guided pathways self-assessment tool-ohlone college · guided pathways are consistently a topic of...

GUIDED PATHWAYS SELF-ASSESSMENT TOOL-Ohlone College

Self-Assessment Outline-Summary Assessment by Participatory Governance Groups

Scale of Adoption

Key Element Pre-Adoption Early Adoption In Progress Full Scale

>.... ::, O" C-

1. Cross-Functional Inquiry X

2. Shared Metrics X

3. Integrated Planning X

C t:1.0·;;; QJ

Cl

4. Inclusive Decision-Making Structures

X

5. lntersegmental Alignment X

6. Guided Major and Career Exploration Opportunities

X

7. Improved Basic Skills X

8. Clear Program Requirements X

C .Q..... "' ..... C QJ

E QJ

a. E-

9. Proactive and Integrated Academic and Student Supports

X

10. Integrated Technology Infrastructure

X

11. Strategic Professional Development

X

12. Aligned Learning Outcomes X

13. Assessing and Documenting Learning

X

14. Applied Learning Opportunities

X

Overall Self-Assessment X

Governance Groups Participating

CC-College Council

DDAS-Deans, Directors, Administrators, Supervisors

ET-Executive Team

FS-Faculty Senate

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GUIDED PATHWAYS SELF-ASSESSMENT TOOL

Self-Assessment Outline-Ohlone Participatory Governance Groups Assessment Scale of Adoption

Key Element Pre-Adoption Early Adoption In Progress Full Scale

>.... ·-::::J C" C-

1. Cross-Functional Inquiry FS DDAS, CC ET

2. Shared Metrics DDAS, FS cc ET

3. Integrated Planning DDAS, ET, CC,

FS

C .!!!l 1/1 QI

Cl

4. Inclusive Decision-Making

Structures

DDAS, FS cc ET

5. lntersegmental Alignment DDAS, ET, CC,

FS

6. Guided Major and Career

Exploration Opportunities

DDAS, FS ET,CC

7. Improved Basic Skills DDAS, ET CC, FS

8. Clear Program Requirements DDAS, ET, CC,

FS

C 0 ·.;:::; ro.... C QI

E QI

C. E-

9. Proactive and Integrated

Academic and Student Supports

ET, FS DDAS, CC

10. Integrated Technology

Infrastructure

FS DDAS, ET, CC

11. Strategic Professional

Development

DDAS, ET, FS cc

12. Aligned Learning Outcomes DDAS, ET, CC,

FS

13. Assessing and Documenting

Learning

FS DDAS, CC ET

14. Applied Learning

Opportunities

DDAS, FS ET,CC

Overall Self-Assessment

DDAS=Deans, Directors, Administrators, Supervisors

ET= Executive Team

FS= Faculty Senate

CC= College Council

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Self-Assessment Items

INQUIRY (1-3) Engage campus stakeholders in actionable research and with local data; create consensus about core issues and broad solutions.

KEY ELEMENT SCALE OF ADOPTION

Pre-Adoption Early Adoption Scaling in Progress Full Scale

1. CROSS-FUNCTIONAL INQUIRY

0 College currently does not have or is not planning to form

X Inquiry around guided pathways and/or student outcomes is happening in

0 Inquiry is happening in cross- functional teams that include

0 Inquiry is happening in cross-functional teams that include faculty, staff

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.

cross-functional teams to regularly examine research and data on student success.

areas of the college (e.g., by department, division, learning community, special project, initiative), but it is in siloes.

Some programs have examined local data, agreed that improvement is necessary, and are engaged in actionable research but action is limited to solutions within programs.

faculty, staff and administrators.

Student voice and/or research on student success and equity are not systematically included and/or focused on closing the equity gap(s).

Guided pathways are consistently a topic of discussion.

and administrators.

Student voice is brought in systematically through focus groups, interviews and representation of students in key meetings.

Research on student success and equity are systematically included and focused on closing the equity gap(s).

Guided Pathways are consistently a topic of discussion.

