FOR SUCCESS
2 0 1 5 –1 6 YEAR IN REVIEW
MAKE A PLAN
FOR SUCCESS QUALITY ENHANCEMENT PLAN
MAP IN 2015–16 During the 2015-16 academic year, Florida State College at Jacksonville underwent a restructuring of the Student Services department. This resulted in the Quality Enhancement Plan (QEP) being transitioned from the Office of Institutional Effectiveness and Accreditation to Student Services. Subsequently, the QEP was re-examined from a fresh perspective. Modifications were implemented not only to better service our students, but to align the QEP and College initiatives so as to eliminate duplicate efforts. These endeavors have laid the foundation for the QEP to be seamlessly integrated into the College’s overall strategic plan. Make A Plan for Success (MAP) was developed to make a significant positive change to the student learning environment at FSCJ and was approved by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) as part of FSCJ's successful decennial reaffirmation.
1
PURPOSE Promote student success by improving students’ knowledge of academic planning and facilitating cohort enrollment in and successful completion of first college credit-bearing math and English courses early in their academic career.
2
GOALS Enhance students’ knowledge of academic planning and resources necessary for collegiate success. Increase percentage of first-time-incollege (FTIC), college-ready students who successfully complete credit-bearing math and English courses in the first 12 hours of enrollment.
3
INITIATIVES Promote course sequencing emphasizing early completion of first college-credit math and English courses. Inform students of academic planning and assist them in creating an academic degree plan. Improve support for students’ successful completion of their first college-credit math and English courses.
WHERE WE ARE 2011
2012
2013
2014
2015
2016
2017
2018
SELECT TOPIC
DEVELOP PLAN
PILOT YEAR
YEAR 1
YEAR 2
YEAR 3
YEAR 4
YEAR 5
MAJOR ACCOMPLISHMENTS • MAP for Success was integrated into Student Services, shifting the focus away from a strictly cohort model to providing QEP services to the entire student population.
• The College purchased and implemented software for the Library and Learning Commons to track usage of services provided to students.
• Students who identified as “fully decided” on their major were given the opportunity to complete an Academic Degree Plan as part of the New Student Orientation process.
• Modified portions of the QEP plan.
• 45 A.S. and A.A.S. Program Roadmaps were updated and published.
2
• Collected “year two” assessment data. • Approximately 1,200 cohort students were contacted at least once during the term by a First Year Advocate.
MAP COMMITTEES SERVE AS INITIATIVE TEAMS: ACCOMPLISHMENTS MAP Implementation Committee The committee continued to provide oversight of the QEP and contributed recommendations and guidance following the transition to Student Services. Patti McConnell (CHAIR) — Associate Director of Enrollment Management
Vanessa Reid-Williams — Coordinator of Academic Planning
Dr. Roland Bullard Jr. — Executive Dean of Student Success
Amanda Sartor — Professor of Math
Dr. Kathleen Ciez-Volz — Executive Dean of Academic Foundations
Dr. Jocelyn Shadforth — Director of Outcomes Assessment
Dr. Melanie Clark — Dean of Student Success
Kimberly Shaw — Coordinator of Academic Planning
Dr. Monica Dimauro — Professor of English
Megan Shields — Coordinator of Academic Planning
Youlanda Henry — Associate Dean of Library and Learning Commons
Rich Turner — Dean of Enrollment Management
Merrill Landgrebe — Coordinator of Academic Planning
Dr. John Wall — Dean of Arts and Sciences
Justine Martin — Coordinator of Academic Planning
Dr. Nancy Webster — Associate Vice President of Arts & Sciences Articulation
Dr. Melanie Miller — Associate Vice President of Student Success
MAP Assessment Team
The team reviewed and revised MAP outcomes and measures to better align with the policies and procedures of the newly reorganized Student Services, and to support the expansion of MAP initiatives beyond just cohort students to all students. The MAP assessment plan was also revised to ensure that the plan provides a manageable method to measure the initiatives of the QEP. Patti McConnell (CHAIR) — Associate Director of Enrollment Management
Dr. Jocelyn Shadforth (CHAIR) — Director of Outcomes Assessment
Rich Turner — Dean of Enrollment Management
FIRST YEAR ADVOCATES Florida State College at Jacksonville recognizes the important contributions made by these full-time faculty members who served as pioneers for the new role of First Year Advocate (FYA).
