty ATC Anindya Paul Faculty ATC Donald Butler Student Daytona Survey Results -- Overview

Survey Results -- Overview

ENC1101 Survey

Respondents: 146 displayed, 146 total Status: Closed Launched Date: 04/04/2013 Closed Date: 05/01/2013

Display: Display all pages and questions 0 filters

Disabled

1. Have you taken ENC1101?

Response Response Total Percent Yes 146 100% No 0 0% Total Respondents 146

2. If yes, did you receive a grade of ‘C’ or better? (If you took ENC1101 more than once, answer for each attempt)

Response Yes No Total First Attempt 711% (128) 106% (19) 18 Second Attempt 71% (12) 35% (6) 17 Total Respondents 146

If you received a grade of ‘C’ or better, check the reasons below that you believe contributed to your success in 3. ENC1101. (Check all that apply.) Response Response Total Percent Interaction with and assistance 114 78% from the course instructor. Assistance in the Academic 21 14% Support Center. Assistance in the College 43 29% Writing Center I used the resources in the 59 40% library. Assistance from the library 23 16% staff. Interaction with and assistance 38 26% from another student. I used a tutor in the Academic 5 3% Support Center.

http://www.daytonastate.edu/apps/surveys/ns/ResultsOverview.asp?DisplayHeader=Yes&SurveyID=685[5/1/2013 2:55:12 PM] Survey Results -- Overview

I used a tutor from outside the 1 1% college. I took ENC0001/0015 and/or ENC0002/0025 (College Prep 7 5% English). I was academically prepared 76 52% when I enrolled. Other, please specify 22 15% Total Respondents 146

4. If you did not receive a grade of ‘C’ or higher in ENC1101, please check any of the following that apply.

Response Response Total Percent The course was too difficult. 4 22% I was not able to interact with or get assistance from the 4 22% course instructor. I was not able to complete 6 33% course assignments on time. I was not able to find a tutor. 2 11% I did not know how to use the 2 11% library. I did not know where to go for 1 6% academic help. I had computer or other technology issues that 2 11% prevented me from succeeding in the course. I had personal issues that prevented me from succeeding 9 50% in the course. I had issues related to my job that prevented me from 3 17% succeeding in the course. Other, please specify 3 17% Total Respondents 18 (skipped this question) 128

5. While you were enrolled in ENC1101, how many times did you go to the Academic Support Center?

Response Response Total Percent 0 84 58% 1 11 8% 2-5 28 19% 6-10 12 8% more than 10 11 8% Total Respondents 146

6. While you were enrolled in ENC1101, how many times did you go to the College Writing Center?

Response Response Total Percent

http://www.daytonastate.edu/apps/surveys/ns/ResultsOverview.asp?DisplayHeader=Yes&SurveyID=685[5/1/2013 2:55:12 PM] Survey Results -- Overview

0 84 58% 1 22 15% 2-5 31 21% 6-10 6 4% more than 10 3 2% Total Respondents 146

7. While you were enrolled in ENC1101, how many times did you go to the library or use online library resources?

Response Response Total Percent 0 21 14% 1 18 12% 2-5 61 42% 6-10 20 14% more than 10 26 18% Total Respondents 146

http://www.daytonastate.edu/apps/surveys/ns/ResultsOverview.asp?DisplayHeader=Yes&SurveyID=685[5/1/2013 2:55:12 PM]

Academic Affairs NEW COURSE PROPOSAL MASTER COURSE DESCRIPTION

Course Beginning Date: Spring 2014 - Pilot Submitted by: Charlene Latimer

COURSE PREFIX, NUMBER AND TITLE: SLS1101 College Resources

CATALOG DESCRIPTION: (30 words or less) This course is designed to assist first year students with enhancing knowledge and use of academic resources at Daytona State College.

