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Impacting Student Success Through Guided Pathways
CAIR
November 6,2019
Sabrina Crawford, Ed.D. AVP Institutional Effectiveness & Academic Services
5 Main Campuses
6 Sites/Centers
Online
Academic Affairs
13 Deans
42 Academic Chairs
Student Affairs
6 Provosts
6 Associate Provosts
8 Advising Managers
64 Advisors
Organization Profile
The lives we’re changing 46,706 Student enrollment
73% Are enrolled part-time
47% Age 25 and over
76% Are Pell eligible
35% Have children
35% Are the first in their family
To attend college
The Basic Problem
Too many students wander because they are:
• Undecided in regard to career goals
• Unaware of the elements of a chosen career
• Disconnected regarding the initial curriculum and their career choice
We have an ethical responsibility to serve all student populations.
SPC Averages AA = 81 hrs AS = 93 hrs
AA Students – Most Likely to Wander
The Underlying Problem
Under-education and Under-employment
• 64,000 annual job openings in Pinellas (SPC trains for most)
• 45% of Floridians are income constrained
• Studies show 90% of students do not have the clarity nor confidence to make adequate educational decisions
Initial Impressions of Guided Pathways
WHAT IS THE FIRST THING THAT COMES TO YOUR MIND WHEN YOU THINK ABOUT GUIDED PATHWAYS?
8
Guided Pathways Model
• Embodies equity • Decreases time to degree • Begins with careers and works backwards • Focuses on getting students “to and through” • Is a means for students to attain economic
mobility • Increases transfer
AA Students – Most Likely to Wander
Suggested Elements
Guided Pathways at Your Institution
Which of the following is or has your institution been working on?
1. Mapping Programs 2. Advising Redesign 3. Student Tracking Systems 4. Restructuring Onboarding Processes 5. Redesigning Basic Skills/Developmental Ed 6. Instructional Supports 7. Co-curricular Activities
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Evolution of Pathways at SPC
“Before” “After”
Since 2010 SPC has focused its strategic efforts on student success using an intentional data-driven way to help students “Finish What They Start”.
10 Year Timeline – Pathways at SPC
2010 • Mandate to “Move the Needle”
2011 • Started The College Experience Support
Initiatives
2012 • Established Curriculum Philosophy and
Values
2013 • Developed Program Outcomes • Mapped PLOs to Course Outcomes
2014
• Developed Academic Pathways • 9 weeks to complete the process • 6 months to review and implement
2015 • Embedded Industry Certifications
2016 • Career & Academic Communities • Milestones & Common 1st 15
2017
• Revised Periodic Course Review • HS Articulations • Non Credit to Credit Articulation
2018 • Revised CAC Milestones - Quartiles • HS Auto-Articulation
2019 • Embedding Strategic Plan • Faculty focus on Student Feedback
Guided Pathways: Essential Practices
Source: CCRC AACC Pathways 1.0 Research Findings
Guided Pathways at SPC
1. Clarifying the Path – Meta Majors
FROM WEBSITE T0 APPLICATION
1. Clarifying the Path – Program Maps
• Mapping programs “with the end in mind” • Stack credentials • Aligning course content and student learning
outcomes – credit and non-credit • Identifying milestone courses / events
CHECK IT OUT
Source: Pathways Institute #2 PowerPoint by Kay McClenney
Credit Example
CREDIT EXAMPLE
Create Easy Visuals
Embed Milestone
Events
Credit Example
Pinellas County Schools Programs: Web Application Development and Programming, .NET Application Development and Programming, OR Java Development and Programming2
CREDITS
COP 1000
ARTICULATED PATHWAY EXAMPLE
1. Clarifying the Path – Career Information
1. Clarifying the Path – Transfer Information
Guaranteed University Transfer
TiTan Today BULL ToMoRRoW
2. Help Students Get on the Path
• Developmental Education reform • Integrated & contextualized academic
support • Early career/transfer exploration
2. Get on the Path – Underlying Values
• It is our job to help remove barriers.
