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

12

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?