LifeMap 2.0: An Essential Competency of a Valencia Educator

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LifeMap 2.0An Essential Competency of a
Valencia Educator

• Wendi Dew, Director of Faculty and Instructional
  Development
• Dr. Joyce Romano, Vice President for Student
  Affairs

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Workshop Outcomes

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

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Valencia College
Lake Nona
Criminal Justice Institute
Osceola Campus
East Campus
Sand Lake Center
West Campus
Winter Park Campus
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LIFEMAP Mission Statement

• A system of shared responsibilities between
  students and the college that results in social
  and academic integration, education and career
  plans, and the acquisition of study and life
  skills.

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LIFEMAPsmIdeal Model of Student Progression

• College Transition
• Introduction to College
• Progression to Degree
• Graduation Transition
• Life Long Learning

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Each LIFEMAPsm Stage

• Outcomes
• Success Indicators
• Guiding Principles
• Programs and Services
• http//valenciacollege.edu/LifeMap

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Connection and DirectionStudents are more likely
to persist if they

• Feel safe, welcome, respected, and acknowledged
• make social as well as academic connections
• hold and sense from others a belief in their
  potential
• Are both challenged and supported academically
• can link new learning to prior knowledge
• engage actively in their learning
• have multiple opportunities to give and receive
  constructive feedback
• Have a plan for completion

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Conceptual Model Goal Student Self-Sufficiency
A As AS aS S
A Advisor/Faculty S Student
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LIFEMAPsm

• Valencias Developmental Advising System
• The brand name that
• describes to students what they should do and
  when.
• links all of the services/program/activities that
  form the developmental advising system.
• describes to faculty and staff how they
  contribute and participate with students in
  developmental advising
• presents to students visual cues in the physical
  college environment as to where they can obtain
  different forms of assistance towards their
  career/educational goals.
• links together written publications that are
  designed to assist students in achieving their
  career/educational goals.
• Promotional marketing campaign of LIFEMap

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LifeMap in Atlas

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

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The Faculty Perspective

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

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The Faculty Perspective

• LifeMap
• is based on the students self-awareness of
  abilities, interests, and values
• results in social and academic integration,
  educational and career plans, and acquisition of
  study and life skills.

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Professor Helen Clarke, English
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Faculty Development ProgramA College within a
College

• Build the capacity of the college to improve
  student learning
• Support all faculty members as they expand their
  professional practices and examine their ongoing
  development in the Essential Competencies.
• Instrument for change for the individual, the
  student, and the institution
• Creates a place where faculty learning
  contributes to the greater success of students,
  faculty, and the institution.
• Our ultimate goal togetherto improve student
  learning

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Professional Learning Cycle 3 Ways of Learning
Adapted from Dee Fink Associates
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Curriculum Courses and Programs

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

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LifeMap Competency Statement

• Valencia educators will design learning
  opportunities that promote student life-skills
  development while enhancing discipline learning.

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LifeMap Competency Statement

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

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LifeMap Competency Performance Indicators

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

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LifeMap Competency Performance Indicators

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

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Our Journey in an Essential PartnershipFaculty
Development and Student Affairs

• 2001- Essential Competencies of a Valencia
  Educator and Teaching/Learning Academy (tenure
  process)
• Curriculum content
• Demonstrate competency in portfolio
• Outstanding LifeMap Portfolio Award
• 2003- Faculty LifeMap Guidebook
• 2009- Faculty LifeMap Groups
• 2010- LifeMap Student Success Skills
• 2011- LifeMap Essential Competencies added to
  Associate Faculty Program
• 2012- LifeMap Certificate

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

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

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Program Outcomes Principles

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

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Program Outcomes Principles

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

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Program Outcomes Principles

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

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

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

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• LifeMap CertificateCurriculum

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LifeMap Certificate Design ImplementationKey
Questions for Outcomes and Principles
Institutional Development and Change What do we
want to change or improve at the college to
enhance student learning and/or the learning
experience?
Program Curriculum
Individual Faculty Learning What does each
faculty member need to learn to enhance their
practice and student learning?
Faculty Learning What should all faculty members
learn to enhance student learning and/or the
learning experience?
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LifeMap CapstoneAn Individualized,
Competency-based Inquiry Project
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LifeMap Capstone An Individualized,
Competency-based Inquiry Project

• Elements
• Needs Assessment
• Adequate Preparation (Student perspective,
  colleagues perspective, expert perspective,
  self-reflection)
• Faculty Learning Outcome (linked to LifeMap EC)
• Appropriate Methods
• Student Learning Outcome
• Teaching/Learning Strategies
• Assessment Strategies
• Significant Results
• Reflective Critique

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LifeMap Resources

• Resources for Teaching and Learning
• http//valenciacollege.edu/faculty/development
• Programs LifeMap Faculty Development
• LifeMap Certificate (32 hours)
• Courses and Resources LifeMap
• Overview -narrated presentation
• LFMP courses

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LifeMap References

• Frost, S. (1991) Academic advising for student
  success. Washington, D.C.ASHE-ERIC
• Gordon, V., and Sears, S. (1997) Academic
  alternatives exploration and decision-making.
  Upper Saddle River, NJ Gorsuch Scarisbrick
• Hossler, D. and Schmidt, J. (1990) Progress
  Report A Longitudinal Study of the Postsecondary
  Plans and Activities of Indiana University.
  (February)
• OBanion, T. (1994) An academic advising model.
  NACADA Journal, 14(2), 10-16.
• Tinto, V. (1993) Leaving college Rethinking the
  causes and cures of student attrition (2nd ed.)
  Chicago University of Chicago.

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LifeMap References

• Adelman, C. (2006) The toolbox revisited paths
  to degree completion from high school through
  college. U.S. Department of Education National
  Center for Education Statistics
• Payne, R. K. (2005) A framework for understanding
  poverty. Highlands, Texas aha! Process inc.
• Scott-Clayton, J. (2011) The shapeless river
  does a lack of structure inhibit students
  progress at community colleges? CCRS Working
  Paper No. 25