Purpose

In 1995, Miami Dade Community College completed a comprehensive self study of the institution as a requirement for reaccreditation from the Southern Association of Schools and Colleges. One of the outcomes of the self study was a new vision statement that re-confirmed the College's commitment to providing accessible, affordable and high quality education by keeping the learner's needs at the center of decision making. The new statement provided the direction for launching a major educational review of all aspects of the College operations which directly "touch" students: the curriculum areas of General Education, Transfer and Occupational Education and the student support functions of recruitment, admission and registration, advisement and counseling, financial aid, assessment, retention and graduation, transfer and job placement.

Organization

Three task forces working under the direction of Collegewide Steering Committee were appointed by Dr. Padrón in April 1996 and charged with addressing the major goals of the project:

1. The Transfer Preparation Task Force was charged with determining the abilities and skills that all Associate in Arts degree students must be able to perform in order to transfer to an upper division program The abilities and skills identified determined the 36 hour general education requirement.

2. The Occupational Task Force was charged with determining the abilities and skills that all Associate in Science degree students must be able to perform in preparing their careers. The abilities and skills identified determined the 15 hour general education requirement.

3. The Student Flow Task Force was charged with determining what student services should be provided and how services should be delivered to Associate in Arts, Associate in Science, Vocational, Supplemental and Continuing Education students.

Transfer Task Force

The Transfer Task Force gathered information from current and former students, upper division faculty and our own faculty through DACUMs, focus groups, surveys, town meetings, and Conference Day. Participants offered their views concerning the knowledge, skills and attitudes necessary for students to be successful at the upper division and eventually in the marketplace. Task Force members facilitated all of the activities, including sessions held with former students and faculty at institutions around the state.

Information from the data gathering sessions was incorporated into a survey that was sent to all MDC faculty. The response rate to the surveys was approximately 25%. Items considered important for students to know by 70% of the respondents were included by the Task Force in their recommendations.

An analysis of the data collected revealed several prominent themes. Foremost was communication skills, both written and oral, with attention to applications such as technical writing, oral dialogue and presentation skills, and research. Critical thinking and reasoning skills and the ability to apply technology, especially basic computer skills, were also emphasized. Interpersonal skills and an appreciation for and ability to work within a multicultural setting were also of concern. And finally, an array of skills that might be termed self management skills were identified.

In addition to recommendations for specific courses to be included in the general education requirement, the Task Force also recommended that writing, oral communication, cross cultural issues and critical thinking be addressed across the curriculum.

Occupational Task Force

The Occupational Task Force began its work by collecting information through brainstorming sessions called DACUMS and Focus Groups. Twelve DACUMS and eleven Focus Groups were completed. The DACUMS were whole day sessions and the Focus Groups were half day meetings of a less formal nature. Current students, graduates, faculty, and people from different occupations in the local business community were the participants. They offered their views concerning what knowledge, attitudes, and skills employers required for a graduate to be successful at an entry level job in the local marketplace. One task force member served as an impartial facilitator during the meetings while a second acted as recorder to capture the ideas.

Information obtained from the meetings was incorporated in a survey which was sent to all persons at the college, who were identified as full-time faculty teaching in an A.S. Degree program. Seventy-two of the one hundred sixty-eight persons surveyed provided a response indicating a forty-two percent return. In the survey, faculty rated the relative importance of the items identified as relevant for student success.

An analysis of the data collected from all sources revealed several predominant themes.

Many students and employers are not aware of the differences between A.S. and A.A. Degree programs. For example, they do not realize that one is articulated and the other is not. A number of students in A.S. programs aspire to transfer after graduation. Some plan to attend private universities which do not require either the A.A. Degree or CLAST. Still others seek to complete the A.A. Degree en route to the state university system. These considerations indicate that a flexible general education core with bridges between the two degrees is in the best interest of students.

Employers favored a broad educational foundation as long as it was relevant to the skill areas which they felt were necessary. Most employers wanted to train graduates on the job. Current technology becomes obsolete so rapidly that employees have to be able to learn continuously in the workplace as new technology evolves. Employers suggested that the curriculum should impart knowledge and skills which are transferable to new endeavors that would include the process of learning on the job.

Although the participants had expectations for graduates which varied according to the workplace, there was general agreement as to the fundamental knowledge, skills, and attitudes necessary for success. The Task Force found that graduates should be able to:

• Write letters, memoranda, and reports without errors in grammar, punctuation, and coherence.

• Use correct language to communicate orally with individuals and groups.

• Think critically and use valid reasoning to make decisions or solve problems.