Scoring was determined by examining each of the participating governance groups score and choosing the score where there was consensus, or where there was no clear consensus, we chose the score closest to a compromise.

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One of the challenges we faced is that some individuals assessed only through the lens of the College's engagement with Guided Pathways only, and others used a more institutional lens.

Challenges Depth and breadth of research we need will be difficult. Culture of a few people holding a lot of power that is changing. Cross Cultural interaction may be difficult. Open lines of communication without bias is important. Currently we work in silos with little communication.

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KEY ELEMENT

SCALE OF ADOPTION


2. 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.

0 College is currently not conducting or planning to conduct research on shared metrics that could be used by cross-functional teams to come to consensus on key issues.

X Key benchmarks and progress on student data are used.

They are beginning to be aligned across initiatives.

0 College has defined metrics that are shared across its different initiatives.

But, student data are not systematically or regularly tracked to inform progress across initiatives.

Data for all metrics are not disaggregated and are not systematically and consistently examined with a focus on promoting equitable outcomes for students.

0 College uses shared metrics across the different initiatives to understand how student success has improved.

College regularly revises and revisits college plans in response to those findings.

Data for all metrics are disaggregated.

Data for all metrics are disaggregated and systematically and consistently examined with a focus on promoting equitable outcomes for students.

Campus stakeholders meet regularly to examine progress on benchmarks, discuss strategies for improvement, and revise plans as needed.

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Scoring was determined by examining each of the participating governance groups score and choosing the score where there was consensus, or where there was no clear consensus, we chose the score closest to a compromise. One of the challenges we faced is that some individuals assessed only through the lens of the College's engagement with Guided Pathways only, and others used a more institutional lens. Accomplishments We have the data but it is more appropriate for program review. Happening in select initiatives not cross functional. Challenges

1. In depth data is missing and more appropriate for program review. Should become integrated planning for SSSP, BSI etc.; Research may not include metrics that are fully transparent; difficult to decipher; Understanding data and knowing what to ask for; Benchmarks at state different than Ohlone benchmarks; We need different data specifically geared to our programs.

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SCALE OF ADOPTION

KEY ELEMENT

3. 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

Pre-Adoption

0 College is currently not integrating or planning to integrate planning in the next few months.

Early Adoption

X Initial conversations have taken place, mostly among stakeholder leadership including administrators, faculty, and staff.

There is a commitment by constituency leaders to engage in institution-wide dialogue to improve student success and align different planning processes.

College governance bodies are routinely and formally apprised of opportunities to engage in integrated planning.

Scaling in Progress

0 Some conversations have taken place, with all of the key constituency groups at the table.

Consensus is building on main issues. Exploration of broad solutions to align different planning processes is still in progress.

College governance bodies are routinely and formally apprised of opportunities to engage in integrated planning, and with the help of internal partners (i.e. Classified Senate and Academic Senate) are

Full Scale

0 College-wide conversations have taken place with all key constituency groups including: Instructional, counseling, and student support faculty and staff, administrators, and students.

All stakeholders reach consensus or agree to move forward on main issues and have identified possible broad solutions.

Research, evidence, student data and a Guided Pathways framework inform ongoing planning. Regular joint planning meetings revisit and revise existing plans and strategize about key

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Program (BSI/BSSOT)

• Equity Planning (Student Equity/SE)

• Strong Workforce Program (SWF)

beginning to routinely inform and engage their constituents around integrated planning.

overarching strategies across the main college initiatives.

Integrated plans and overarching strategic goals drive program improvement, resource allocation, as well as professional development using a Guided Pathways framework.

College governance structures are regularly used to discuss issues, vet solutions, and communicate efforts.

Scoring was determined by examining each of the participating governance groups score and choosing the score where there was consensus, or where there was no clear consensus, we chose the score closest to a compromise. One of the challenges we faced is that some individuals assessed only through the lens of the College's engagement with Guided Pathways only, and others used a more institutional lens.