FIRST YEAR ADVOCATES BY CAMPUS Downtown Campus
Janet (Nicole) Crosby, Miriam (Mimi) Folk, Jeniah Jones
Kent Campus/Cecil Center
Jimmie (Lynn) Barrett, Mark Creegan, Ruth Dellinger-Young, Mathew Keyes, Harpreet Malhotra, Bryan Spohn
North Campus/Nassau Center
Pamela Dotson, Renata Henderson, Britta Hoffmann, Dave Houston, Andrea Lorincz, Joanne Mechmech, Cynthia Wampler
Open Campus/Deerwood Center
Sarae (Sunny) Mathews, Jackie Rippy, Jerry Shawver, Deborah Williams
South Campus
Jo Carlisle, Tammy Cherry, Monica Dimauro, Mary Hinson, Amanda Sartor, Kimberly Hall, Talani Torres
A first-year student attending orientation stated, “I think the roadmap for academic planning is a fantastic idea because I can take responsibility for my own academic planning and pace myself according to what other activities I have going on at home. I know where to go when I need an academic advisor. I have no problem asking when I have questions about my program roadmap.”
3
MODIFICATIONS TO THE PLAN In light of the student-centered nature of our QEP, it was determined that it would be better housed in Student Services as opposed to the Office of Institutional Effectiveness and Accreditation. Adjustments were made to seamlessly interlace and align the QEP with Student Services policies and procedures. Academic Degree Planning (ADP) workshops
The purpose of Academic Degree Plan (ADP) workshops was to inform students about the benefits of academic planning and encourage them to create an ADP with an academic advisor. Academic Degree Plans have now been integrated within new student orientation and attendees who are fully decided on a major are given the opportunity to complete an ADP. Coordinators of Academic Planning still conducted ADP workshops for classes at the request of the professor. However, due to extremely low attendance, regularly scheduled campus workshops were no longer offered.
FIrst Year Advocates
In an effort to institutionalize the First Year Advocate position and make it sustainable, the stipend has been phased out and the expectations are being met by 27 faculty volunteers. FSCJ is evaluating whether more changes to the FYA position are necessary.
SECOND YEAR ASSESSMENT Outcomes and Findings
MAP Professional Development
4
Quality
88% of staff who attended the professional development Academic Degree Plan training (n=17) strongly agreed/ agreed the training was effective, exceeding the target of 80%.
Usefulness
88% of staff who attended the professional development Academic Degree Plan training (n=17) strongly agreed/ agreed the training was relevant to their job. An improvement of 11 percentage points from prior year (n=15).
Knowledge
94% of staff who attended the professional development Academic Degree Plan training (n=17) selfreported an increase in knowledge after attending the Academic Degree Plan training. A noteworthy 51 percentage point improvement from prior year (n=15).
SECOND YEAR ASSESSMENT, cont'd. Student Resources and Academic Planning New Student Orientation Questionnaire
Students completed a questionnaire prior to the start of new student orientation and after completion of first-term advising. The questionnaire measured students’ knowledge of academic planning and College resources. A number of improvements in student learning outcomes were observed in the comparison between the pre- and post-survey results (n=1,568). Of particular note: • A 20% increase in students understanding what program of study to select if they intended to transfer to a university. • A 20% gain in student understanding as to the location where tutoring services can be obtained. • A 5% increase in student understanding of prerequisite coursework and how that is relevant to course selection. Because of the length, the case study nature of the questions, and variation in the pre- and post-assessment results, the MAP Assessment Committee will evaluate and modify the survey. The revised questionnaire will be used during the 2016-17 academic year with the goal to evaluate actual learning outcomes without creating survey fatigue.
MAP Cohort Student Survey
This survey gathered student feedback in the following four categories (n=123): 1. Importance of College resources • Roadmaps and/or Academic Degree Plan: Of students surveyed, 94.4% answered these were either very important or important. • Academic Advising and Planning: Of students surveyed, 92.7% answered this was either very important or important. 2. Use of College resources • Roadmaps and/or Academic Degree Plan: Of students surveyed, 90.3% answered they used these resources either once a week, once a month or once a term. • Academic Advising and Planning: Of students surveyed 93.5% answered they used these services either once a week, once a month or once a term. 3. Use of Academic Support Services • Tutoring: Of students surveyed, 47.3% answered they used tutoring services either once a week, once a month or once a term. 4. Academic Advising • “With assistance from the College, I have set academic goals and created a plan for achieving them”: Of students surveyed, 84.9% answered they strongly agree or agree. • “How important was the academic advising you received from the College in setting your academic goals/and or completing your academic plan”: Of students surveyed, 91.3% answered either very important or important.