• Listen effectively, acquire information and follow directions.

• Employ sound organizational skills to plan work and implement it.

• Exhibit self-management skills as reflected in independent activity, deadlines and punctuality.

• Exercise human relations skills with individuals and groups.

• Demonstrate integrity by commitment to ethical standards and compliance with the law.

• Work with basic computer technology.

Student Flow Task Force

In May 1996, Planning for Student Success was initiated to refashion the student flow process to fulfill the mission and vision statements of the College and to respond to changing external and internal forces. The Student Flow Task Force was charged with determining what and how student services should be provided for student success.

The Student Flow Task Force began its work by reviewing and developing sixteen flow charts of student services at the College. The charts were distributed to over 60 College staff members and were revised based upon their feedback.

From June to November 1996, the Task Force independently and jointly with the Transfer and Occupational Task Forces conducted DACUMs (one-day sessions) and Focus Groups (half-day sessions) to brainstorm the knowledge, skills, attitudes and tasks of successful students. Current and former students, MDC faculty, university faculty, and business and industry participated. In the DACUMs and Focus Groups held by the Student Flow Task Force, participants were also requested to cite recommendations for how the College should improve its student services. All of these recommendations were placed under each essential, chronological student services step of the successful MDC student identified in a November DACUM by student services personnel.

In January 1997, this information was incorporated in a survey and distributed to all student services personnel, 30% of other personnel, and a representative 5.6% sample of classes. Thirty-three percent (233 of 707) of the staff sampled and 20% (667 of 3,304) of the students sampled returned the survey. There was remarkable consistency among the students and staff with 66 of the 69 steps receiving over 70% agreement and 54 steps receiving 80 - 90% agreement as essential for the successful MDC student.

The Task Force attended Town Hall and committee meetings to provide progress reports and obtain feedback. Members also reviewed considerable data, different studies, best practices, association guidelines, policies and procedures, and federal/state rules and regulations. An analysis of the data revealed several prominent themes which were incorporated into Guiding Principles and distributed in January 1997 to all College personnel for feedback:

1. Student Services should be learner-centered.

2. Student Services should encourage student self-reliance, responsibility and leadership.

3. Student Services should encourage student retention and goal completion by minimizing internal and external barriers to student success.

4. Student Services should be consistent and integrated with each other and with the instructional process.

5. Student Services must adapt to internal and external environmental changes.

6. Student Services should have the resources and sufficient, qualified personnel to enable students, staff and programs to flourish.

Student Services Response Teams, consisting of faculty and staff, worked in January and February to draft models and recommendations in four areas: Intake, Advisement/Registration, Retention, and Transition. The results of the response teams are woven throughout the major preliminary recommendations and are included in the final report (See Table 1) which will be made available in campus libraries. These reports contain additional recommendations and implementation considerations.

Task Force Recommendations

The recommendations conceived by the Transfer, Occupational and Student Flow Task Forces were submitted to the Student Services and Academic Affairs Committees for approval. The faculty senates and departments were invited to submit amendments to the task forces' recommendations. As each amendment was considered, the College Community was asked to speak to the amendment. Following the third day of deliberations, the basic work of the task forces were confirmed, some amending had been done and the Academic Affairs and Student Services Committees had voted to approve the reports. (See Tables 2 and 3 for a summary of the recommendations.)

When the amended reports were submitted to the President Council, faculty, staff, students and administrators addressed the issues of student needs and interests, the Southern Association Criteria for associate degree programs, the demands of the legislature, faculty concerns about pedagogy and the impact of these changes on the institution. The outcome of the session resulted in general education criteria and student flow processes that:

• Make it easier for students in AA programs to meet SUS program requirements.

• Address business and industry concerns about the general education requirement in Associate in Science degree programs.

• Integrate student flow with the instructional programs.

• Provide for greater coordination and accountability of student services across the colleges.

• Provide students support from preadmission through transition.

• Comply with SACS and State program requirements.

• Acknowledge the differences between Associate in Science and Associate in Arts degree programs while preserving the bridge between them.

• Add flexibility to the Associate in Arts degree program while preserving the integrity of a broad general education program.

• Permit students to meet program prerequisites and satisfy general education requirements concurrently.

• Respond to the voices of our former students, employers and upper division colleagues by including courses within the general education requirements that combine application of knowledge with theory.

The recommendations will be implemented Fall Term 1998. During the next academic year the President's Council, Academic Affairs and Students Services Committees will be addressing the many issues associated with implementation.

T A B L E 2

T A B L E 3