Accomplishments

Have a first attempt at college-wide integrated plan for SSSP/ BSI/ and Equity Challenges No identified leadership/facilitator or financial support for that leadership; Need to make this cross functional across campus

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DESIGN (4-8) Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways.

KEYELEMENT SCALE OF ADOPTION

Pre-Adoption IEarly Adoption IScaling in Progress IFull Scale

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4. INCLUSIVE o College currently X Workgroups or 0 Cross-functional 0 Cross-functionalDECISION-MAKING has not organized teams have been workgroups or teams workgroups or teamsSTRUCTURES or is planning to created, but they are (representing campus who steer the Guidedorganize cross-not yet inclusive of constituents) exist but Pathways design process College has identified key functional teams or some key campus there are no mechanisms utilize explicit andleaders that represent diverse share governance constituents: yet identified for agreed upon processes campus constituents to steer committees that instructional, gathering and infusing for gathering college-college-wide communication, will inform and counseling, and college-wide input wide input (including input and decisions regarding guide the Guided student support faculty (including student voice) student voice). the Guided Pathways Pathways effort. and staff, and into the workgroup framework. administrators. The decision making policies Cross-functional teams college plans to and processes. are in communication Constituents have developed expand the teams and collaboration withtransparent cross-functional through engaging college governancework-teams to provide the governance structures bodies.Guided Pathways effort with and hosting broad, momentum and regularly inclusive discussionsprovide opportunities for and forums. broad college-wide input.

In addition, this plan strategically engages college governance bodies college-wide.


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Accomplishments Have a college-wide integrated plan for SSSP/ BSI/ and Equity Challenges No identified leadership/facilitator or financial support for the leadership for Guided Pathways; Need to make this cross functional across campus

1.

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KEY ELEMENT

SCALE OF ADOPTION


5. INTERSEGMENT AL ALIGNMENT

0 College is currently not

0 Coordination between high school feeder

X Coordination between high school feeder

0 Coordination between high school

(Clarify the Path) partnering or planning to partner

district(s), four-year institutions, and industry

district(s), four-year institutions, and industry

feeder district(s), four-year institutions,

College engages in with their feeder partners have been partners is occurring across and industry partners systematic coordination and destination established, but the the college, and some

. .1s occurrmg across

with K-12, four-year institutions and/or partnerships are not strong partnerships are stronger the college, with institutions and industry local industry to and/or inconsistent across than others, with some strong partnerships partners to inform program align program the college. pipeline alignment from and pipeline

requirements. requirements. each partner established. alignments across the various partners.


Accomplishments Many ADTs; Biotech lab and Engineering programs are aligning with HS; agreements with Galladet; CTE Advisory committees; Project Lead the Way Challenges

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Need increased resources for articulation; industry connections vary a lot by subject area; Continued improved K-12 relationships to create college-going culture and career development;


KEY ELEMENT

SCALE OF ADOPTION


6. GUIDED MAJOR AND CAREER 0 College is X Discussions are 0 Programs of study have 0 Programs of study

EXPLORATION currently not happening about ways been clustered into broad have been clustered into

OPPORTUNITIES implementing or planning to

to cluster programs of study into broad

interest areas (such as meta-majors or interest

broad interest areas (meta-majors) that share

(Help Students Choose and implement interest areas. areas) that share competencies.

Enter a Pathway) structures to scale students' early major and career

competencies.

College has not yet Foundation and/or gateway courses, career

College has structures in place exploration. implemented meta- exploration courses, to scale major and career majors/interest areas. workshops and other exploration early on in a scalable structures are student's college experience. College has not yet created

foundation courses, gateway courses or other scalable mechanisms for major and career exploration.

designed to help students choose a major early on.

Cross-functional teams including instructional, counseling, and student support faculty and staff

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from different departments and divisions collaborate on clustering programs. Student input is systematically included into the process.