COREQUISITES AND/OR PREREQUISITES:

LAB FEE: (Must complete attached Lab Fee Approval Form) n/a

CREDIT HOURS Semester Hours: 1 Vocational Credits: College Preparatory: Other:

CONTACT HOURS Lecture Hours: 15 Laboratory Hours: Clinical Hours: AA Core: (indicate core area) AA Elective: (indicate elective area)

DEGREE (Check all that apply)

Baccalaureate Associate of Arts Associate of Science Certificate

INSTRUCTIONAL METHOD (Check all that apply) Lecture: Discussion: Individualization: Laboratory: Computer Assisted: In-the-Field Experience: Other:

1 New Course Proposal - Rev. 1/12

STUDENT LEARNING OUTCOMES:

The student will be able to:

1. Demonstrate the ability to distinguish Writing Center resources/services through a formal writing assignment. 2. (Create a research strategy (including source evalulation) using Library resources.

3. (Explain the use/application of Academic Support Services to meet current and potential academic needs.

4. Identify personal strengths and weaknesses related to academics. 5. Explain the personal value of a minimum of one academic service through a formal writing assignment. 6. Identify purpose, function and access points of College and Academic websites that support success. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Additional Outcomes 21.

COURSE OUTLINE: (Use the Harvard format as follows)

I. Please attach a Course Outline. A. 1. a. (etc.)

ACADEMIC APPROVAL: (Originating Department)

Chairperson: Date: 6/7/13

2 New Course Proposal - Rev. 1/12

Associate Vice President: Date:

NEEDS ASSESSMENT

Effective Term of Course: Spring 2014

(Outline follows the Manual of Procedures 402-a)

NOTE: Please use complete sentences when addressing enclosures. Information in parentheses is for your understanding and will not be typed.

Enclosure 2: Needs Assessment

(Using data from the New Program Proposal (if applicable) or by conducting a needs assessment identify the extent and scope of the need for the course.)

Currently no course at DSC exclusively addresses these areas of effectively using academic support services. The SLS1122 - Dynamics of Student Success does incorporate information about college resources but not to the extent that this course will address. Students who do not enroll in the SLS1122 will benefit from completing this new course. Regardless of a student's major the resources included in the new SLS course will provide valuable skills to enhance student success.

Aligning this new SLS course with ENC1101 (a key gatekeeper course) will address DSC's goal to increase the success rates of non-developmental students.

Enclosure 3: Appropriateness

(Describe the appropriateness of the course in terms of:

1. The relationship of its student learning outcomes to the Program Outcomes (if applicable).

2. It’s being offered by two or four year colleges and/or universities. Cite specific data on similar courses in other Florida colleges and universities.

3. If occupational, the current trends of the business/industry which is served by the course.

4. If course is being added to an existing program, indicate how the course will be incorporated into the program without going over the standard program length requirement.

1. This course is in line with the School of Student Life Skills program outcomes. 2. Several State Colleges (i.e., Seminole State and South Florida, etc.) offer an SLS class related to general college resources. 3. This is not an occupational course. 4. This course would fit within the 24 elective credits for students seeking an AA degree.

Enclosure 4: Course Resources

(Describe course needs by completing 1-4)

The anticipated student enrollment by term for one year.

1. The anticipated enrollment during the pilot is 60-66 students (3 sections on the Daytona Campus). Once 3 New Course Proposal - Rev. 1/12 the program is offered college-wide, approximately 600 students during fall semester and 500 during spring semester will be enrolled.

The staffing required immediately and long-range.

2. Initially the course will be taught by SLS instructors. As course offerings increase, all DSC Faculty will be eligible to teach the course (after completing the QEP training program).

The financial resources needed for equipment, materials and Library-AV.

3. The costs associated would include the usual expenses of developing a new course as well as the development of online resources (in years 3 - 5).

The physical space required.

4. No additional space is needed other than normal classrooms and space availablity when using the College Learning Commons.

Enclosure 5: Prerequisites and/or Corequisites

(The Prerequisites and/or Corequisites for enrolling in this course (if any).

This course is to be a co-requisite for ENC1101 - College Composition. The resources being taught relate directly to success in ENC1101.

Enclosure 6: Extra Costs

(List the extra costs, i.e. Lab Fees, Liability Insurance, Class Materials Fees, etc. (not including the regular matriculation) which should be assessed of the student (if any). (Must complete attached Lab Fee Approval Form.)

N/A

Enclosure 7: Equity Impact Statement/Other Information

(Describe the impact this course will have on the College’s Annual Institutional Plan. The relationship of this course to Daytona State’s philosophy and purpose as described in the mission statement and institutional goals.)

