Guided Pathways LCW Presentation, Ohlone College

January 22, 2019

Guiding Principles for Guided Pathways framework

What is GP all about?

Guided Pathways is a deliberative process of examining how we support student success. It is about finding ways to continually improve the experience for students from the time they learn about Ohlone through their transition to the workforce or transfer to a 4 year college.

Four Pillars of GP

Four Pillars of GP Clarify the Path

o All programs are mapped (with the students' end-goal in mind)

o Course sequences o Critical courses, and

contextualized/ complementary GE are aligned

Four Pillars of GP Clarify the Path Get on a Path

o All programs are mapped o Multiple measures to assess (with the students' end-goal students' needs in mind) o Accelerated/Adaptive

o Course sequences curriculum to ensure college-o Critical courses, and level credit as early as possible

contextualized/ o Educational plans complementary GE are o Integratedacademic support aligned in gatewayand critical courses

o K-12 partnerships focused on career/college program exploration

Four Pillars of GP Clarify the Path Get on a Path

o

o

All programs are mapped (with the students' end-goal in mind) to transfer and career Information on course sequences, critical courses, and recommended contextualized/ complementary general education are aligned

o

o

o

o

o

Multiple measures to assess students' needs Accelerated/Adaptive curriculum to ensure college-level credit as early as possible Educational plans Integrated academic support in gateway and critical courses K-12 partnerships focused on career/college program exploration

o

o

o

o

Stay on a Path

Ongoing, proactive academic counseling Technological tools for students to easily track their progress Building community through cohort-based offerings Systems/procedures to identify students at risk and provide needed supports

Four Pillars of GP Clarify the Path Get on a Path

o

o

All programs are mapped (with the students' end-goal in mind) to transfer and career Information on course sequences, critical courses, and recommended contextualized/ complementary general education are aligned

o

o

o

o

Multiple measures to assess students' needs and Accelerated/Adaptive curriculum to ensure college-level credit as early as possible Educational plans Integrated academic support in gateway and critical courses K-12 partnerships focused on career/college program exploration

o

o

o

o

Stay on a Path

Ongoing, proactive academic o

counseling Technological tools for o

students to easily track their progress Building community through cohort-based offerings Systems/procedures to identify students at risk and provide needed supports

Learn on the Path

Faculty-led improvement of teaching practices Systems/procedures for the college and for students to track learning outcomes

Appreciative Inquiry AI focuses on the strength of each member of a team and places high value in Collaboration and co-designing a vision for organizational change and leadership.

The Basics of Appreciative Inquiry

The AI technique involves shifting our perspective to a positive frame of mind, drawing on past success and an understandingof what works to create a more effective and sustainable future.

Reframe to Focus on Strengths The Challenge The Positive Reframe

Example: Absolutely not! You can’t go over to You have done a lot of work to maintain your GPA in your friends house to play D&D. You have a math and whatever happens, I know you will make calculus final on Monday. the right decision.

Reframe to Focus on Strengths The Challenge

Example: Changing circumstances are forcing us to reorganize how our staff members work together. People are stressed out about the unknown.

Example: We are facing big budget cuts next year. People are going to be upset for lots of reasons. Whining isn’t going to help. We will have to make some hard decisions and just power through.

The Positive Reframe

We want to be a cohesive team –understanding, supporting, and reinforcing each others’ work.

This team holds valuable, comprehensive knowledge about our organization. We have a good track record of creative problem solving and we have been successful in the past in identifying the short- and long-term implications of our decisions. We will work on a plan together.

Developing Guiding Principles Discover • Identify Strengths: what do you do well individually or as a team?

Dream • In an ideal world, how do you envision your strengths (or the strengths of your team) help students enter college, be successful while in college, ensure learning and success after college?

• Do you have any concerns that you would like addressed?

Design • Discover opportunities: do you recognize any opportunities within your concerns that could result in positive change?

• Is there student feedback that can be interpreted as an opportunity?

Guiding Principle (Draft) • Student exploration across the curriculum and the well-rounded student

(good citizens) • Guiding students vs. guiding pathways - Guiding students to a clear

pathway (their own pathway) • Student’s goal is the key objective • Using data in a robust, disaggregated, and well-defined way to inform

our work • AddressingALL students’ needs, Guided Pathways is inclusive, regardless

of educational readiness, part-time/full time status, etc.

Guided Pathways Meta Majors

Meta Majors • Meta Majors are cluster groups of degrees & certificates that are

considered similar from a student’s perspective. • Help students make the big choices (exploration of careers and

opportunitieswithin a general field of study) • Students do not have to declare a major immediately and they are less

likely to take unnecessary units • The degrees and certificates within a Meta-major share courses to help

students to complete on time

https://programmap.bakersfieldcollege.edu/academics

https://skylinecollege.edu/metamajors/

GP Design Principles for Meta-Majors (ideas)

• Faculty-driven

• Commitment from all levels of leadership

• Design from the student perspective and with the end in mind

• Map out and enhance existing building blocks

GP Design Principles for Meta-Majors (ideas)

• Faculty-driven

• Commitment from all levels of leadership

• Design from the student perspective and with the end in mind

• Map out and enhance existing building blocks

student journeys, from recruitment tocompletion.

how many students met key milestones, completed, transferred, andimproved their economic standing.

CohortsHistorically, the CCC system has displayed data in two ways―first-time studentcohortsand yearlysnapshots. Each method hasadvantagesand disadvantages, which will be discussed below. Atthe secondwork group meeting, the group will discuss each method and determine which approach is preferable.

Persona Age Dominant Characteristics Educational Goal

Tara 18 Recent high school graduate; placed into basic skills math and English; financial need

Darrin 28 Works full-time plus another part-time job; supports wife and two children; financial need

Sarah 22 Single parent; first generation; Spanish-speaker; financial need

Ramiro 24 Works full-time; veteran; medic experience

Yvette 17 Dual enrollment; LGBTQ; AP/Honor roll student placed into remedial math; athlete; part-time job; financial need

Marcos 42 Works full-time; parent; requires night classes; financial need

Alonso 36 Recent immigrant; ESL; entrepreneur

Pat 20 Child of college graduates; solid high school GPA; took time off to help with family business

Bachelor's degree

CTE certificate

Associate's degree and employment

Associate's degree (Nursing)

Bachelor's degree (Biology)

Acquire jobs skills to keep job

Basic skills (Eng) & update job skills

Bachelor's degree (Business)

Meta Majors How do we build Meta Majors for a diverse student population with varied end goals?

Meta Majors How data might be helpful in designing Meta

Majors and Pathways

Data questions focusing on studentsentry and outcomes

• How many students came from specific high schools or adult education pipelines?

• When did they earn an award? • How many students were first time degree completers? • How many students received degrees and/or certificates? • Did they transfer and where to? • How many of the students were noncredit/adult education/ESL students?

• Skills-builders/short-term career training

Questions?

Thank You