Accomplishments

Movement in CTE is being made

Challenges

Resources needed to support work. Identify the need. Lack of desire to change requires cultural shift. Need staffing - dedicated counselors

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KEY ELEMENT

SCALE OF ADOPTION


7. IMPROVED BASIC SKILLS

(Help Students Choose and Enter a Pathway; Ensure Students are Learning)

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 GP A, course grades, non-cognitive measures) for placement Co-requisite• remediation or shortening of developmental

0 College is currently not engagmg m or planning to develop strategies to improve student access and success in transfer-level math and English coursework.

0 College is currently piloting one or more of the evidence-based strategies listed in the "key element" description to increase access to and success in college and/or transfer-level English and math courses.

X College has scaled one or more instance of the evidence-based strategies listed under "key element," but others are still in the pilot stage.

0 College has scaled relevant evidence-based strategies and has attained large improvements in the number of students that pass college and/or transfer-level English and math courses within a year of enrollment regardless of initial placement level.

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sequence • Curricular

innovations including creation of math pathways to align with students' field of study.


Accomplishments English has eliminated lower level of Basic Skills; Oh lone Math Gateway (OMG) program, A2Pi (Accelerated math); Challenges Math 158 (alternative for statistics pathway) was denied by the CSUs; Scheduling is a challenge when you take into consideration co-requisite Basic Skills; should we offer BS as noncredit? Curriculum development necessary.

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KEY ELEMENT

SCALE OF ADOPTION


8. CLEAR PROGRAM REQUIREMENTS 0 College is

currently not X Some programs have worked to

0 Cross-disciplinary teams of instructional

0 Cross-disciplinary teams of instructional (including

(Clarify the Path) providing or planning to provide clear

clarify course sequences, but teams do not represent

(including math/English, GE, CTE) and counseling

math/English, GE, CTE) and counseling faculty have mapped course sequences.

College is clarifying course program cross-disciplinary faculty have been sequences for programs of requirements teams of faculty. convened and are Key educational and career study (including key for students. mapping out course competencies (including transfer milestones) and creating A few course sequences. and major requirements and labor predictable schedules so that offerings and market information) are used to students can know what they schedules are Some course offerings develop course sequences. need to take, plan course designed to meet and schedules are schedules over an extended student demand. designed to meet Teams create default program period of time, and easily see student demand and maps and milestones for program how close they are to Some courses are offered at times and in completion/transfer, so that completion. College offers offered at times, and a manner that enable students can easily see how close courses to meet student in a manner, that students to complete they are to completion. demand. enable students to

complete their their programs of study in a timely fashion.

Course offerings and schedules are designed to meet student

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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).

programs of study in a timely fashion.

demand and are offered at times, and in a manner, that enable students to complete their programs of study in a timely fashion.


Accomplishments Outreach to NMHS and James Logan, Science Night; STEM night; multimedia, CNET and Biotech have created initial map of courses Challenges

Order and sequencing of courses; resources necessary to sit down and create a schedule, improved faculty-counseling relationship

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IMPLEMENTATION {9-14) Adapting and implementing the key components of Guided Pathways to meet student needs at scale.

KEY ELEMENT

SCALE OF ADOPTION


9. PROACTIVE AND INTEGRATED STUDENT SUPPORTS

(Help Students Stay on the Path)

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.

0 College is currently not implementing or planning to implement proactive and integrated student supports.

X The college has begun conversations about increased coordination and collaboration between student supports, instruction, and counseling.

Processes and tools are in place to monitor student progress and provide timely support; but are only used by a few staff and/ or departments and are not used consistently.

There are few and/or irregular structures that allow for support services staff, counseling faculty, and instructional faculty to meet, collaborate, and

0 Collaboration between the instructional and support services occurs in specific programs.

Processes and tools are in place to monitor student progress and provide timely support; and are used by most staff and/or departments, but may not be used consistently.

There are some structures that allow for support services staff, counseling faculty, and instructional faculty to meet, collaborate, and discuss ideas, the challenges students face, and ways to improve coordination and supports.

0 The college has been able to scale ways in which proactive supports are provided to most students. The college is able to track in which program each student is, and how far away students are to completion.

