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NCII Guided Pathways Resource Series #4 – Key GP Decisions for Colleges to Consider

NCII Guided Pathways Resource Series #4 – Key GP Decisions for Colleges to Consider. Dr. Rob Johnstone Fall 2019. Attribution and thanks….

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NCII Guided Pathways Resource Series #4 – Key GP Decisions for Colleges to Consider

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  1. NCII Guided Pathways Resource Series#4 – Key GP Decisions for Colleges to Consider Dr. Rob Johnstone Fall 2019

  2. Attribution and thanks… • The content in this presentation was informed by the thought capital of a wonderful group of NCII’s national partners –including the American Association of Community Colleges (AACC), the Community College Research Center at Columbia University (CCRC), and the Center for Community College Student Engagement (CCSSE) - we again thank them for our continued partnership and their efforts helping the field with important thought capital and research

  3. Introduction

  4. Guided Pathways Colleges… • Have embarked on a mission to optimize the student experience to improve outcomes – at scale – following the Four Pillars of Guided Pathways: • Clarify Paths to Student End Goals • Help Students Get on a Path • Keep Students on Path • Ensure Students are Learning

  5. Individual College Journeys – But Similar Decisions to Make • While… • every college is on a unique improvement journey that has a multi-year history… • and colleges serve different student populations… • and are supported by a variety of local, state and national initiatives… • In working with over 400 colleges across the country we have observed that colleges must wrestle with the same fundamental decisions about how to optimize the student experience under a GP framework.

  6. While the Array of Decisions to Make is Vast… • NCII & Friends have identified a list of key decisions we see as vital to truly transforming the student experience at scale. • We have used the Loss-Momentum Framework from Completion by Design as an organizing aid for the decisions, with its focus on students progressing through Connection, Entry, Progress/Completion and Advancement stages on their journey with the college.

  7. The Four Pillars and the Loss-Momentum Framework… • Ed Bowling, Guided Pathways Coach and former CBD Cadre Chair for North Carolina, describes the use of the two frameworks this way: • The Loss Momentum Framework is a way to think about the student experience… • The Guided Pathways Four Pillars is a way to think about how we organize our colleges to respond to that experience… • The decisions on subsequent slides could easily be organized by the Four Pillars if a college so desired…

  8. Final Reflection… • Not providing answers to these decisions - we believe there are a range of approaches an individual college could take to address these key decisions • Approaches must fit the college culture and should evolve over time, as the college evaluates the effect of initial approaches on the student experience and reflects on both key performance indicators and markers of the evolved student experience • See NCII GPRS #5 for an exploration of indicators of the evolved student experience under GP

  9. Key Decisions Under a Guided Pathways Framework:Connection Stage

  10. GP Decisions: Connection (1) • How do we deepen the college’s relationship with our K-12 partners to ensure early exploration of careers and college programs? • How will we inform our K-12 partners about guided pathways-related changes at the college such as metamajors and first-semester / first-year experiences?

  11. GP Decisions: Connection (2) • How does the application process change when we roll out pathways? • Under a guided pathways approach, how does the college respond intentionally to a student who has applied? Which key steps should be added / eliminated / revised?

  12. GP Decisions: Connection (3) • How does recruiting change when we are intentionally recruiting into metamajors and/or program of study vs. into the college in general? How do we ensure that recruiting and initial advising efforts promote equitable access to programs that lead to jobs and transfer in high-opportunity fields?

  13. GP Decisions: Connection (4) • How does the college immediately begin to build the new student’s sense of connection and belonging to the college? • How do we ensure that students have the information they need to make to make an initial decision among metamajors? How do we ensure students understand the impact and consequences of their decision, as well as the ability to make changes?

  14. GP Decisions: Connection (5) • How do we translate the decision a student makes about an initial metamajors into a first-semester—or, even a first-year—schedule? • How will we identify if a student has unmet basic needs (e.g. housing, nutrition, transportation, childcare, healthcare)? How will we support their ability to access related supports?

