guided pathways self-assessment survey results...curricular innovations including creation of math...

Office of Institutional Research and Effectiveness | December 13, 2017 of 19

Office of Institutional Research and Effectiveness

Guided Pathways Self-Assessment Survey Results Total Respondents: 105

Respondent Division:

Answer % Count

Administrative Services 5.71% 6

Human Resources 0.00% 0

Instructional Services 49.52% 52

Operations 2.86% 3

Student Services 41.90% 44

Total 100% 105

Guided Pathways Self-Assessment Survey Results


Respondent Classification:

Answer % Count

Faculty-Full-Time 37.74% 40

Faculty-Adjunct 8.49% 9

Faculty-Counseling 6.60% 7

Faculty-Librarian 0.94% 1

Classified 26.42% 28

Manager/Administrator 18.87% 20

Trustee 0.94% 1

Total 100% 106



CROSS-FUNCTIONAL INQUIRY

College constituents (including staff, faculty across disciplines and counselors,

administrators, and students) examine research and local data on student success and

discuss overarching strategies to improve student success. College engages in broad, deep

and inclusive discussion and inquiry about the Guided Pathways approach, framework and

evidence.

Choices % Count

Strongly Agree 6.90% 6

Agree 43.68% 38

Disagree 21.84% 19

Strongly Disagree 9.20% 8

I don't know 18.39% 16

Total 100% 87



SHARED METRICS

College is using clearly identified benchmarks and student data to track progress on key

activities and student academic and employment outcomes. Those benchmarks are shared

across key initiatives.

Choices % Count


Agree 45.35% 39

Disagree 12.79% 11



Total 100% 86



INTEGRATED PLANNING

College-wide discussions are happening with all stakeholders and support/commitment

has been expressed by key stakeholders to utilize the Guided Pathways framework as an

overarching structure for the college's main planning and resource allocation processes,

leveraging existing initiatives and programs such as (but not limited to): Student Success

and Support Program (SSSP), Basic Skills Initiative/Basic Skills Student Outcomes and

Transformation Program (BSI/BSSOT), Equity Planning (Student Equity/SE), Strong

Workforce Program (SWF).

Choices % Count


Agree 58.62% 51

Disagree 11.49% 10



Total 100% 87



INCLUSIVE DECISION-MAKING STRUCTURES

College has identified key leaders that represent diverse campus constituents to steer

college-wide communication, input and decisions regarding the Guided Pathways

framework. Constituents have developed transparent cross-functional work-teams to

provide the Guided Pathways effort with momentum and regularly provide opportunities

for broad college-wide input. In addition, this plan strategically engages college governance

bodies college-wide.

Choices % Count


Agree 51.16% 44

Disagree 19.77% 17



Total 100% 86



INTERSEGMENTAL ALIGNMENT

College engages in systematic coordination with K-12, four-year institutions and industry

partners to inform program requirements.

Choices % Count


Agree 42.35% 36

Disagree 21.18% 18



Total 100% 85



GUIDED MAJOR AND CAREER EXPLORATION OPPORTUNITIES

College has structures in place to scale major and career exploration early on in a student’s

college experience.

Choices % Count


Agree 37.93% 33

Disagree 20.69% 18



Total 100% 87



IMPROVED BASIC SKILLS

College is implementing evidence-based practices to increase access and success in college

and/or transfer-level math and English, including, but not limited to: The use of high school

performance for placement (i.e. cumulative GPA, course grades, non-cognitive measures)

for placement; Co-requisite remediation or shortening of developmental sequence;

Curricular innovations including creation of math pathways to align with students field of

study.

Choices % Count


Agree 60.92% 53

Disagree 9.20% 8



Total 100% 87



CLEAR PROGRAM REQUIREMENTS

College is clarifying course sequences for programs of study (including key milestones) and

creating predictable schedules so that students can know what they need to take, plan

course schedules over an extended period of time, and easily see how close they are to

completion. College offers courses to meet student demand. In order to meet these

objectives, college is engaging in backwards design with desired core competencies and/or

student outcomes in mind (including time-to-goal completion and enhanced access to

relevant transfer and career outcomes).

Choices % Count


Agree 32.94% 28

Disagree 36.47% 31



Total 100% 85



PROACTIVE AND INTEGRATED STUDENT SUPPORTS

College provides academic and non-academic support services in a way that is proactive

and aligned with instruction, so that all students are explicitly engaged in these services.

Choices % Count


Agree 48.31% 43

Disagree 25.84% 23



Total 100% 89



INTEGRATED TECHNOLOGY INFRASTRUCTURE

College has the technology infrastructure to provide tools for students as well as

instructional, counseling, and student support faculty and staff to support planning,

tracking, and outcomes for Guided Pathways including: Link student demand to scheduling;

Ability for students to monitor schedule and progress (e.g., Degree Audit); System for

counselors and faculty to monitor students’ progress (e.g., Starfish, early; alert system,

etc.); Data on career and employment opportunities including salary and requirements

(e.g., SalarySurfer, other); Others.

Answer % Count


Agree 28.92% 24

Disagree 28.92% 24



Total 100% 83



STRATEGIC PROFESSIONAL DEVELOPMENT

Professional Development (PD) is strategically, frequently, and consistently offered for staff,

faculty and administrators and aligned with the college’s strategic goals, needs and

priorities identified in integrated plans, program review, and other intentional processes.

Choices % Count


Agree 48.19% 40

Disagree 22.89% 19



Total 100% 83



ALIGNED LEARNING OUTCOMES

Learning outcomes are aligned with the requirements targeted by each program and

across all levels (i.e., course, program, institutional) to ensure students’ success in

subsequent educational, employment, and career goals.