Student progress is monitored; mechanisms are in place to intervene when needed to ensure students stay on track and complete their programs of study.

There are several regular structures that allow for support services staff, counseling faculty, and instructional faculty to meet, collaborate, and discuss ideas, the challenges students face, and ways to improve coordination and supports.

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discuss ideas, the challenges students face, and ways to improve coordination and support services.



Accomplishments

Science night/ STEM night; Gender Faire; Starfish; clubs; Basic Skills presentations, peer mentoring.

Challenges

Communication of programs available to students; difficult life situations for our students; need to include students in the discussion; resources for student support specialists

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IMPLEMENTATION (9-14) Adapting and implementing the key components of Guided Pathways to meet student needs at scale.

SCALE OF ADOPTION KEY ELEMENT

10. INTEGRATED TECHNOLOGY INFRASTRUCTURE

(Help Students Choose and Enter a Pathway; Help Students Stay on the Path)

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

Pre-Adoption

0 College currently does not have or plan to build an integrated technology infrastructure.

Early Adoption

X The college has in place technology tools to support academic planning and counseling, but these tools are not used consistently and/or do not provide timely planning, support, and tracking capabilities.

Scaling in Progress

0 The college has in place technology tools that enable students, counselors, and faculty to track student progress through a defined pathway and provide some timely planning, support, and tracking capabilities.

Full Scale

0 The college has in place technology tools to support planning, implementation and ongoing assessment of guided pathways, including: academic planning; placement; advising; tracking; completion outcomes: career counseling, including employment and salary information; and transfer and bachelor's degree attainment data.

College has the capacity to manage and connect course scheduling with student needs and default schedules. The technology infrastructure supports integrated reporting, auditing, and planning processes.

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( e.g., Starfish, early alert system, etc.)

• Data on career and employment opportunities including salary and requirements (e.g., SalarySurfer, other)

• Others Scoring was determined by examining each of the participating governance groups score and choosing the score where there was consensus, or where there was no clear consensus, we chose the score closest to a compromise. One of the challenges we faced is that some individuals assessed only through the lens of the College's engagement with Guided Pathways only, and others used a more institutional lens.

Accomplishments Starfish; students have email; Career services manager Challenges More counselors and IT staffing to support resources; adjunct training; Students can't monitor their progress due to limitations of the software . (SIS)

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SCALE OF ADOPTION

KEYELEMENT

11. STRATEGIC PROFESSIONAL DEVELOPMENT

(Help Students Stay on the Path; Ensure Students are Learning)

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.

Pre-Adoption

0 College is currently not offering or planning to offer professional development (PD) opportunities aligned with needs and priorities identified in integrated plans, program review, and other intentional processes.

Early Adoption

X Professional development is provided to faculty, staff and administrators but the development and offerings of PD is not aligned with the college's strategic goals identified in an integrated planning process, or there are gaps in systematically identifying and meeting those goals.

Scaling in Progress

0 Some but not all PD opportunities are developed to intentionally support the college's strategic goals identified as part of an integrated planning process.

Strategic professional development includes systematic, frequent and strategic attention to:

• Using learning outcomes assessment results to support/improve teaching and learning.

• Providing updated information across the college to enable faculty and

Full Scale

0 PD opportunities are available for staff, faculty and administrators and are strategically developed to meet the college's overarching goals, shared across initiatives. Assessment of learning outcomes and other data driven processes are continuously used to identify the areas of greatest need for PD to help the college meet its overarching strategic goals.

Strategic professional development includes systematic, frequent and strategic attention to:

Using learning outcomes• assessment results to

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staff to refer students to academic and non-academic supports and services as necessary. Improvements in• those college processes directly serving students. Leadership capacity• and stability for all areas on campus and the college as a whole. Practice analyzing• student data ( qualitative and quantitative) and identifying structural decisions that can be based directly around student need.

support/improve teaching and learning Providing updated • information across the college to enable faculty and staff to refer students to academic and non-academic supports and services as necessary. Improvements in those • college processes. directly serving students. Leadership capacity and• stability for all areas on campus and the college as a whole. Practice analyzing• student data ( qualitative and quantitative) and identifying structural decisions that can be based directly around student need. Continued broad• engagement in cross-functional decision-making. Regular and consistent • training on the use of technology to support

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academic programs and student services.