  15. The Real Student Experience – From Students: • “Stop Encouraging Everyone to Go to College There is Not Enough Parking” • “Welcome to college – where every single person is smarter than you except for the 3 people in your group project. ” • From BuzzFeed’s “22 Things They Don’t Teach in HS That You Pretty Much Learn Immediately in College”

  16. Key Decisions Under a Guided Pathways Framework:Entry Stage

  17. GP Decisions: Entry (1) • How do we expand students’ decisions about their metamajor into meaningful participation in a “community of learners” designed to build engagement and community while supporting their ability to make more focused and informed decisions about a specific program of study? • How do we ensure that students take a well-taught, college-level course relevant to their interests in the first term?

  18. GP Decisions: Entry (2) • In order to help students make an informed decision about a program of study by the end of the first academic term, how can we assist students in exploring their interests and careers? • How do we accelerate students’ attempting and completing college-level math and English in their first year? • How do we ensure that students are taking the "right math course" for their metamajor or program?

  19. GP Decisions: Entry (3a) • Will we use a first-term course to assist students in making an informed decision about a program of study? If so… • Will this course be required? If so, for whom? • Will the course be 1, 2, or 3 units?  • Can the course be offered in a 4-week or 8-week term? • Will the course be credit or non-credit?  • Who will teach the course / what will the minimum qualifications be? • Will we offer field-specific sections of the course?

  20. GP Decisions: Entry (3b) • More first-term course questions, if applicable: • What will be the proportional breakdown between a focus on career and academic exploration and planning vs. overall college skills?   • What will be the role of the course in helping all students develop an academic plan charting out their full program? • How do we support those teaching this course through relevant and adequate professional development that grounds them in the key outcomes of these efforts? • What role will departments or metamajors have in designing and delivering such courses?

  21. GP Decisions: Entry (4) • How do we transition the first semester experience into a full, customized program plan that includes a completion date and job and transfer objectives for every student—including part-time students and students starting below college-level? • Who is exempted from identifying a metamajor and/or developing an academic plan and how does the exemption process work?

  22. The Real Student Experience – From Students: • “Some kid in the library is bragging loudly about how he got a 35 on the ACT well sir I signed up for the ACT but forgot I did and missed the test and we still ended up at the same school how does that make you feel” • “Going to school in between thanksgiving and Christmas break feels like the last lap in Mario Kart where the music is all fast and it gets really stressful” • From BuzzFeed’s “22 Things They Don’t Teach in HS That You Pretty Much Learn Immediately in College”

  23. Key Decisions Under a Guided Pathways Framework:Progress/Completion Stage

  24. GP Decisions: Progress/Completion (1) • Who will advise students once they have decided on a program and developed a full-program plan? What will be the primary domains this progress / completion focused advising will cover? • How will we deal with students who are still undecided or who change their plans after their first term? • Will students be required to meet with an advisor at “checkpoints” during their journey at the college (e.g. every semester to register, once a year, at completion of 15/30/45 units)?

  25. GP Decisions: Progress/Completion (2) • How will the college check to see if students have “fallen off” their plan (e.g. advisors, technology, both)? How often will this happen? • If a student has “fallen off their path,” who from the college will intervene? How will they get the relevant information? What resources will be available to help students get “back on path?” How will the student / staff know that the issue has been resolved?

  26. GP Decisions: Progress/Completion (3) • How will faculty and student services professionals work to embed discipline-appropriate academic supports (e.g., supplemental instruction, tutoring, lab time, required study groups) into students’ pathways? • How will the college evolve its approach to student-centered, equity-minded teaching and learning under a guided pathways framework? • How will program and metamajor faculty ensure that courses within a pathway feature active and experiential learning?

  27. GP Decisions: Progress/Completion (4) • At what intervals do program and metamajor faculty come together to review results of student learning assessments within the program pathways? • How often will the college check in with students about their career and transfer goals? • How will the college help connect students with industry and workforce opportunities through job shadowing, internships, co-operative experiences, service learning, and/or mentoring?

  28. GP Decisions: Progress/Completion (5) • How will the college ensure that it is supporting students’ ongoing financial stability needs (e.g., housing, nutrition, transportation, childcare, healthcare) that will facilitate student attendance, progress, and completion?

