7th College Access Summit Notes by UCF Regional Campuses

7th College Access Summit Notes Integrating Pathways for Student Transition Monday, April 1, 2013 - UCF Valencia West – Special events center

In closing the 6th College Access Summit, Dr. Sandy Shugart, President of Valencia College, wrapped up the event by organizing the themes of the day into what he called the five-Ps of the student experience: 1. 2. 3. 4. 5.

Place - a sense of community, connection and involvement Pathway - structure for success: intention, clarity, coherence, focus and purpose Plan - personalization of each student’s pathway; defining the individual steps required Purpose - deeper relationship with the world; international pursuits Person - someone to champion a student to success; authentic interaction

Those guiding principles were taken a step further during the 7th College Access Summit by focusing on how to integrate a systematic approach to advising that will help ensure student success. The Summit schedule was divided into a morning session, with speakers addressing four specific topics, and an afternoon group session that answered questions designed to impact the integration and implementation of advising alignment through DirectConnect to UCF initiatives. Joyce Dorner, UCF Regional Campuses Interim Vice Provost, welcomed everyone and gave an overview of the day’s schedule. She thanked all of the participants for their hard work over the years and support of the Summits, DirectConnect and Curriculum Alignment. Joyce thanked Valencia College for hosting the event. Dr. E. Anne McGee, President of Seminole State College, spoke on behalf of her fellow partner-college presidents and expressed continuing support for DirectConnect to UCF partnership. She gave a brief overview of past Summits and said we’ve come a long way since the signing of the joint resolution in 2005. Dr. McGee related her own experience as a community college student and said she wished the same resources had been available to her. President McGee has attended all seven College Access Summits. .

The Future of Higher Education: The Good, The Bad and The Ugly Dr. Rosa Cintrón, Associate Professor, UCF COEd Dr. Cintrón gave an entertaining look at the future of higher education. Dressed like gypsy and carrying a crystal ball, Dr. Cintrón offered an entertaning look at the future of higher educaiton. “There is no point making predictions," she stated. It’s not worth speculating because nothing is set in stone and things change all the time.” Dr. Cintrón went on to say that predictions were part of human nature and presented eight possible realities, asking the audience to predict whether they were ‘good, bad or ugly’ for higher education in the future. The essence of her presentation was that education, especially higher education, is changing whether people are ready or not. She encouraged the audience to embrace the changes as both opportunities and challenges.

2013 Curriculum Alignment Report Mike Hampton, Director of Interdisciplinary Studies and leader of the Curriculum Alignment Initiative (CA), gave a brief report on the Math, Chemistry, Biology and Physics meetings held in 2012. He added that the Curriculum Alignment Conference held on Thursday, February 21, was a success with approximately 70 faculty and administrators attending. Mike added that Engineering has recently formed its own curriculum alignment group and will hold the first meeting before the end of the current semester. Mike introduced Mike Newton, the second speaker of the day.

3D: The Transformation of Manufacturing & Creative Application of STEM C. Mike Newton, CEO & Founder - Newton Cyberfacturing Mike Newton spoke about the next technology revolution, which will be centered on 3D manufacturing/printing. He provided a fascinating overview on the future of manufacturing and how it will benefit a variety of industries including defense, aerospace, entertainment, electronics and telecommunications. Mike stated that 3D manufacturing/printing would eventually be used by consumers to make and customize everything from smart phone cases to prosthetics. He explained that the success of this type of manufacturing would require graduates and employees to have both creative and science backgrounds to meet the demands of the new industrial era.