Accomplishments

Oh lone Diversity and Inclusion Advisory Committee (ODIAC); Master teaching panel; EEO training;

Challenges

Financial support for strategic workshops; Physical Teaching and Learning center along with educational technologist and instructional designer

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KEY ELEMENT

SCALE OF ADOPTION


12.ALIGNED LEARNING

0 College is 0 Student Learning X Student Learning 0 Student Leaming Outcomes

OUTCOMES currently not aligning or

Outcomes (SL Os), Program Leaming

Outcomes (SLOs ), Program Learning

(SLOs ), Program Learning Outcomes (PL Os), and General

(Ensure Students are planning to Outcomes (PL Os), and Outcomes (PLOs ), and Education Leaming Outcomes

Learning) align learning outcomes.

General Education Learning Outcomes

General Education Learning Outcomes

(GEL Os )/Institutional Learning Outcomes (IL Os) are

Leaming outcomes are ( GELOs )/Institutional (GELOs)/Institutional regularly reviewed and revised

aligned with the Learning Outcomes (IL Os) Leaming Outcomes to ensure alignment, academic

requirements targeted by have been developed, but (IL Os) are reviewed and rigor, integrity, relevance, and

each program and across all they are not systematically revised for some currency.

levels (i.e., course, reviewed to ensure outcomes to ensure

program, institutional) to alignment, academic rigor, alignment, academic Results of learning outcomes

ensure students' success in integrity, relevance, and rigor, integrity, assessments are used to inform

subsequent educational, currency. relevance, and currency. professional development, and

employment, and career are linked to changes to course

goals. Results of learning outcomes assessments are not linked with professional development or changes to the course or program content.

Results of learning outcomes assessment are not consistently linked with professional development or changes to the course or program content.

and program content.

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Accomplishments:SLO assessment, SLOAC; SLOs in syllabi; monthly presentations to staff; good awareness; program reviews; links to program

reviews for access by faculty

Challenges:Knowledge of Institutional Learning Outcomes - GE outcomes and how they connect to programs; not consistently linked to outcomes

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KEY ELEMENT

SCALE OF ADOPTION


13. ASSESSING AND DOCUMENTING LEARNING

(Ensure Students are 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

0 College is currently not assessing and documenting or planning to assess and document individual student's learning.

0 Attainment of learning outcomes are not consistently tracked or made available to students and faculty.

Only a few programs examine and use learning outcomes results to improve the effectiveness of instruction.

X Attainment of learning outcomes tracked or made available to students and faculty for most programs.

Most programs examine and use learning outcomes results to improve the effectiveness of instruction.

0 Attainment of learning outcomes tracked or made available to students and faculty for most programs.

All programs examine and use learning outcomes results to improve the effectiveness of instruction.

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assessment to improve the effectiveness of instruction in their programs.



Accomplishments: SLO assessment, SLOAC; SLOs in syllabi; monthly presentations to staff; good awareness; program reviews; links to program reviews for access by faculty

Challenges Not easily accessible to students; Integrated with technology issues; Teaching Learning Institute would help connection

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KEY ELEMENT

SCALE OF ADOPTION


14. APPLIED LEARNING OPPORTUNITIES

0 College is currently not

0 Few courses and programs systematically

X Some courses and programs systematically

0 Students across most or all

(Ensure Students are offering or include include disciplines and

Learning) planning to offer applied learning

applied/ contextualized learning opportunities

applied/ contextualized learning opportunities such

degree areas have ample opportunity to

Students have ample opportunities. such as projects, as projects, internships, co- apply and deepen

opportunity for internships, cooperative ops, clinical placements, knowledge and skills

applied/ contextualized education (co-op), clinical service learning , study through projects,

learning and practice. placements, service abroad, etc. Opportunities internships, co-ops,

Opportunities have been learning, study abroad, etc. have been coordinated clinical placements,

coordinated strategically strategically within and/or service learning,

within and/or amongst amongst programs. study abroad, and

programs. other active learning activities that program faculty intentionally embed into courses and programs.


