Kris PalmerSenior Director

Mina DadgarDirector of Research

Katherine BergmanDirector

September 12, 2016

SMCCCD VP Meeting

GUIDED PATHWAYS

Goals today:

• Language norming

• Acknowledge existing work

• 3 principles from site visits and research

• CLP support overview

• Follow up with individual college meetings and

scoping

Reaching Student

Educational Goals

Completion Crisis

Nationally, 80% of entering Community

college students indicate an intent to

transfer and earn a BA.

National Center for Education Statistics

39% of first-time community college

students (who enrolled in 2008) earned

a credential from a 2 or 4 year institution within 6 years.

Ntl Student Clearinghouse, Shapiro &

Dundar, 2014

Excess Credits Nationally:

Guided Pathway to Success: Boosting College Completion

Complete College America

http://completecollege.org/docs/GPS_Summary_FINAL.pdf

Credit may not “count”

“Students are surprised to learn that some of their

courses will not count towards the major that

they eventually select.” Nodine et al 2012

Financial implications:

“…a student who takes four years to earn an

associate degree can spend as much as $15,200

more on fees and other expenses, and will earn

$33,500 less than someone who graduated in

two years.”-The Campaign for College Opportunity

From the

Students’

Perspective:

• Navigation is

challenging

• Exploration unfocused

• Hundreds of programs

of study

• Many course options

Acknowledge Existing Work

• Multiple measures

• Middle colleges

• More formalized pathways, better articulation of programs

• College for Working Adults, specialized counseling

• National site visits, Skyline Promise

Guided Pathway Design Principles

1. Help students choose a program of

study

2. Help students get through by

clarifying course requirements for

each program

3. Help students reach completion or

successfully transfer by providing

proactive and integrated academic

and non-academic supports

New College Student Profile:

Jake…

is undecided about a major

and interested in Social Justice.

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Paralegal

Sociology

Security Specialist

Corrections

Political Science

Homeland Security

Law Enforcement

Pre-law

Redesign Principle #1

For students who are undecided, exploratory or

“meta” majors:

• Help students with their college and

career exploration and choosing a field of

study

• Introduce students to competencies

upfront

• Are stackable and count toward

requirements

What is a Meta-major?

Meta-majors are collections of academic

majors (including CTE and transfer degrees).

Meta-majors cluster groups of majors that fit

within broader fields of study.https://valenciacollege.edu/academic-affairs/new-student-experience/meta-majors.cfm

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Paralegal

Sociology

Security Specialist

Corrections

Political Science

Homeland Security

Law Enforcement

Pre-law

City Colleges of Chicago, ILOut of this work we organized all programs into 10 Focus Areas

New College Student Profile:

Ellen…

is undecided in earning an AA in business.

Course Sequence for AA in Business – California CC

10% of students majoring in Business reached Math 016A

within 5 years

Redesign Principle #2

Clear Major Requirements:

• Students can follow default program maps

• Or choose to take other electives

MESA COMMUNITY COLLEGE

Mesa Community College (MCC) is creating program

maps for each program of study.

MCC has created “mapping sequence teams,” cross-

functional teams of instructional faculty and

counseling faculty to clarify course sequence for

each program.

Mapping coaches help the cross functional teams

with the process and ensure student, faculty and

counseling perspectives are all taken into account.

Redesign Principle #3

Integrated and Proactive Supports:

• Counseling faculty specialized in

each meta-major

• Professional Development for

faculty

• Student services and instruction to

be integrated

When supports are not

proactive and integrated

with instruction, low-

income and first-

generation students do not

access them. (Karp, O’Gara, & Hughes, 2008; Cox, 2009)

Guided Pathway Design Principles

1. Help students choose a program of

study

2. Help students get through by

clarifying course requirements for

each program

3. Help students reach completion or

successfully transfer by providing

proactive and integrated academic

and non-academic supports

Redesigning America’s

Community Colleges

A Clearer Path to Student

Success

Thomas Bailey, Director, CCRC

Shanna Jaggars, Assistant Director, CCRC

Davis Jenkins, Sr. Research Associate, CCRC

http://ccrc.tc.columbia.edu/media/k2/attachments/guided-pathways-scale-adoption-initiatives.pdf.

Guided Pathways at Scale

Universities Community Colleges

Florida State

Univ. of Central Florida

Georgia State

Arizona State

TN State Universities

Florida International

Queensborough (CUNY)

Guttman College(CUNY)

City Colleges of Chicago

Miami Dade College

TN community colleges

St. Petersburg College

Valencia College

Guided PathwaysDemonstration and Resources

National demonstration: http://www.aacc.nche.edu/Resources/aaccprograms/pathways/Pages/default.aspx

http://www.aacc.nche.edu/Resources/aaccprograms/pathways/Documents/PathwaysModelDescription1021.pdf

Statewide demonstration: https://www.bakersfieldcollege.edu/sites/bakersfieldcollege.edu/files/CAPathwaysI.pdf

CLP Guided Pathways Support

• Top leadership planning, strategy

• Learning processes: site visits, student

focus groups, data analysis, data

visualization,

• Facilitation: Cross-disciplinary teams

clustering, mapping

• Mt. Sac, CCSF, College of the Canyons.

Skyline

• Local/statewide CoPs

This session will include the following components:

•Synthesis of the research on barriers to student completion and

presentation of successful models of college redesign, including

development of “structured” or “guided” pathways.

•Direct input from college leaders nationally and statewide

involved in college redesign work about their successes,

challenges, and lessons learned.

•Sharing tools that can provide a good picture of the current

barriers to student completion and inform the redesign effort

through student voices and institutional data.

Kristina Palmer and Mina Dadgar, Career Ladders Project;

Sonya Christian, Bakersfield College; Scott Evenbeck, Guttman

Community College at CUNY; Regina Stanback Stroud, Skyline

College

Implementing Institutional

Redesign: Levers for Achieving

Equity in CompletionFriday, October 7, 2016

FOR MORE INFORMATION: http://www.careerladdersproject.org

CareerLaddersProject.org