Baseline STEM Data Sandra Archer, Director - UCF University Analysis and Planning Support Sandra Archer gave a presentation about admission, academic performance, and graduation for both STEM and non-STEM transfer majors over time. She presented compelling data that showed the relationship between two of the reports and the number of STEM and non-STEM degrees that were awarded by UCF. The data indicated from which colleges the students transferred and tracked those students from admission as juniors to graduation, citing the courses that proved to be the most challenging for transfers. 1

7th College Access Summit Notes Implementing and Integrating Advising Alignment Joyce Romano, Vice President of Student Affairs - Valencia College Joyce Romano shared the focus group research results that were facilitated by Falk Research. Valencia and UCF Regional Campuses designed the focus group questions. It was a recommendation by the College Access Summit student panels in 2012 and centered on student assimilation with the DirectConnect to UCF program. The findings were highly informative and covered the following issues: • • • • • • •

decision to attend Valencia, choice of major, decision to attend UCF, knowledge/perception of DirectConnect, sources of information about DirectConnect, Valencia role in navigating to UCF, DirectConnect to UCF transfer experience and fears/concerns/suggestions.

The • • •

focus groups were comprised of the following: 4 groups of Valencia DirectConnect students, o 2 groups at Valencia (30 and 45 credit hours), o 2 groups at UCF (first term and second term), GPA 2.5-3.0, balance of gender and race/ethnicity, Majors: Business, Accounting, Psychology, Education (50%) and Sciences, Nursing, Engineering (50%).

The • • • • •

important findings from the focus group sessions, as identified by the students, were: more rigorous academic preparation, more specific advising on requirements and guidance on majors, more computer and online learning experience to prepare for UCF systems, interaction with UCF students in the same major and a social connection to UCF while at Valencia.

7th College Access Summit Notes Working Round Table Groups •

11 round table groups throughout the room. o Nursing, Business, Education, Engineering, Barriers to Student Retention and Graduation K-20, Behavior and Social Science, Health and Public Affairs, Science and Pre-Professional, Resources Working Group, Johnson Scholarship and 30Hour Advising. o After an hour-and-a-half discussion, each group stated the answers to the questions they were given at the beginning of the session.

The following summary aligns the answers to the four questions each academic group was asked to address. Answers to the questions posed to the Johnson Scholar Foundation, Resource Working Group and the 30-hour Advising can be found in separate tables.

What are the barriers to student success, retention and graduation in our organizations? Common Responses Students: Students coming from partner colleges know what is required for admission to the major (GPA, course grades for specific courses and prerequisites) but they may lack understanding of the minimum requirements to qualify for the program – advising needs to be more proactive. From the community college: Math is the biggest issue; knowing prerequisites is and having to start in developmental courses; 4 – 5 math courses to meet degree requirements - College Algebra seems to be a barrier; gatekeeper; stumbling block Admissions: Providing false hope and setting students up for failure. UCF provides admission to the university but a secondary admission is needed for limited and restricted access programs UCF and community/state colleges are not preparing students ahead of time by giving the student the needed information for acceptance in specific academic programs with prerequisites required to move seamlessly into the program. Either the student is not asking or the advisors are not providing succinct communication. Developmental readiness to take college courses Parental support for participation Interpersonal skills – communication skills Not prepared for rigor, no realization that extra credit doesn’t equal rigor AA degree not focused – no pathway to a specific major – curriculum alignment issues - hidden prerequisites or need for AP test out Lack of continuity with advisors Academic preparedness: Math, Science, expectations aligning with academic abilities (if Math skills are not strong in high school, chances are Engineering should not be their major) Approach to teaching: Attendance policies and expectations, student expected to take initiative seek assistance, develop critical thinking skills, ability to use calculators (or not) Class scheduling – not user friendly Cannot offer the courses students need Increase number of students Lack of program understanding Financial aid laws and regulations Lack of preparedness and resources awareness, move to developmental readiness Unexpected rigor of natural, physical, and formal Science courses at university level (3000) Math pathway takes a long time especially for those starting at remedial or college algebra Major is not fitting with abilities Misunderstanding of nature of major and skills required (e.g. strong Math skills) Motivation and inspiration expected externally (e.g., faculty will tell me opposed to I will learn myself) Preparing students for differing policies (e.g., course repeats are vastly different between institutions, thus no safety net) Students are focused on earning AA but not on major curriculum that needs to be taken in first two years, which puts them behind when transferring Mixed messages in advising: Single advisor at FSC vs. multiple advising opportunities at UCF