New Library and Learning Commons Tracking Systems
Addition of Student Success iPad check-in system
The College purchased and implemented Accudemia for the Library and Learning Commons (LLC) to track usage of services provided to students Collegewide. Since its inception in August 2015, more than 164,500 services have been tracked by Accudemia. The services vary from computer usage to tutoring services to library services/references. This aligns with the premise of the QEP to provide a positive learning environment for all students at FSCJ. The Student Success Center iPad check-in system was implemented in February 2016 to track usage and services requested by students in the College’s Welcome Centers. The data collected is used to align the services provided by the Welcome Centers Collegewide as well as enhance students’ customer service experience. During the period March to May 2016, the College’s advising centers served 35,097 students (see page 6). The table provides a macro view of the number of students served Collegewide at various times throughout the day with average wait times. The graph provides an easy visual representation of students served during our advising center business hours.
5
SECOND YEAR ASSESSMENT, cont'd. Advising Center Check-In Data: March, April and May 2016 Time
Number of Students
Average Wait in Minutes
8 a.m.
2,155
07:55
9 a.m.
3,475
11:40
10 a.m.
5,151
15:00
11 a.m.
4,777
18:47
noon
4,542
21:19
1 p.m.
4,142
19:58
2 p.m.
3,732
16:53
3 p.m.
3,088
16:41
4 p.m.
2,540
15:40
5 p.m.
1,495
11:01
Total
35,097
15:25
23:02
6,000
20:10 17:17
4,500
14:24 11:31
3,000
08:38 05:46
1,500
02:53 0
8 a.m. 9 a.m. 10 a.m. 11 a.m. noon 1 p.m. 2 p.m. 3 p.m. 4 p.m. 5 p.m. Hour Hour Hour Hour Hour Hour Hour Hour Hour Hour
SECOND YEAR DATA ANALYSIS
45 40% 33%
45 program of study, recommended roadmaps and course sequence lists were reviewed, updated and published in the College catalog.
79% 6
40% of all cohort students (n=1,255) successfully completed their first English course (ENC1101) within their first 12 credit hours.
33% of all cohort students (n=1,255) successfully completed their first math course (MAT1033, MAC1105, MGF1106 or MGF1107) within their first 12 credit hours.
79% retention rate of cohort students from fall to spring term.
00:00
3,572
3,572 Academic Degree Plans developed in collaboration with students during the 2015 academic year. This is a significant improvement from 1,049 developed in the 2014 academic year.
27%
27% of cohort students (n=1,255) successfully completed their second English course (ENC1102 or LIT2000) within their first 30 credit hours.
36% 27,804
36% of all cohort students (n=1,255) successfully completed their second math course (MAC1105 or higher) within their first 30 credit hours.
27,804 tutoring sessions in math and English were held in the Library and Learning Commons from August 2015 - April 2016.
STUDENT TUTORING SESSIONS: AUGUST 2015 – APRIL 2016 COMPUTER 4,351
SCIENCE 4,842
ACCOUNTING 790
MATH 18,799
ENGLISH 9,005 FOREIGN LANGUAGES 11,971
LOOKING FORWARD OUTCOME CHANGES FROM 2016–17
The Assessment Committee has reviewed and revised the QEP outcomes to clarify measures and targets for the upcoming year.
COHORTS
The QEP continues to be institutionalized across Student Services and throughout the College. Although cohort data is reported in reference to gateway course taking behavior, the goal is for all incoming new students to take their appropriate math and English gateway courses within the first 12 credit hours of enrollment.
FIRST YEAR ADVOCATES
As the QEP evolves, we will continue to look at the role of the First Year Advocates and modify aspects as needed to best suit the needs of our students as well as align with Collegewide objectives and initiatives.
