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Reimagining our Model to Improve Student Completion: The Guided Pathways Approach

Reimagining our Model to Improve Student Completion: The Guided Pathways Approach. Dr. Rob Johnstone Moving the Needle Conference St. Petersburg, Florida November 2016. Acknowledgements.

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Reimagining our Model to Improve Student Completion: The Guided Pathways Approach

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  1. Reimagining our Model to Improve Student Completion:The Guided Pathways Approach Dr. Rob Johnstone Moving the Needle Conference St. Petersburg, Florida November 2016

  2. Acknowledgements • The content in this presentation was primarily developed by Dr. Davis Jenkins of the Community College Research Center & Dr. Rob Johnstone of the National Center for Inquiry & Improvement • Portions of the work have been supported by the Bill & Melinda Gates, Kresge & Lumina Foundations • Other partners whose thought capital contributed to the evolution of this movement include AACC, Aspen, ATD, CCSSE, Jobs for the Future, Public Agenda, RP Group, and WestEd

  3. Reflecting on Today’s Student

  4. Building Urgency and the Case for Change

  5. Lost in a Maze

  6. GENERAL EDUCATION REQUIREMENTS(Select 12 courses from this list of more than 300)

  7. UnfulfilledExpectations ~1.5 million new cc students per year 80% intend to earn a bachelor’s 36% of transfers earn award before transfer 25% transfer to 4-year in 5 yrs 17% earn BA 6 yrs after transfer Sources: NCES and NSC.

  8. Untapped Potential: Graduation Rates by Income & Test Scores Bowen, Chingos & McPherson (2009)

  9. Redesign for Completion:A Guided Pathways Overview

  10. New Students Want to Know • What are my career options? • What are the education paths to those careers? • What will I need to take? • How long will it take and how much will it cost? • How much financial aid can I get? • Will my credits transfer?

  11. Returning Students Ask • How far along am I toward completing my program? How much more will I have to pay? • What will I need to take next term and what will my scheduled be? • What if I want to change programs? • Will my credits transfer? • How can I get work experience in my field of interest?

  12. CafeteriaCollege Paths to student goals unclear Churning Early transfer Intake sorts, diverts students Completion Skill building Students’ progress not monitored Excess credits Time to degree Learning outcomes not defined and assessed across programs

  13. Guided PathwaysCollege Clear roadmaps to student goals Churning Early transfer Intake redesigned as an on-ramp Completion Excess credits Students’ progress closely tracked Time to degree Learning outcomes/assessments aligned across programs Skill building

  14. The AACC Pathways Initiative

  15. AACC Pathways Colleges – Pathways Implementation Progress • Leadership throughout the organization necessary • All 30 colleges on path to Fall 2018 • Universal use of “meta-majors” (4 to 11) • Many have organized all completion-related initiatives under pathways umbrella - ecosystem • Some restructuring gen ed at same time • Some working on contextualized dev ed reform • 1/3 moving to new advising structure this Fall

  16. AACC Pathways Colleges – Innovative Approaches • Transfer speed dating (Jackson) • Learning teams to peer institutions (Front Range) • Year-long schedule (Cuyahoga) • Color-coded program structures (Broward & Monroe) • “Project Integration Summit” (NE Wisconsin) • “My Pathway to Graduation” (St. Petersburg) • Website Development (Indian River State College)

  17. AACC Pathways Colleges – Challenges • Technology & system integration • On-going communication and engagement (internally & externally) • Need for common terminology & common definitions • Aligning pathways with multiple transfer destinations • Ongoing enrollment / budget challenges

  18. Early Outcomes Data on Guided Pathways Reform

  19. Tennessee Community College System

  20. 1st yr - Attempted 9hrs in focus area 1st yr - Earned 9hrs in focus area 1st yr - Did not attempt 9hrs in focus area Community College Graduation Rates

  21. Incoming Freshmen who successfully completed at least 9 hours in their focus during their 1st Academic Year 56 % increase 123% increase

  22. Completion of Gateway Math by ACT Sub-score Pre-requisite Model vs. Co-requisite Model TBR Co-requisite Full Implementation 9479 Students 7422 Students Community Colleges