7th College Access Summit Notes What are the barriers to student success, retention and graduation in our organizations? (continuing from page 3) Common Responses Excess hour costs including financial aid Prerequisite courses not met on time so graduation is delayed Emotional, social, life challenges Balance and integration between life and academic challenges Financial challenges, changes in financial funding model, excess credit hours Lack perseverance, critical thinking and motivation Diminishing value of various academic fields Pursuing unrealistic goals How far out do we have to align advising? Students who self-advise and never see an advisor – many of the at-risk students take classes without having a plan (emulate UCF advising model where possible) Looking at “general AA” students as undecided Aligning expectations about how to succeed in the college – such as level of writing needed Students are a public figure once they major in education and go into the schools. How they present themselves matters. Does this really matter when students enter the community college? Yes – the Math preparation High school students are taking electives based on the program of study; university representatives indicated you can tell the difference between the students who attended academies and those high school student who were on a clear plan through high school Hoping (high school counselors) that a 4-year plan will help students prepare Scheduling is an issue; work must also take priority for many students Is college a priority for the student? What priority is it given? Family, work may come first Community College students do not have trivial issues to handle – children, parents, supporting extended family, homelessness; this compared to the high school student who may not have these serious issues as well as true freshman entering the university; much different level of seriousness in terms of barriers Single parents trying to schedule around kids’ school schedules; reference to Dr. Cintron’s block scheduling discussion Some students choose a major based on the course offerings and schedules; students can’t travel to a specific campus or can’t attend courses offered at certain times University barrier is the academic rigor; academic shock; students are successful for a number of years and then hit a wall at the university level; enter a new environment and can’t adapt Excess hours come into play as well Students at community college are focused on just earning the AA and not focusing on the prerequisites required Dual enrollment students register so late in the community college process that these students register for “the leftover classes” instead of what they need toward an AA Many college students are operating on their own; parents are not there asking the questions Nursing Retention: 95% of students admitted to Nursing graduate. Nursing-pending students has low retention because there are not enough seats in the major. 252 total seats per year is limit and students need to know this in advance. (BSN) Business Limitations of Business classes at the high school Barrier is focus of the student in high school and the preparation of the student with prerequisites – not that the students are taking Business prerequisites, but they are taking courses that prepare them for math and economics Financially, students enter university and sees the number of prerequisites required for the Business degree and may change because they can’t afford to go back and do prerequisites Hard to conceptualize what a person would do with a Business major; easy to know what a teacher does or what to do with a fire science degree Education Providing tools to students before graduation that will help retain them as an Education professional after graduation