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Accomplishments

Currently offer a few internships in specific disciplines e.g. NASA, Lawrence Livermore, RN, PTA, RT; Career Center on site

Challenges

Communication about resources to students and faculty; connecting opportunities to pathways; funding for project based learning

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ADDITIONAL QUESTIONS (500 word maximum per item)

1. Based on the Self-Assessment above, what do you think best describes your college's guided pathways work overall?

o Early Adoption overall.

Please briefly explain why you selected this rating: We just started the conversation about GP this fall, and although we have many of the foundational processes in place we

have not adopted/integrated them into GP. It was an overall average of the participating groups.

2. What kinds of support would be most helpful to you as your campus begins or continues its work on guided pathways? Are there resources or supports that would most help your college progress on any particular element? Please describe:

Help in getting started.

3. Comment (optional): Please share any guided pathways practices or processes that were particularly successful for your college.

Primarily in our CE areas where the class offerings are lock-step-ie; nursing, Respiratory Therapy.

4. Comment (optional): Are there any questions, comments and/or concerns or additional information that you want to provide that has not been addressed sufficiently in this tool?

We generally feel that this assessment is a starting place and a place that has inspired conversations. Since we had over 50 individuals involved in the assessment, it was good that for the most part there was agreement among the different governance groups that participated.

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Guided Pathways Award Program Self-Assessment Signature Page

In submitting this document to the Chancellor's Office, and by our signatures, we the undersigned certify the information outlined in our Guided Pathways Award Program Self-Assessment was informed by input and agreement among a cross-functional team that spans the constituencies of the college. With submission of this document, we indicate our commitment to adopt a guided pathways framework.

Self-Assessment Signatories

Name of college

Signature, President of the Governing Board Printed Name Date signed

Signature, Chief Executive Officer/President Printed Name Date signed

Signature, Academic Senate President Printed Name Date signed

Signature, Chief Instructional Officer Printed Name Date signed

Signature, Chief Student Services Officer Printed Name Date signed

Please print, complete and mail this page to: California Community Colleges Chancellor's Office Attention: Mia Keeley 1102 Q Street Sacramento, CA 95811

In lieu of mailing, a scanned copy may be emailed to: COG [email protected]

mailto:[email protected]

Guided Pathways Award Program Self-Assessment Signature Page

In submitting this document to the Chancellor's Office, and by our signatures, we the undersigned certify the information outlined in our Guided Pathways Award Program Self-Assessment was informed by input and agreement among a cross-functional team that spans the constituencies of the college. With submission of this document, we indicate our commitment to adopt a guided pathways framework.

Ohlone College

Name of college

Self-Assessment Signatories

Mr. Richard Watters

Signatu re, President of the Governing Board Printed Name Date signed

Dr. Gari Browning

/2/J3/11 Printed Name Date sign~

Dr. Brenda Ahnatholz

Signature, A a -mic Senate President Printed Name

Mr. Duncan W. Graham ~ c¼~a)d lc:l7r / 7 .,..~ure, Chief Instructional Officer Printed Name Date signed

Dr. Minh-Hoa Ta

/c:2,.I;;,_1-::r-Signature, Chief Student Services Officer Printed Name Date signed

Please print, complete and mail this page to: California Community Colleges Chancellor's Office Attention: Mia Keeley 1102 Q Street Sacramento, CA 95811

In lieu of mailing, a scanned copy may be emailed to: [email protected]

mailto:[email protected]

guided pathways self-assessment tool-ohlone college · guided pathways are consistently a topic of...

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