“Program Mapping 101"

1. “Program Mapping 101" Presenters: Randy Beach, Guided Pathways Task Force, Southwestern College Janet Fulks, ASCCC Guided Pathways Lead, Bakersfield College Carrie Roberson, ASCCC Executive Committee, North Representative

2. Overview What comes first – developing "meta-majors” or program mapping? Has the allure of meta-majors caused you to tackle this guided pathway component without first conducting a critical analysis of your curriculum? What does an effective approach to developing meta-majors and program mapping look like and what concerns might you expect from faculty colleagues? How can creating meta-majors with aligned program mapping provide an opportunity to collaborate in new and powerful ways? Join us for a discussion that emphasizes ways to use an activity to bring people together and re-invigorate your guided pathways efforts.

3. Overview • Why mapping? • Critical Curriculum Clean Up BEFORE Mapping • Setting the stage for successful mapping • Chicken or the Egg? Metamajors or Mapping? • Questions to Ask • Visualizing the end • Resistance? Faculty concerns

4. What is a Program Map? An academic program map is a term-by-term sequence of courses required to complete the degree/certificate in two years. This helps students understand how degree requirements can be translated into a term-by-term registration plan. A program map is intended to communicate to students the most efficient pathway that minimizes the time to degree and the courses they need to take to ensure a seamless completion or transfer.

5. What is Program Mapping? A process whereby discipline faculty, working with counseling faculty, create visual roadmaps for students that identify which courses should be taken and in what order as part of a two-year, four semester sequence. It’s a collaboration that poses practical and philosophical questions around the design of a program in order to clarify for students the value and intended outcomes of a program.

6. Clean Up – What does that mean? • Curriculum and discipline experts examining data across the institution • Asking questions – lots of questions – across programs • Not jumping to conclusions • May (or may not) mean discontinuing certain awards, programs classes • May (or may not) mean creating new awards, programs, classes • May (or may not) mean re-designing • Does mean looking at the end – employment and transfer

7. Curriculum Clean-Up • Are there courses in your catalog that are never offered? • Are there programs in your catalog that have never existed – or no longer exist? • Are there certificate and/or degree options that have never been awarded? • Who is responsible for the “clean-up” decisions?

8. Chicken or the Egg? Metamajors/Mapping

9. Chicken or the Egg? • The development of one informs the other…and vice versa • Map first, build metamajors around shared coursework • Determine metamajors first, makes it easier to identify first year experience in metamajors • First step: establish the context of innovation, experimentation, and risk-taking • Emphasize revision, data-collecting, map and metamajors validation • Establish a timeline for revision of both

10. Setting the Stage • Begin with a plan (Southwestern College) • Set goals for mapping. Establish your process documents • Establish mapping priorities • Consider incentives for faculty • Clarify the Admin role • Approach as professional development

11. Questions to Ask: General Education? • Don’t rush into this decision • Often faculty understate and overstate GE • Consider creating a GE committee to facilitate dialog • Begin thinking early about how maps will be presented to students, and how your technology frees or limits • Emphasize student need and faculty purview to make GE recommendations • Know your faculty. Is this a hill to die on?

12. Questions to Ask: General Education Patterns? • First step: ask where are your students going? • Take the time to educate faculty on GE patterns • Make your process generic enough that a map can be created for any pattern • Or create maps specific to each pattern • How closely do your three patterns align in their shared areas? LOCAL GE CSU Breadth IGETC

13. Questions to Ask: Focusing on Jobs • Mapping always begins with the end in mind • Include employability or crucial achievement milestones in your map • Many CTE programs have licensure milestones-- Celebrate them!

14. Questions to Ask: What about Part-time? • Most CC students are part-time… • Maps should be based on a standard student profile • Beginning at transfer-level ENGL / MATH • Full-time attendance • Declared transfer institution (UC or CSU not a private) • Determine who will see/use these maps • Maps are tools, not replacements for counselors • Variety of maps can be developed down the road

15. Resistance to Mapping?

16. Opportunities for Faculty Dialog • Lean into skepticism, don’t avoid it • Encourage your committee to be flexible and open • Have a data plan for collecting validating data for future iterations • Transparency! Transparency! Transparency! • Emphasize maps as communication tools, not commandments • Envision mapping as an opportunity to break down silos

17. Visualize! Visualize! Visualize!

20. The work to get to program mapper

22. What do Students Want? Exploring is easier when you have &

23. Questions and Comments

24. Additional ASCCC Resources • ASCCC GP Canvas - https://tinyurl.com/CCC-GP2018 • ASCCC Guided Pathways RESOURCES https://www.asccc.org/guided-pathways

25. Next Webinar: Meta -What? And Why? Before embarking on the development of meta-majors, you should have a clear understanding of why you are developing meta-majors. Why are meta-majors an integral element of guided pathways - and what will meta-majors mean for your college? What do you expect to gain from the development of meta-majors - and how do you ensure that your meta-majors achieve their intended purpose? Join us for an overview of the "why" of meta-majors and design principles to guide your work. November 7, 2018 12:30-1:30