Choices % Count


Agree 50.56% 45

Disagree 11.24% 10



Total 100% 89



ASSESSING AND DOCUMENTING LEARNING

The college tracks attainment of learning outcomes and that information is easily

accessible to students and faculty. Consistent and ongoing assessment of learning is taking

place to assess whether students are mastering learning outcomes and building skills

across each program and using results of learning outcomes assessment to improve the

effectiveness of instruction in their programs.

Choices % Count


Agree 49.41% 42

Disagree 20.00% 17



Total 100% 85



APPLIED LEARNING OPPORTUNITIES

Students have ample opportunity for applied/contextualized learning and practice.

Opportunities have been coordinated strategically within and/or amongst programs.

Answer % Count


Agree 32.56% 28

Disagree 26.74% 23



Total 100% 86



Please provide any comments, questions, or suggestions regarding Guided Pathways:

This is so new to us that its hard to assess what is happening...it's just starting.

The District needs an 'integrated' Student ID card, that also serves as Library Card,

Financial Aid, Printing, and all other identified services. The planning for this card must

include key stake-holders and technology implementers from around the District, to

make sure that the specifications for such a card take in account all the requirements of

the various District services. Simplifying identification and access to campus resources

and services is a key part of "Guided Pathways."

The communication throughout the campus is still not happening. There are great ideas

and initiatives taking place and getting started however the links connecting them are

not there and if they are its only connecting one or two not all working together like and

assembly line.

Please do not forget that historically underrepresented groups are still going to be

disenfranchised. Provide support services that are culturally empathetic to those groups.

Although pathways is going to become a reality, the reality is that traditionally

marginalized students are still going to need our support. I hope that appropriate

training prevents departments and individuals from becoming “gate keepers” and giving

everyone a fair chance to achieve “their” goals and not what we think they can achieve.

none...

Key leaders of Guided Pathways should watch Simon Sineck's you tube "Start with the

Why". We always start with the "what" or the "how" and as a result never get sustainable

institutional commitment or synergy.

Inclusive decision making strategies must include students with learning

challenges/disabilities to ensure educational resources, support and academic success.

Thank you.

In the areas that I indicated disagree, the answer reflects a lack of systemic cross-district

structures. Good things are happening, but they needs to be system wide.

If a student needs a class to graduate and that class is full or cancelled because of low

enrollment, what happens to the student? They have to wait for a semester? So what is

the point of trying to push them out faster?

I think that the college leadership needs to make sure that counselors and teaching

faculty understand their roles in this process. Teaching faculty should be utilized as

advisors regarding job market and career info and should never be counseling students

on requirements as they are not trained. Counselors should be more involved in Guided

Pathways since they are the experts in career counseling, career clusters and

requirements for certificates, AA degrees and transfer requirements. Including one

counselor on the committee is not sufficient. Counselors should be the majority on the

campus wide committee. Also, counselors should be facilitating flex day activities



involving GE patterns etc., not teaching faculty who do not understand GE patterns and

requirements.

I personally do not like the idea of a single pathway for a student. Where is the diversity

of thought, when a student cannot choose their own interests (GE)? Also, I feel that our

website needs serious attention NOW. Trying to view the spring schedule of classes?

Good luck! Lastly, are we losing students to "for-profit" schools? I feel that their

marketing techniques are far better than ours (however, I did see yesterday a Delta add

while on TMZ app....YAY). I am truly looking forward to being a part of these discussions

and appreciate the transparency from Dr. Hart and committee.

I hope that our goal as a college is to implement guided pathways in a way which

increases student success. Which is to say, we should not be providing "pathways to

mediocrity." We can prevent mediocrity by continuing to encourage students to explore

their electives and general education options. I would hope we would not encourage all

students to take the same few courses.

I do not even know all our campus offers on campus, let alone expect students to know.

The flex day guided pathway activity was not clear with a definition, objective or purpose.

Roles are not defined.

Guided Pathways does help Students, Staff and Classified works to do a better job and

able to help many people that take their education serious.

Given the large-scale change that is expected from Guided Pathways implementation at

our College, communication in the near term and extended future should be cultivated

by having periodic and regular discussion forums to elicit ideas and thoughts from all

participating groups.

Give a frame work across the subjects so faculty can be consistent.

As we are not currently doing most of these things, I am looking forward to seeing

improvement on all of these areas. I have high hopes that Delta will finally engage in

meaningful shared governance to implement guided pathways instead of just providing

lip service as we have done in the past. I also wonder why this survey wasn't done earlier

when we were applying for the grant to gauge campus interest. I think the answers on

this survey are going to be quite different from what was submitted on the application.

As it relates to the Guided Pathways model, it is important that the college also take into

consideration the community we serve. We are in the central valley, although the literacy

rates are low, we do have student gems that come out of the valley. It is choice that

helped these students reach their academic goals. Design of the Guided Pathways

programs should ensure that the college does not become a cookie cutter method of

education with limitations on student outcomes and choices. CTE programs are

wonderful but they should not change the open access format of our college. Mindful

consideration must be taken into account when designing these programs to ensure a

return to the early system of "tracking" does not take place again. I am excited at the

possibilities of guided pathways but fear the outcome will be driven by predictive

enrollment and course offerings and limited options to ensure bottom line priorities.



This is a serious opportunity we have in front of us. We should look at best practices

from FSU, Guttman, and Queensborough CC in the CUNY system to determine what

design and best practices we can learn from.

As an adjunct I know what my department is doing, but I often do not know about the

rest of the college - so, while I imagine it may be similar in other departments, I just do

not know much about the whole picture.

guided pathways self-assessment survey results...curricular innovations including creation of math...

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