• Students who can connect with their passion, will work harder and work through obstacles
• Students come to college for a career, not for a piece of paper
• It’s just as important to know what students don’t want to do as it is to know what they want to do
• Students are more likely to respond to messaging from faculty and staff that they know or feel connected to
2. Get on the Path – Dev Ed Reform
2. Get on the Path – Dev Ed Reform
First Math Pathway Reform – Math for Liberal Arts
Math Pathways
Gateway Math MAT1033 and MAT1100 Spring 2017 Spring 2018 Spring 2019
One Year Diff
FTIC Students 55.4% 53.3% 48.7% -4.6% Likely College Ready 60.4% 52.7% 53.6% 0.9% Dev-Ed Recommended 41.7% 41.5% 44.0% 2.5% Dev-Ed Strongly Recommended 48.0% 48.3% 42.2% -6.1%
Gap Analysis
Spring 2017
Spring 2018
Spring 2019
FTIC Students 55.4% 53.3% 48.7% Likely College Ready 4.7% 4.6% 4.9% Dev-Ed Recommended -13.1% -9.6% -4.7% Dev-Ed Strongly Recommended -19.4% -16.8% -6.5%
Math Pathways Redesign
2. Get on the Path – Integrated Support
1. Map your processes with collaboration across departments
2. Review all communications with students – website, emails, letter, and texts
3. Gather information about your processes
1. Talk with front line staff 2. Talk with Faculty 3. Talk with students – Focus
groups 4. Mystery shoppers 5. Complete your own processes
4. Walk through your process from the perspective of a student. How are students impacted by the processes?
STUDENT ONBOARDING PROCESSES
Monthly BOT Recruitment Metrics
2. Get on the Path – Advisor Visits – Integrated Support
2. Get on the Path – Career Exploration
2. Get on the Path – Career Exploration
Program Introduction Videos
3. Keep Students on the Path
• Intrusive support • Monitor progress on plan • Frequent Feedback
Development of the Advisor Role
Past Advisor Role NEW Enhanced
Advisor Role
• Career Development Facilitator (CDF) training
• Integrate career exploration into advising sessions
• Students assigned an advisor at time of application based on community
3. Keep on Path – Intrusive Support
Development of the Advisor Role
Development of the Advisor Role
My Learning Plan
• Course list displayed is based on the program/plan.
• Courses passed are listed first with a green check mark.
• The rest appear in the order they are recommended to be taken.
• Courses planned that are not in major are flagged.
3. Keep on Path –Monitor Progress
3. Monitor Progress - Triad Leadership Team
• Collaboratively serves as a member of a Career and Academic Community (CAC) Triad Leadership Team (TLT).
• Captures the needs of all necessary departments across the college and supports the success of students within the communities.
• Ensures constant and comprehensive communication occurs with all TLT members, CAC members and the Pathways Council.
Evolution of the TLT
Community Events
Week 5 and 10
Community Weeks
Milestones
0-25% Milestones
3 Sets of Milestones
0-100% Milestones and Analyzing Data
Communication
Academic and Student Affairs
work independently
Academic and Student Affairs
meet on a regular basis
Community Weeks http://
Event Participation
2015 2016 2017 2018College-wide 73.6% 72.5% 72.2% 73.6%Event Attendees 84.7% 82.4% 82.9% 83.3%Percentage Point Gap 11.1% 10.0% 10.7% 9.7%
Retention RatesFall
Event Attendance Compared to Overall College
2015 2016 2017 2018College-wide 78.8% 77.9% 78.6% 78.9%Event Attendees 85.2% 82.5% 86.1% 86.9%Percentage Point Gap 6.4% 4.6% 7.5% 8.0%
Success Rates
Event Attendance Compared to Overall CollegeFall
Term Based Persistence (Fall to Spring)
Source: SPC Pulse Dashboard (Cohort Retention by Term)
Success Rates
Source: SPC Pulse Dashboard (College Experience – Student Success Rates)
Original Community Milestone Tracking
Enrollment 0-25%
Focus 2
Community/Major Changes
My Learning Plan
Smart Start Orientation
Academic Standing
Success Rates
Learning Support visits
Registered for next term
Program Eligibility
Retention 26-75%
Transfer institution
Optimal Resume
Burning Glass
Registered for next term
Civic Engagement
Career Services Hub
Industry Site Visit
LinkedIn/Portfolio
Completion 76-100%