ENTERPRISE RESOURCE PLANNING (PEOPLESOFT)
The College has embarked on an Enterprise Resource Planning (ERP) project to replace the existing Administrative and Student Information System. This move toward more streamlined and automated processes will directly impact all facets of business Collegewide, including key components of our QEP, such as academic degree planning, data analysis and student outreach.
EARLY ALERT SYSTEM
In order to enhance student intervention, FSCJ is in the process of replacing its in-house early alert system (EAS) with a more sophisticated and robust system called “Insight Early Alert” by Symplicity. This new system will allow for programmed communication with faculty, students and staff when early alert triggers are activated.
7
Dr. Cynthia A. Bioteau, College President Mr. Al Little, Vice President, Business Services Dr. Christopher Holland, Vice President, Student Services Dr. Carrie Henderson, Acting Vice President, Institutional Advancement Dr. John Wall, Provost and Vice President, Academic Affairs Dr. Cedrick Gibson, Executive Chair for the School of Business, Professional Studies, and Public Safety/ Kent Campus President Dr. Marie Gnage, Executive Chair for the School of Science, Technology, Engineering, and Mathematics/ Downtown Campus President Ms. Jana Kooi, Executive Chair for FSCJ Online/Open Campus President Dr. Ian Neuhard, Executive Chair for the School of Liberal Arts, Communication, and Education/ South Campus President Dr. Sandy Robinson, Executive Chair for the School of Social, Behavioral, and Health Sciences/ North Campus President Mr. Colin Mailloux, College General Counsel
For more information about this report, please contact: Patti McConnell, Associate Director of Enrollment Management, [email protected]
fscj.edu
Florida State College at Jacksonville is a member of the Florida College System and is not affiliated with any other public or private university or college in Florida or elsewhere. Florida State College at Jacksonville does not discriminate against any person on the basis of race, disability, color, ethnicity, national origin, religion, gender, age, sex, sexual orientation/expression, marital status, veteran status, pregnancy or genetic information in its programs, activities and employment. For more information, visit the Equal Access/Equal Opportunity. Florida State College at Jacksonville is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award the baccalaureate and associate degree. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097, or call (404) 679-4500 for questions about the accreditation of Florida State College at Jacksonville. The Commission is to be contacted only if there is evidence that appears to support an institution's significant non-compliance with a requirement or standard.
MAKE A PLAN
FOR SUCCESS QUALITY ENHANCEMENT PLAN
MAP IN 2015–16 During the 2015-16 academic year, Florida State College at Jacksonville underwent a restructuring of the Student Services department. This resulted in the Quality Enhancement Plan (QEP) being transitioned from the Office of Institutional Effectiveness and Accreditation to Student Services. Subsequently, the QEP was re-examined from a fresh perspective. Modifications were implemented not only to better service our students, but to align the QEP and College initiatives so as to eliminate duplicate efforts. These endeavors have laid the foundation for the QEP to be seamlessly integrated into the College’s overall strategic plan. Make A Plan for Success (MAP) was developed to make a significant positive change to the student learning environment at FSCJ and was approved by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) as part of FSCJ's successful decennial reaffirmation.
1
PURPOSE Promote student success by improving students’ knowledge of academic planning and facilitating cohort enrollment in and successful completion of first college credit-bearing math and English courses early in their academic career.
2
GOALS Enhance students’ knowledge of academic planning and resources necessary for collegiate success. Increase percentage of first-time-incollege (FTIC), college-ready students who successfully complete credit-bearing math and English courses in the first 12 hours of enrollment.
3
INITIATIVES Promote course sequencing emphasizing early completion of first college-credit math and English courses. Inform students of academic planning and assist them in creating an academic degree plan. Improve support for students’ successful completion of their first college-credit math and English courses.
WHERE WE ARE 2011
2012
2013
2014
2015
2016
2017
2018
SELECT TOPIC
DEVELOP PLAN
PILOT YEAR
YEAR 1
YEAR 2
YEAR 3
YEAR 4
YEAR 5
MAJOR ACCOMPLISHMENTS • MAP for Success was integrated into Student Services, shifting the focus away from a strictly cohort model to providing QEP services to the entire student population.
• The College purchased and implemented software for the Library and Learning Commons to track usage of services provided to students.
• Students who identified as “fully decided” on their major were given the opportunity to complete an Academic Degree Plan as part of the New Student Orientation process.
• Modified portions of the QEP plan.