7th College Access Summit Notes What early intervention strategies are possible for ensuring successful progress with prerequisites or for providing additional support/alternatives with students? Common Answers Advising/Orientation needed for students to get on track and there needs to be follow up UCF needs to meet regularly with community/state college advisors to share updates UCF should provide more major specific information sessions at all partnership schools Clear pathways for students SLS course for upper-level transfer students if below a certain GPA - 1 credit course Need for specific advisor to follow students through entire time at institution First-year experience for new students Program for first-generation students – students take specific course and a certain number of workshops – if they do these things they can get specific scholarships Bridges program Summer program for Developmental Math students Mentoring program from Student Government Students Valencia campus – Honors Program – they are looking at having students visit high schools to talk with them about college Decision Day at partner colleges Target Hispanic females – girls would come to campus once a year starting in middle school and participate in orientation type activities Identifying students who are not performing well in prerequisite courses Peer mentoring bridge program: UCF students connecting with potential transfers Best Practices – teaching styles: lecture by UCF professor at the state college Attach UCF degree program sheets to Valencia NSO paperwork Sequencing courses – what to take and when Embedded academic advisors that will focus on intrusive academic advising and meet with students at mandatory check points Manage unrealistic expectations and communicate that a parallel plan will be necessary Early connection – individualized emails introducing UCF advisors Make sure career/academic advising go hand-in-hand Special counseling for redirecting students not succeeding in major Better and earlier counseling and advising about major and related careers Have students do more major exploration and consideration of “Plan B” (or “C”) major paths Job shadowing early (second year) to get realistic idea of potential careers More exposure to science careers in high school Intensive tutoring in Math Curriculum for Science and pre-professional majors starts on day 1 of courses Share student success stories Listen to student’s interest and present degree options/alternatives Valuing students' strength and help them develop direction that serves strengths Faculty observation and advisement referral Early intervention at 30 credit hours for prerequisite advising Pre-advising career and self-assessment Brevard DirectConnect advisor created DirectConnect Prep Steps Making students aware of “hidden prerequisites” that are not part of the common program prerequisites Having students be aware of the need for the General Knowledge Test for admission Have a broad observation experience in the schools before they really get into the Education courses MAC 1105 a prerequisite or MAE 2801

7th College Access Summit Notes What early intervention strategies are possible for ensuring successful progress with prerequisites or for providing additional support/alternatives with students? (continuing from page 5) Common Answers Dispositions checklist to see if they have the right skills and attitudes to succeed in the profession “Forcing” community/state college students to make a decision early; need to integrate into our courses Access to the common program prerequisites to all students but even more for Dual Enrollment Early intervention Having course prerequisites listed in catalog; transfer plans for all community colleges More approaches to reaching out to students; similar to what was discussed at the DirectConnect focus groups – email, classroom presentations, orientation, etc. Hit a certain credit hour and students would be required to make a decision on major; also have a negative impact that students would pay additional cost if students are taking excess courses or courses outside of their major Show students consequences of not taking their prerequisites Show students schedule with prerequisites similar to airline schedule – limited options on how to complete the prerequisites; students choose how they will complete their degree Require more than one advising meeting Internships Career Center – resume, interviewing In the high school, counselors are in the classrooms talking about scholarships, university applications, etc.; students are used to the classroom approach Classroom visitations – give very specific direction on prerequisites and the path to the degree Online advising Intervention when student is repeating a business prerequisite more than 2 times (actually maybe after first attempt); this seems to be a warning that we should recognize Students more likely to ask the question online or one-on-one with an advisor Hold on students’ accounts until they see an advisor Seminole State College – targeted an at-risk population, promise of staying in school with certain GPA, etc., get scholarship when starting Seminole State College Brevard DirectConnect advisor created DirectConnect Prep Steps Making students aware of “hidden prerequisites” that are not part of the common program prerequisites Having students be aware of the need for the General Knowledge Test for admission Letting students know what classes will help pass subject area tests that may not be a required part of curriculum such as College Algebra helping with Elementary Ed test Trying to show students what it is really like to be a teacher. It is much more than content knowledge/subject delivery (paper work, testing, parents, classroom management, etc.) Nursing If student is not eligible for admission or is not competitive enough to be admitted to Nursing major, they need to be redirected to a program/major that is a better fit – as early as possible Require Nursing as a professional course each term and make it a requirement for all Nursing pending students with GPA less than 3.0. Allow instructors to be more varied – have only Nurses teach the course. Alternatives – refer students to Career Services or perhaps First-Year Advising and have them provide more career information on Nursing-related careers. Engineering Articulated agreements for specific programs: adding Chemistry as a required course for pre-Engineering Business Intervention when student is repeating a Business prerequisite more than 2 times (actually maybe after first attempt); this seems to be a warning that we should recognize Identify students who are Business majors right away; don’t wait to self-identify; ability to track students (more of an issue at community/state colleges, but UCF is having similar issues)