  23. Completion of Gateway English by ACT Sub-score TBR Co-requisite Full Implementation 6071 Students 7147 Students Community Colleges

  24. Georgia State University – A Reason for Optimism

  25. A Mystery… • The graduation rate at Georgia State University was 31% in the early 2000s • Not unusual for an urban, regional 4-year state university • So they looked at a common metric – Fall-to-Fall retention, but didn’t stop there…

  26. First Year to Second Year Retention, Georgia State University

  27. First Year Retention & Sophomore Status Rates - Georgia State University

  28. GSU Graduation Rates by Race & Ethnicity

  29. Demystifying Guided Pathways: Exploring Ten Commonly Asked Questions about Implementing Pathways

  30. Demystifying Guided Pathways Paper Released November 2015 by NCII Companion to excellent CCRC Book Available at http://www.inquiry2improvement.com/publications-resources Designed to address questions NCII, CCRC, JFF, and Public Agenda have heard in hundreds of guided pathways sessions with faculty, student services professionals and administrators Not the defining word – just food for thought!

  31. Top 10 FAQs - Redesigning for Completion Q1 - Isn’t college a meritocracy, where the strong / smart succeed, and the weak / underprepared don’t succeed? Q2 - Isn’t “free choice” the cornerstone of American higher education? Q3 – Won’t we sacrifice quality when we move to guided pathways? Q4 – Won’t we lose the heart of a liberal arts education when we make students’ journeys more structured? Q5 – Won’t faculty lose control over what is taught in their discipline?

  32. Top 10 FAQs - Redesigning for Completion Q6 – Won’t we lose enrollment if we decrease swirl with increased structure or by making things mandatory? Q7 – Isn’t all of this “hand-holding” going to create graduates that can’t navigate the workplace / real world? Q8 – Don’t students benefit when they “find themselves” by what looks like wandering to an observer? Q9 – How can students be expected to make career decisions at age 18? Q10 – Don’t students change careers 4 to 7 times – why then guided pathways?

  33. Mel Brooks: I give You These 10…No… 25 Questions… But wait, are there more? Have been collecting questions for a sequel, given my profit margin on the first paper… Working Title - Guided Pathways Demystified II: The Questions Strike Back Started to explore them in the CBD Blog post in August 2016 – next up 3 more in December 2016 Paper to be Released Spring 2017

  34. 15 More Redesigning for Completion Questions Q11 - Are guided pathways for every student? Q12 - What should the institution do when students fall off their guided pathway? Q13 - What happens if students change their minds? Do they have to start over? Q14 - Doesn't faculty workload go up under a guided pathways model? Aren't we already overworked enough? Q15 - How does a focus on teaching & learning need to evolve / shift under a guided pathways approach?

  35. 15 More Redesigning for Completion Questions Q16 - Isn't guided pathways just the next educational fad? Q17 - Aren't most students part-time? How do we build effective guided pathways for part-time students? Q18 - Isn't 15 units too much to expect from community college students? Q19 - That pathway looks great, but what about when students are 2 levels below in English and Math? Q20 - How can we get this all done by (insert date here)?

  36. 15 More Redesigning for Completion Questions Q21 - How do we best use technology to keep students on the pathways? Q22 - How do we scale the support part of corequisite courses in math & English? Q23 -How do we further emphasize equity and inclusion in the pathways approach? Q24 - How do we identify institutional barriers that are holding students back? Q25 – SPOT HELD FOR YOUR ADDITION!

  37. Final Thoughts

  38. Conclusion Guided pathways can be a strong lever for helping more students complete college and enter the workforce and achieve family security, personal growth and professional advancement. Excitement about the next five years Can envision a future where this movement transforms our system of higher education improving hundreds of thousands of lives

  39. Find Out More • NCII & CCRC websites: www.inquiry2improvement.com & ccrc.tc.columbia.edu • Dr. Davis Jenkins, Sr. Research Fellow, CCRC davisjenkins@gmail.com • Dr. Rob Johnstone, Founder & President, NCII rob@inquiry2improvement.com

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