The mission states that, "Daytona State College, a comprehensive public college, provides access to a range of flexible programs from community enrichment to the baccalaureate degree, emphasizing student success, embracing excellence and diversity, as well as fostering innovation to enhance teaching and learning." One of the values that is specifically also defined is "Student Success - There is no value more important than the success of our students. Our main goal is to provide students with the skills, knowledge and drive to succeed in the classroom, the workplace and in life. This course will provide an academic foundation ultimately leading our students to success.

4 New Course Proposal - Rev. 1/12

Course Outline – SLS1101: Academic Resources

Course Overview: This course is designed to assist first year students with enhancing knowledge and use of academic resources.

I. UNITS: a. UNIT I: Introduction to the course b. UNIT II: Technology and Academic Resources c. UNIT III: Academic Support Center d. UNIT IV: Library Services e. UNIT V: Writing Center II. Introduction to Course a. How the course is organized b. Student Responsibility/Student Success c. Goal Setting and Time Management Strategies d. Introduction to the Learning Commons III. Technology and Academic Resources a. Virtual tour of online resources and introduction to other learning technology b. Succeeding Online c. Introduction to ePortfolio d. Technology Assistance IV. Academic Support Center Services a. Introduction to the Academic Support Center resources and services b. Investigation of ASC resources and completion of exploration assessment c. Discussion and determination of appropriate use of academic tutoring d. Assess value of ASC services for academic success V. Library Services a. Overview of Library resources b. Identify different databases c. Navigate library research guides d. Demonstrate information literacy VI. College Writing Center Services a. What is the Writing Center? b. Explore the space c. Group tutoring session d. Complete “Student Paper” exercise

Tom S. Bellomo Ed.D.

Education:

University of Central Florida

Doctorate: Educational Leadership

Master of Arts: Language Arts/Reading

Stony Brook University, New York

Bachelor of Arts: TESOL/Linguistics

Employment:

Daytona State College, Florida (2000—Present)

• QEP (Quality Enhancement Plan) Director, Academic Affairs • Co-chair: QEP for SACSCOC Reaffirmation • Former chair of pre-proposal committee, SACSCOC Reaffirmation • Former chair, library committee • Faculty: School of Humanities and Communication • Faculty: English Language Institute • Former Secretary: Faculty Senate

Publications:

• NADE Digest, Visual Cues for Recall and Encoding, Fall, 2012 (peer reviewed) • Featured author for Vocabulogic: Morph in Morphology: How Form Facilitates Meaning (November, 2010) • Morphological Analysis as a Vocabulary Acquisition Strategy (TESL-EJ, 13.3), December 2009 (peer reviewed) • Wrote original text for reading course: College Level Vocabulary Acquisition Using Roots, Prefixes, and Suffixes, Spring 2009 • Published chapter Morphological Analysis: Critical Criteria in book, Teaching English as a Second Language: A New Pedagogy for a New Century, Spr. 2009 • Wrote article based on original experiment, Reading Matrix (9.1), April 2009 (peer reviewed) • Use of the CPT and FCBSET in Community College Placement and Assessment, report for Florida EAP consortium, Summer 2006; 2004 • The ELT Grammar Book, review article for Sunshine State TESOL, Spring 2003 • Etymology and Vocabulary Development for the L2 College Student, TESL-EJ, 4(2) 1999 (peer reviewed)

Presentations:

• 2013 – Daytona State College symposium: Q & A (QEP) • 2011 – Guest Lecturer, Stetson University, Dept. Teacher Education • 2010 – Presenter: FDEA state-wide conference, Less is More: Lessons in Language Arts • 2009 – Presenter: DSC Inaugural Symposium, Morphology: Original Experiment • 2007 – Guest Lecturer, Stetson University, Dept. Teacher Education: EN433 Comprehensive Strategies for ESOL • 2006 – EAP Consortium (liaison), Ocala: Report outlining developments from my initiative with the State Dept. of Education • 2005 – Department workshop: Writing Learning Objectives for Course Evaluation • 2004 – Sunshine State TESOL, Tampa FL, Workshop presentation: Morphology, Vocabulary Acquisition, and Semantic Transparency • 2003 – Daytona State College, FL, Professional Development: Grammar and Writing—Editing • 2001 – Sunshine State TESOL, Jacksonville, FL, Workshop presentation: Test Construction and Item Analysis • 2001 – Daytona State College, FL, Professional Development: Improving the Multiple Choice Test Instrument • 2001 – Daytona State College, FL, Lecturer, Future Teachers of America NEW COLLEGE WIDE COMMITTEE 2013-2014