7th College Access Summit Notes What early intervention strategies are possible for ensuring successful progress with prerequisites or for providing additional support/alternatives with students? (continuing from page 6) Education Trying to show students what it is really like to be a teacher - it is much more than content knowledge/subject delivery (paperwork, testing, parents, classroom management, etc.) Code of Professional Conduct for education majors are posted on the College of Education website Letting students know what classes will help pass subject area tests that may not be a required as part of curriculum such as College Algebra helping with Elementary Education test

How can we be better aligned as partners to provide the seamless pathway for student success? Common Answers State college faculty work with K-12 regarding College Readiness/Success courses Common Core will align K-20 Invite K-12 teachers to meet with state college faculty to review standards and expectations Share Career Pathways from state college with K-12 Align assessments for CTE courses with state college expectations Program alignment for financial aid Student organization: combined activities Student needs to understand consequences: eliminate “enabling” policies DirectConnect: conversation starts at State College Orientation, SLS courses, Marketing Connect early – get the information from the people who have it to the students who need it Curriculum alignment – faculty/academic deans/program directors work with UCF counterparts to address academic rigor and curriculum alignment issues Advising alliances – make sure CPP are taken at FCS institution before UCF Pre-orientation advising by UCF colleges helping students begin transition to UCF earlier, for example: UCF Day with each partner, UCF advisors/faculty visits to UCF campus prior to transfer Peer mentors from Science majors speak to potential STEM transfers Open House/UCF Day/STEM Day Faculty collaboration and alignment with partner institutions Degree expos and workshops Open student forum Joint advising meetings with partner institutions College update meetings More regular communication between advisors – such as quarterly meetings to stay up to date on changes Making sure students connect with DirectConnect advisor by the time they reach 30-credit hours Make sure DirectConnect advisor shares UCF changes with state college advisors Gap in high school students supposedly given a 4-year plan; this plan does not necessarily transfer/translate to the state college Disconnect that students don’t know they need the prerequisites as they transfer to UCF; usually learn in the transfer orientation Advising “groups” (and advisors) that focus on designated majors; specific information currently delivered; need to have specific, targeted information sent to students Communication among the partners is valuable (high school, community/state college, university) Students learn about the prerequisites in the catalog Nursing Create “Intro to Nursing” course as a required prerequisite to accurately describe the competitive nature of the program and offer it at both community/state colleges and UCF BSE 2093 or 2085 A&P 1 courses at community/state college – provide students in this class information about the UCF Nursing information sessions

7th College Access Summit Notes How can we be better aligned as partners to provide the seamless pathway for student success? (continuing from page 7)

Business Need to communicate prerequisites to parents and students early; UCF Business faculty member indicated she didn’t know there were seven prerequisites Advertised to students to complete AA; focus needs to be on completing Business prerequisites Make sure advisors and students know of graduation requirements for Business students as well as the prerequisites into the program