• 45 A.S. and A.A.S. Program Roadmaps were updated and published.
2
• Collected “year two” assessment data. • Approximately 1,200 cohort students were contacted at least once during the term by a First Year Advocate.
MAP COMMITTEES SERVE AS INITIATIVE TEAMS: ACCOMPLISHMENTS MAP Implementation Committee The committee continued to provide oversight of the QEP and contributed recommendations and guidance following the transition to Student Services. Patti McConnell (CHAIR) — Associate Director of Enrollment Management
Vanessa Reid-Williams — Coordinator of Academic Planning
Dr. Roland Bullard Jr. — Executive Dean of Student Success
Amanda Sartor — Professor of Math
Dr. Kathleen Ciez-Volz — Executive Dean of Academic Foundations
Dr. Jocelyn Shadforth — Director of Outcomes Assessment
Dr. Melanie Clark — Dean of Student Success
Kimberly Shaw — Coordinator of Academic Planning
Dr. Monica Dimauro — Professor of English
Megan Shields — Coordinator of Academic Planning
Youlanda Henry — Associate Dean of Library and Learning Commons
Rich Turner — Dean of Enrollment Management
Merrill Landgrebe — Coordinator of Academic Planning
Dr. John Wall — Dean of Arts and Sciences
Justine Martin — Coordinator of Academic Planning
Dr. Nancy Webster — Associate Vice President of Arts & Sciences Articulation
Dr. Melanie Miller — Associate Vice President of Student Success
MAP Assessment Team
The team reviewed and revised MAP outcomes and measures to better align with the policies and procedures of the newly reorganized Student Services, and to support the expansion of MAP initiatives beyond just cohort students to all students. The MAP assessment plan was also revised to ensure that the plan provides a manageable method to measure the initiatives of the QEP. Patti McConnell (CHAIR) — Associate Director of Enrollment Management
Dr. Jocelyn Shadforth (CHAIR) — Director of Outcomes Assessment
Rich Turner — Dean of Enrollment Management
FIRST YEAR ADVOCATES Florida State College at Jacksonville recognizes the important contributions made by these full-time faculty members who served as pioneers for the new role of First Year Advocate (FYA).
FIRST YEAR ADVOCATES BY CAMPUS Downtown Campus
Janet (Nicole) Crosby, Miriam (Mimi) Folk, Jeniah Jones
Kent Campus/Cecil Center
Jimmie (Lynn) Barrett, Mark Creegan, Ruth Dellinger-Young, Mathew Keyes, Harpreet Malhotra, Bryan Spohn
North Campus/Nassau Center
Pamela Dotson, Renata Henderson, Britta Hoffmann, Dave Houston, Andrea Lorincz, Joanne Mechmech, Cynthia Wampler
Open Campus/Deerwood Center
Sarae (Sunny) Mathews, Jackie Rippy, Jerry Shawver, Deborah Williams
South Campus
Jo Carlisle, Tammy Cherry, Monica Dimauro, Mary Hinson, Amanda Sartor, Kimberly Hall, Talani Torres
A first-year student attending orientation stated, “I think the roadmap for academic planning is a fantastic idea because I can take responsibility for my own academic planning and pace myself according to what other activities I have going on at home. I know where to go when I need an academic advisor. I have no problem asking when I have questions about my program roadmap.”
3
MODIFICATIONS TO THE PLAN In light of the student-centered nature of our QEP, it was determined that it would be better housed in Student Services as opposed to the Office of Institutional Effectiveness and Accreditation. Adjustments were made to seamlessly interlace and align the QEP with Student Services policies and procedures. Academic Degree Planning (ADP) workshops
The purpose of Academic Degree Plan (ADP) workshops was to inform students about the benefits of academic planning and encourage them to create an ADP with an academic advisor. Academic Degree Plans have now been integrated within new student orientation and attendees who are fully decided on a major are given the opportunity to complete an ADP. Coordinators of Academic Planning still conducted ADP workshops for classes at the request of the professor. However, due to extremely low attendance, regularly scheduled campus workshops were no longer offered.
FIrst Year Advocates
In an effort to institutionalize the First Year Advocate position and make it sustainable, the stipend has been phased out and the expectations are being met by 27 faculty volunteers. FSCJ is evaluating whether more changes to the FYA position are necessary.