Internship
Portfolio
Resume
Attend Job Fair/ Job search
Apply to transfer
Graduation check
Community Milestone Tracking - CCIT
0-25% Metrics Goal/Target Benchmark (Fall 2018)
Spring 2019
Successful completion of CGS-1309 80% with a grade of C or better
90 completed 66 with C or better
(73%)
175 completed 149 with C or better
(85%)
Identify Career Status 90% coded green 115 out of 221 (55%)
378 out of 487 (78%)
26-50% Metrics Goal/Target Benchmark (Fall 2018)
Spring 2019
Successful completion of Gen Ed math requirement (MAC 1105)
80% grade of C or better
16 completed 11 with C or better
(69%)
111 completed 74 with C or better
(67%) How to Get Hired Webinar 80% completion
avg. grade 90% 63 students of 280
(23%) avg. grade 89%
272 students of 2171 (12%)
avg. grade 92%
Communication - Learning Resources
Category 2019 Percent 2018 Percent
Overall Headcount 11,669 41% 9,894 35%
Number of Services 48,977 62% 36,640 46%
Black/African Americans 1,563 41% 1,478 39%
Black/African American Males 499 43% 498 40%
Black/African American Males < 2.0
99 43% - -
Highlights • Headcount: Up from 36% to 41% from Weeks 5 to 7. Up 6% from last spring. • Services: Up 17% from Week 5. At 62% of total from last spring (i.e., 80,000 visits). • AfrAm All: Up 4% from Week 5. Up 2% from last spring. • AfrAm Males: Up 5% from Week 5. Up 3% from last spring. • AfrAm Males < 2.0: Up 3% from Week 5.
3. Keep on Path - Monitor Progress
Fall
2010 Fall
2011 Fall
2012 Fall
2013 Fall
2014 Fall
2015 Fall
2016 Fall
2017 Fall
2018 Completed College Math in year 1 33.9% 36.8% 35.1% 38.6% 41.3% 45.2% 42.8% 45.0% 44.7% Completed College English in year 1 55.6% 56.7% 58.0% 60.7% 61.3% 65.8% 60.2% 61.6% 63.8% Completed both College Math and English in year 1 29.4% 32.3% 31.0% 34.5% 37.3% 40.6% 37.8% 40.0% 40.8%
FTEIC Math and English Completion
3. Keep on Path – Frequent Faculty Feedback
161 174
0
20
40
60
80
100
120
140
160
180
200
SP18 SP19
# Faculty Using Faculty Tools Weeks 6 & 7
4. Ensure Students are Learning
• Field-specific learning outcomes • Active learning throughout • Field-relevant experiential learning
Redesigning the Course Review
MLOs & Objectives Learning Activities Resources Assessment Strategies Program Learning Outcomes
• How can MLOs/COs be measured?
• Do COs align with MLOs and course description?
• Do course assessments align with MLOs/COs (rubrics/checklist/ criteria/tests)?
• SME review • Industry expert
involvement
• Are assignments clearly identified?
• Is there evidence of active learning?
• Are instructions clear?
• Is learning scaffolded/ sequenced?
• Are learning activities flexible?
• Do activities support MLOs/COs?
• Are resources clearly identified
• Are resources relevant?
• Are out-of-classroom resources identified (i.e. tutoring, IT, clubs, library)?
• Are accessible resources user friendly, inexpensive, diverse?
• Are assessment strategies clearly identified?
• Do assessments have appropriate rigor (Introduce, reinforce, evaluate; Bloom’s)?
• Are assessments authentic, varied & aligned to MLOs?
• Are strategies in line with industry expectations (where appropriate)?
• How does this course fit into the bigger picture?
• Does the course align to PLOs?
• Does the course add value within the structure of the program?
Active Learning
Field-Relevant – Industry Certifications
Auto-Grad
Reversed the model – Graduation traditionally student initiated, effective Spring 2016, completely college-initiated Degree candidates identified at beginning of term, notified of eligibility for both primary degree sought and any embedded credentials Graduation application and fee eliminated Automatically awarded degree or credentials at end of term
College Initiated
Student Initiated
So Where Are We Now With Recruitment?
So Where Are We Now With Retention?
So Where Are We Now With Completion?
Initial Impressions of Guided Pathways
AFTER HEARING THE PRESENTATION, WHAT CHALLENGES, BARRIER OR CONCERNS DO YOU HAVE ABOUT LEVERAGING GUIDED PATHWAYS TO SUPPORT ECONOMIC MOBILITY OF
OUR COMMUNITIES?
So Where Are We Now With Completion? QUESTIONS?
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