How can our advisement and support programs be designed for current and future success? Common Answers Designated advisors Collaborate with community/state colleges to offer more information sessions so students learn of all the options Host more Open House events on community/state college campuses for pre-major advising Online advising: can’t register after 30-hours unless declared major – students can go online to see courses they should take at what point: if they don’t take that class they will see probability of success/graduation diminish Students take a pre-test for major before students declare Specific pathways for advising Need to focus on major decision as early as possible to minimize extra courses later on Limit choices – focus choices Career counseling/intervention: prerequisite repeaters Sharing information: state colleges & universities, all locations, between advisors Relationship building: university & college advisors Orientation at university – “Transfer Shock”: Teaching styles, resources available (tutoring) Benchmarking – something must occur in order to progress Structured pathways student would have ownership Guaranteed admission – what student needs to do and when so he or she is not deferred for admission Overlap of college advising, and DirectConnect advising: especially for majors on Orlando campus, as soon as intervention is possible (gateway course or with declaration of major) Coordinate events among offices (e.g., admissions, advising) to avoid confusion to students Stronger collaboration with DirectConnect advisors and UCF college/FSC advisors - examples: outreach and early advising events Distinguish value and balance between course delivery, i.e., live or online Mixed-mode advising via traditional and non-traditional methods: Skype, Adobe Connect, etc. Provide resources to students and help them access services, e.g., SARC Career Resources, etc. Balance between social networking and traditional advising Creating 5-year plans because of governing catalog years. UCF catalog is good forever as long as they are continuously enrolled Have a designated “go to” person from each state college to each college at UCF to make sure all changes are captured and communicated Critical need - have regional campus advisors be experts in certain majors Create an electronic online repository for changes that will send an alert or communication out when a change is posted (such as an email to members of the blog when an update is made) Program plans need to begin in high school and connect with community college and university; E-PAP was great In Lake County, every 9th grade counselor has to meet with students to create a 4-year plan; however, student load is so large these are not completed until middle of the year Community/state college counselors meet with high school counselors Make peace with the idea of “forcing” a student into an early decision; we want students to explore, but restrictions are requiring decisions; our students don’t have the luxury to explore Earlier career shadowing without having to take courses to explore a major; finding new ways for students to explore majors Exposure to major in high school; this could maybe be their exploration phase; funding limits the shadowing 8

7th College Access Summit Notes How can our advisement and support programs be designed for current and future success?

(continuing from page 8)

Nursing Outreach! Get out to high schools and community/state colleges to each potential Nursing students earlier! Business Pre-majors – don’t give student options of electives actually build the Business electives During first term of Gen Ed take a prerequisite for Business and maybe a prerequisite for another major to “explore” Big Idea: Divide answers into the following • Institutional Initiatives • Student Initiatives

Resources Working Group History and Introductions • • • • • • • • •

Guided by MOU for DirectConnect Shared philanthropy Collective funding opportunities 3 years of meeting Strategically aligned Identified common broad priorities Challenges to operational goals More opportunities, didn’t pursue because of logistical part of the work Need some framework to determine how to work together

Conversation • • • • • • •

Not sure that the added-value has been as good as the ideal that was envisioned DirectConnect data gives us a large population to draw from for impact Barriers to this work is time Creating templates for grant application Need a common idea with enough details to go to boards and get approvals What is a realistic timeframe? Need key leaders to agree to look at the barriers. Everyone has their own approval process

We would like to address • • • • • • •

Who drives the work? Need to identify the priority. Ask the people who are doing the functional tasks to identify areas of needs i.e., academic advisors at UCF Plan vision session to identify the areas of needs before identifying funding sources. Identify the logistics of processing grant proposal Plug into the existing groups to help identify needs and move the work forward in an efficient way. Identify the common ideas which we could seek funding, i.e. STEM for the region. Need of intentional drive for the partnership

Next steps • Identify key people from partners • Set up calendar for meetings • Joyce Dorner and Kris Christian will co-lead this work

Johnson Scholar Foundation What students will benefit from this scholarship? DirectConnect Students Unmet financial need Application GPA requirements determined by colleges UCF will not have selection process, will honor college named scholars and continue award

7th College Access Summit Notes What will the students experience at the college? At the university? College experience: leadership and services expectation, mentoring, campus involvement University experience: leadership and services expectation, relaxed lunches with advisors, faculty and other professionals (UCF MAS model)

How can Johnson Foundation partners be included? Thank you letter expectation JSF staff present at awarding of scholarship event? JSF staff invited to commencement of student scholars JSF invited to lunch or other event for scholars JSF invited to meet with college foundation boards

What program components will support student progression and completion at the college? At the university? Assigined staff member to guide: engagement - advising, faculty and staff, class work, service/mentoring, leadership Branded scholars programs: signature experience - determined by colleges, carried out by UCF (service, leadership, mentor), welcome event for scholars at UCF for named college scholars, college scholars be welcome and invited to university scholar events College: advising alignment University: undergraduate research intro/transition porgram - 1 credit course summer prior

Other Commit to same start timeline - Fall 2014? Follow MOU - FAFSA submitted, unmet needs - completed a min. of 24 credits with 2.0 per year as specified in the JSF MOU. Scholars must meet a programmatic requirement.