SECOND YEAR ASSESSMENT Outcomes and Findings
MAP Professional Development
4
Quality
88% of staff who attended the professional development Academic Degree Plan training (n=17) strongly agreed/ agreed the training was effective, exceeding the target of 80%.
Usefulness
88% of staff who attended the professional development Academic Degree Plan training (n=17) strongly agreed/ agreed the training was relevant to their job. An improvement of 11 percentage points from prior year (n=15).
Knowledge
94% of staff who attended the professional development Academic Degree Plan training (n=17) selfreported an increase in knowledge after attending the Academic Degree Plan training. A noteworthy 51 percentage point improvement from prior year (n=15).
SECOND YEAR ASSESSMENT, cont'd. Student Resources and Academic Planning New Student Orientation Questionnaire
Students completed a questionnaire prior to the start of new student orientation and after completion of first-term advising. The questionnaire measured students’ knowledge of academic planning and College resources. A number of improvements in student learning outcomes were observed in the comparison between the pre- and post-survey results (n=1,568). Of particular note: • A 20% increase in students understanding what program of study to select if they intended to transfer to a university. • A 20% gain in student understanding as to the location where tutoring services can be obtained. • A 5% increase in student understanding of prerequisite coursework and how that is relevant to course selection. Because of the length, the case study nature of the questions, and variation in the pre- and post-assessment results, the MAP Assessment Committee will evaluate and modify the survey. The revised questionnaire will be used during the 2016-17 academic year with the goal to evaluate actual learning outcomes without creating survey fatigue.
MAP Cohort Student Survey
This survey gathered student feedback in the following four categories (n=123): 1. Importance of College resources • Roadmaps and/or Academic Degree Plan: Of students surveyed, 94.4% answered these were either very important or important. • Academic Advising and Planning: Of students surveyed, 92.7% answered this was either very important or important. 2. Use of College resources • Roadmaps and/or Academic Degree Plan: Of students surveyed, 90.3% answered they used these resources either once a week, once a month or once a term. • Academic Advising and Planning: Of students surveyed 93.5% answered they used these services either once a week, once a month or once a term. 3. Use of Academic Support Services • Tutoring: Of students surveyed, 47.3% answered they used tutoring services either once a week, once a month or once a term. 4. Academic Advising • “With assistance from the College, I have set academic goals and created a plan for achieving them”: Of students surveyed, 84.9% answered they strongly agree or agree. • “How important was the academic advising you received from the College in setting your academic goals/and or completing your academic plan”: Of students surveyed, 91.3% answered either very important or important.
New Library and Learning Commons Tracking Systems
Addition of Student Success iPad check-in system
The College purchased and implemented Accudemia for the Library and Learning Commons (LLC) to track usage of services provided to students Collegewide. Since its inception in August 2015, more than 164,500 services have been tracked by Accudemia. The services vary from computer usage to tutoring services to library services/references. This aligns with the premise of the QEP to provide a positive learning environment for all students at FSCJ. The Student Success Center iPad check-in system was implemented in February 2016 to track usage and services requested by students in the College’s Welcome Centers. The data collected is used to align the services provided by the Welcome Centers Collegewide as well as enhance students’ customer service experience. During the period March to May 2016, the College’s advising centers served 35,097 students (see page 6). The table provides a macro view of the number of students served Collegewide at various times throughout the day with average wait times. The graph provides an easy visual representation of students served during our advising center business hours.
5
SECOND YEAR ASSESSMENT, cont'd. Advising Center Check-In Data: March, April and May 2016 Time
Number of Students
Average Wait in Minutes
8 a.m.
2,155
07:55
9 a.m.
3,475
11:40
10 a.m.
5,151
15:00
11 a.m.
4,777
18:47
noon
4,542
21:19
1 p.m.
4,142
19:58
2 p.m.
3,732
16:53
3 p.m.
3,088
16:41
4 p.m.
2,540
15:40
5 p.m.
1,495
11:01
Total
35,097
15:25
23:02
6,000
20:10 17:17
4,500
14:24 11:31
3,000
08:38 05:46
1,500
02:53 0
8 a.m. 9 a.m. 10 a.m. 11 a.m. noon 1 p.m. 2 p.m. 3 p.m. 4 p.m. 5 p.m. Hour Hour Hour Hour Hour Hour Hour Hour Hour Hour
SECOND YEAR DATA ANALYSIS
45 40% 33%
45 program of study, recommended roadmaps and course sequence lists were reviewed, updated and published in the College catalog.