  29. The Real Student Experience – From Students: • “Yesterday a girl walked into class with an iced coffee and my prof told her she couldn’t have it so she just walked out and never came back and I can’t stop thinking about it” • “In high school I woke up at 6am, went to classes for 7 hours, went straight to track practice and ran 8 miles, then went home and did homework without taking a nap. In college I can’t shower without needing a nap” • From BuzzFeed’s “22 Things They Don’t Teach in HS That You Pretty Much Learn Immediately in College”

  30. Key Decisions Under a Guided Pathways Framework:Advancement Stage

  31. GP Decisions: Advancement (1) • How will the college support students applying to transfer programs and jobs? • How will the college measure and ensure equitable achievement of post-graduation success outcomes such as bachelor’s degree attainment rate after transfer, job placement rate, and living wage attainment?

  32. GP Decisions: Advancement (2) • How will the college build stronger bridges from the community college to its transfer partners to ensure a smooth transition (including financial aid & other supports)? • How will the college build stronger relationships with employers to ensure an authentic feedback loop informs curriculum and program decisions?

  33. The Real Student Experience – From Students: • “Half of my college professors are like ‘you can know nothing about me’ and the other half are like ‘and that’s why my wife left me! Anyways what’s up with y’all?” • “My first college test I got a 68 and actually cried in the classroom; today I got a 52 on an exam and took myself out for chicken tenders” • From BuzzFeed’s “22 Things They Don’t Teach in HS That You Pretty Much Learn Immediately in College”

  34. The Real Student Experience – From Students:

  35. Appendix AAgency, Attitude & Intensive Implementation: NCII’s A2I2 Cohort Model

  36. Colleges Have Made Progress… • State-level and regional projects – if they are available – are useful to colleges: JFF’s Student Success Centers, other state-level GP efforts like CAGP Demonstration • National projects like AACC Pathways also can provide professional development, thought capital and catalytic support • Colleges have a history of internal improvement efforts with varying degrees of success at scale

  37. But…increasingly colleges are asking for: • Support customized to their unique college context and improvement trajectory – not off-the-shelf • Support provided on campus, in the college environment, with a broad range of potential participants • Support provided by national experts who’ve been leading this hard, on-the-ground institutional change work for over a decade

  38. Why NCII? • NCII has worked with over 400 colleges in the past 15 years – both directly serving colleges and on state and national projects such as: • Completion by Design • The Aspen Prize for Community College Excellence • AACC Pathways Project 1.0 and 2.0 • JFF’S Student Success Centers – with specific guided pathways & student financial stability support in AR, CA, CT, MI, OH, NJ, NC, NY, OR, TX, VA, WA & WI • California Guided Pathways Demonstration Project • Beyond Financial Aid

  39. Why NCII? • A belief in customized support – there is no binder, color-coded change model or Staples “easy button” for this design & implementation work • Ability to leverage a wide range of partners who are recognized as national experts on guided pathways and student financial stability • Resonance with practitioners – faculty, student services, administrators • Adaptive throughout the change process

  40. NCII’s A2I2 Model Features • Six on-campus visits over two years • 2-3 NCII consultants, led by Dr. Rob Johnstone • Office hours between visits • Document review • Key Performance Indicator (KPI) support • Return-on-Investment modeling • A2I2 Cohort Webinars • NCII materials designed to support change process

  41. NCII’s A2I2 Model – Key Steps • Making the Case on Campus • Starting the Next Phase of the College Journey • Establishing the Foundation • GP & SFS Self-assessments • Visit 2 Interview Day • Forming and Kicking Off Customized Workgroups • Supporting Steering Committee & the Progress of Individual Workgroups • Transitioning to Sustainability & the Path Forward

  42. NCII’s Key Consultants • In addition to NCII VP of Strategy Priya Chaplot, NCII’s A2I2 visit teams draw from a pool of the top national experts with deep experience and expertise in guided pathways and student financial stability, including: • Chris Baldwin, Baldwin Consulting; Ed Bowling, GIRC; Davis Jenkins, CCRC; Alison Kadlec, Sova; Melinda Karp, Phase Two Advisory; Paul Markham, Sova; Kay McClenney, AACC; Gretchen Schmidt, AACC; Sarah Zauner, Ada Center • NCII also utilizes a network of college practitioner experts to provide on-the-ground experience

  43. Find Out More • NCII & NCII A2I2 websites: www.ncii-improve.com & www.ncii-improve.com/A2I2 • Dr. Rob Johnstone, Founder & President, NCII rob@ncii-improve.com

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