30-Hour Advising Start the Conversation How do we talk with students about selecting a major? · · · ·

Seminole State College: automatically contact students at 30-hours, electronically, split them by campus to contact them Will students respond? How? How do we capture data on students? Valencia College: trying to develop app that asks students to update info before registration each semester, students could select a “pathway,” which is broader (or metamajor) Florida Legislature thinks this will help students get on track earlier §§ Start with high schools §§ At point of entry: Discuss with student about selecting a pathway §§ Students at 30-hours who still don’t know need to have that conversation §§ Hold on account for advisor meeting: “students don’t do optional”, earlier than 30 hrs? §§ Share info with UCF at 30-hours via list of undecided students §§ Other incentives such as extra credit in class, get student to view advising positively §§ Students who see DC advisor are often already at 45 hrs, too late for prerequisites §§ Students can see DC advisor as soon as they’re ready, before 30 hrs §§ Video DC presentations at VC/SSC orientations §§ Visiting SLS classes §§ Increase communication between colleges and UCF to ensure correct program prerequisites and information (knowledge of catalog production dates) - Articulation Coordination Committee §§ Common process that all institutions ask students?

Our Big Ideas • Service indicator hold at 15-hours for major selection • Alignment: DC involvement at college orientation • Greater communication between colleges and UCF regarding program and catalog changes

7th College Access Summit Notes Angé Peterson, Associate V.P., Enrollment Services, Marketing & Outreach, UCF Regional Campuses, thanked everyone for attending and asked if an Advising Working Group should be formed to address specific issues and challenges stated throughout the day. Everyone agreed this was the next logical step and recommended moving forward with forming the group. Joyce Dorner closed the 7th College Access Summit.

7th College Access Summit UCF VALENCIA WEST – BUILDING 8 – MONDAY, APRIL 1, 2013

SUMMARY FROM THE 6th COLLEGE ACCESS SUMMIT: Valencia College President, Sandy Shugart, delivered the closing remarks whereby he characterized the pronounced themes of the day into what he termed as the five P’s: 1. Place – a sense of community, connection and involvement 2. Pathway – structure for success; intention, clarity, coherence, focus and purpose 3. Plan – personalization of each student’s pathway; defining the individual steps required 4. Purpose – deeper relationship with the world; intentional pursuits 5. Person – someone to champion a student to success; authentic interaction President Shugart provided a challenge for us to take the initiative in developing more robust pathways for our students as we always consider the “spirit of design” in how the students experience us. CO LLE G E ACC ES S PA RT N ER S

Agenda REGISTRATION 8:30 a.m. - 9 a.m. Continental breakfast WELCOME UCF Interim Vice Provost Joyce Dorner REMARKS DirectConnect to UCF Presidents KEYNOTES The Future of Higher Education: the Good, the Bad, and the Ugly Associate Professor Rosa Cintron, UCF COEd 3D: The Transformation of Manufacturing & Creative Application of STEM CEO/Founder C. Mike Newton, Newton Cyberfacturing

Baseline STEM data Director Sandra Archer, UCF UAPS

DISCUSSION

Implementing and Integrating Advising Alignment VP Joyce Romano, Valencia College

LUNCH DISCUSSION Working Round Table Groups REPORT OUT CLOSING REMARKS UCF Interim Vice Provost Joyce Dorner

CENTRAL FLORIDA DISTRICT SCHOOLS C O L L E G E A C C E S S . U C F. E D U

04-2013

UCF Regional Campuses • 12201 Research Parkway • Suite 101 Orlando, Florida 32816-0060