79% 6
40% of all cohort students (n=1,255) successfully completed their first English course (ENC1101) within their first 12 credit hours.
33% of all cohort students (n=1,255) successfully completed their first math course (MAT1033, MAC1105, MGF1106 or MGF1107) within their first 12 credit hours.
79% retention rate of cohort students from fall to spring term.
00:00
3,572
3,572 Academic Degree Plans developed in collaboration with students during the 2015 academic year. This is a significant improvement from 1,049 developed in the 2014 academic year.
27%
27% of cohort students (n=1,255) successfully completed their second English course (ENC1102 or LIT2000) within their first 30 credit hours.
36% 27,804
36% of all cohort students (n=1,255) successfully completed their second math course (MAC1105 or higher) within their first 30 credit hours.
27,804 tutoring sessions in math and English were held in the Library and Learning Commons from August 2015 - April 2016.
STUDENT TUTORING SESSIONS: AUGUST 2015 – APRIL 2016 COMPUTER 4,351
SCIENCE 4,842
ACCOUNTING 790
MATH 18,799
ENGLISH 9,005 FOREIGN LANGUAGES 11,971
LOOKING FORWARD OUTCOME CHANGES FROM 2016–17
The Assessment Committee has reviewed and revised the QEP outcomes to clarify measures and targets for the upcoming year.
COHORTS
The QEP continues to be institutionalized across Student Services and throughout the College. Although cohort data is reported in reference to gateway course taking behavior, the goal is for all incoming new students to take their appropriate math and English gateway courses within the first 12 credit hours of enrollment.
FIRST YEAR ADVOCATES
As the QEP evolves, we will continue to look at the role of the First Year Advocates and modify aspects as needed to best suit the needs of our students as well as align with Collegewide objectives and initiatives.
ENTERPRISE RESOURCE PLANNING (PEOPLESOFT)
The College has embarked on an Enterprise Resource Planning (ERP) project to replace the existing Administrative and Student Information System. This move toward more streamlined and automated processes will directly impact all facets of business Collegewide, including key components of our QEP, such as academic degree planning, data analysis and student outreach.
EARLY ALERT SYSTEM
In order to enhance student intervention, FSCJ is in the process of replacing its in-house early alert system (EAS) with a more sophisticated and robust system called “Insight Early Alert” by Symplicity. This new system will allow for programmed communication with faculty, students and staff when early alert triggers are activated.
7
Dr. Cynthia A. Bioteau, College President Mr. Al Little, Vice President, Business Services Dr. Christopher Holland, Vice President, Student Services Dr. Carrie Henderson, Acting Vice President, Institutional Advancement Dr. John Wall, Provost and Vice President, Academic Affairs Dr. Cedrick Gibson, Executive Chair for the School of Business, Professional Studies, and Public Safety/ Kent Campus President Dr. Marie Gnage, Executive Chair for the School of Science, Technology, Engineering, and Mathematics/ Downtown Campus President Ms. Jana Kooi, Executive Chair for FSCJ Online/Open Campus President Dr. Ian Neuhard, Executive Chair for the School of Liberal Arts, Communication, and Education/ South Campus President Dr. Sandy Robinson, Executive Chair for the School of Social, Behavioral, and Health Sciences/ North Campus President Mr. Colin Mailloux, College General Counsel
For more information about this report, please contact: Patti McConnell, Associate Director of Enrollment Management, [email protected]
fscj.edu
Florida State College at Jacksonville is a member of the Florida College System and is not affiliated with any other public or private university or college in Florida or elsewhere. Florida State College at Jacksonville does not discriminate against any person on the basis of race, disability, color, ethnicity, national origin, religion, gender, age, sex, sexual orientation/expression, marital status, veteran status, pregnancy or genetic information in its programs, activities and employment. For more information, visit the Equal Access/Equal Opportunity. Florida State College at Jacksonville is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award the baccalaureate and associate degree. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097, or call (404) 679-4500 for questions about the accreditation of Florida State College at Jacksonville. The Commission is to be contacted only if there is evidence that appears to support an institution's significant non-compliance with a requirement or standard.