Name of Committee: QEP - Learn to SOAR Implementation Team

Chair: Tom Bellomo Ext. __3611

Co-Chair: Charlene Latimer Ext. __3142 The role of the Implementation Team is to facilitate administrative actions and staff activities Purpose of Committee: that are needed to fulfill the outcomes of Learn to SOAR. The team will support the efforts of the QEP director and research analyst, provide advice with Focus/Outcomes for regard to integral elements of the plan, review formative evaluation results and reports, and FY2013-2014: offer guidance for improving outcomes. Decisions regarding the implementation and future direction of the initiative will be based on the consensus reached by the Implementation Team. RECOMMENDED COMMITTEE MEMBERSHIP - 2013-2014

Name Department Faculty Admin. Prof. Career Student Term Charlene Latimer Student Life Skills X 5 years Krissy Leonard Student Life Skills X 5 years Evan Rivers Humanities & Comm. X 5 years Elizabeth Barnes Humanities & Comm. X 5 years Lavaughn Towell Humanities & Comm. X 5 years Michelle McCraney Library & Academic Support X 5 years Cheryl Kohen Library Services X 5 years Michiko Gosney Academic Support Center X 5 years Rebecca Block College Writing Center X 5 years Joshua Cruz College Writing Center 5 years LeeAnn Davis Academic Advising X 5 years John Brady Professional Development X 5 years Susan Antillon Institutional Research X 5 years Karla Moore Assessment and Planning X 5 years Susan Pate College of Arts and Sciences X 5 years James Schaeffer Faculty Innovation Center X 5 years TBD Associate of Arts X 5 years TBD Associate of Science X 5 years TBD Student Government Assoc. X 1 year VP Frequency of meetings: Bi-weekly during Year One of the QEP Committee Reports to: Acad.Affairs NOTE: Upon approval, letters of appointment from the President will be sent to each member PLEASE RETURN THIS FORM TO THE OFFICE OF INSTITUTIONAL EFFECTIVENESS To be completed by Office of Institutional Effectiveness: Date received: ___July 25, 2013____ Date approved by SES: August 7, 2013 Date letters sent: __August 12, 2013

Daytona State College - Student Life Skills

Enroll Today! (386) 506-3059

ADMISSIONS ACADEMICS STUDENT LIFE FACULTY/STAFF COMMUNITY ATHLETICS ABOUT

Academics > Student Life Skills > Learn to SOAR with College Resources!

Student Life Skills Library Academic Support Center DSC-UCF Writing Center

Getting through English Composition (ENC 1101) can be challenging for some. But Daytona State has come up with a plan called Learn to SOAR that can help students overcome any barriers they may face and succeed in ENC 1101.

What is Learn to SOAR?

SOAR stands for Students Optimizing Academic Resources, and a new course called College Resources (SLS 1101) can help you do just that! It has been created as part of Daytona State's Quality Enhancement Plan (QEP) initiative, which seeks to foster the academic success of our students. SLS 1101 is a one-credit hour, seven-week course you can take at the same time you’re enrolled in ENC 1101 - an important core requirement taken by all degree-seeking students. The SLS course is offered to first-time-in-college freshmen who may have difficulty passing ENC 1101, but any student is welcome to enroll.

Why you should consider enrolling

SLS 1101 is all about learning how to effectively use Daytona State’s Academic Support Center, Library and College Writing Center. Research shows that students who value and know how to effectively use these resources are better motivated, have more success in their classes and are more likely to complete their degree programs. In other words, College Resources can help you learn to SOAR through ENC 1101 and beyond!

When can you enroll?

SLS 1101 is being piloted starting spring 2014 on the Daytona Beach Campus. This college-credit course will be offered for FREE to the first 66 registrants. For details, speak with your academic advisor or contact Dr. Tom Bellomo, QEP director, at (386) 506-3611, [email protected].

http://www.daytonastate.edu/sls1101/#[7/31/2013 5:17:22 PM]