August 21, 2018Andrew LaManque

Jesse MacEwan

Ohlone College Guided Pathways Update

Introductions

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Andrew LaManque and Jesse MacEwan

Thanks to the First Year Team!

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Kerrie Kawasaki-Hull Emmanuel GarciaSobia SaleemLarissa Favela Jesse MacEwan

Discussion Outcomes

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• Understand key aspects of the Guided Pathways framework

• Understand the opportunity presented by the Guided Pathways framework

• Begin to build a consensus of what Guided Pathways will be at Ohlone

Spring 2018 Guided Pathways Event

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Notes …

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Comments from the survey

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“… I was left unclear on what exactly "Guided Pathways" is … it would be useful to keep having frank discussions about the main problems our students face ..”

“The sessions were helpful in understanding the philosophy behind guided pathways, but I am still very unclear about what it really means …”

“…The concept of Guided Pathways is interesting and makes sense; how it would be carried out and what our roles would be is unclear. I think that more information is needed. I don't think money is the answer; I think innovation is the answer.”

In the news (EdSource 8/15/18)

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“Under guided pathways, students are put on a route toward a career from the get-go, taking a structured course of study that is mapped out for them. “

“Sierra College, for example, found that it needed to adopt centralized course scheduling because with its ad hoc approach, it had no way of guaranteeing that students got the courses they needed to stay on track academically, Davies said.”

The approach has elicited some grumbling from faculty members. “Not really voluntary when you tie money to the program,” said Paulette Bell, a member of the Academic Senate at Santa Rosa College. “Very disingenuous.”

Source:

https://edsource.org/2018/community-colleges-try-new-pathway-to-student-success/601264

About Guided Pathways

The Guided Pathways framework creates a highly structured approach to student success that:

Provides all students with a set of clear course-taking patterns thatpromotes better enrollment decisions and prepares students for future success.

Integrates support services in ways that make it easier for students to get the help they need during every step of their community college experience.

Source: CCCCO9

Four Pillars of Guided Pathways Pillars of Guided Pathways

Create clearcurricularpathways toemploymentand furthereducation.

Help studentschoose andenter theirpathway.

Help studentsstay ontheir path.

Ensure thatlearning ishappeningwithintentionaloutcomes.

Source: CCCCO

Key Elements of Guided Pathways

Structured onboarding process including improved placement testsand co-requisite instruction that provide students with clear, actionable, and usable information they need toget to the right start in college.

Programs that are fully mapped out and aligned with

further education and career advancement while also providing

structured or guided exploration for undecided students.

Proactive academic and career advising

from the start through completion and/or transfer,

with assigned point of contact at each stage.

Early alert systemsaligned with interventions

and resources to help students stay on the pathway,

persist, and progress.

Instructional support andco-curricular activitiesaligned with classroom learning and career interests.

Redesigning and integrating basic skills/developmentaleducation classes to accelerate students to college-level classes.

Source: CCCCO11

Key Elements - Self Assessment Summary

ACCJC Standards Related to Guided Pathways

• II.A.5. The institution’s degrees and programs follow practices common to American higher education, including appropriate length, breadth, depth, rigor, course sequencing, time to completion, and synthesis of learning. The institution ensures that minimum degree requirements are 60 semester credits or equivalent at the associate level, and 120 credits or equivalent at the baccalaureate level. (ER 12)

• II.A.6.The institution schedules courses in a manner that allows students to complete certificate and degree programs within a period of time consistent with established expectations in higher education. (ER 9)

• II.A.7. The institution effectively uses delivery modes, teaching methodologies and learning support services that reflect the diverse and changing needs of its students, in support of equity in success for all students.

• II.C.6. The institution has adopted and adheres to admission policies consistent with its mission that specify the qualifications of students appropriate for its programs. The institution defines and advises students on clear pathways to complete degrees, certificate and transfer goals. (ER 16)

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Closely Related Ohlone College Strategic Goals / Objectives

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Goal 1: Through innovative programs and services, improve student learning and achievement. (1.1 thru 1.9)

Goal 2: Provide relevant sustainable Career and Technical Education (CTE) that is responsive to student needs, supports student academic success, and prepares students to meet industry needs. (2.13)

Goal 4: Create an understanding of, and commitment to, equity across the college that ensures access and success for underrepresented and disproportionately impacted students. (4.17)

Goal 5: Ensure the college provides access to high quality courses and programs that meet the diverse educational needs of the community. (5.21).

Activities Outlined in WorkplanSpring 2018 to Summer 2019

• … establishment of cross functional teams and determination of core strategies for working cross functionally

• … articulate metrics which are implementable at Ohlone

• … work with existing college committees … to create and strengthen bonds between groups that operate independently on similar and related issues

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Proposed Guided Pathways Taskforce

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The Guided Pathways Task Force (ad hoc Steering Committee) will provide strategic guidance on the OhloneCollege Guided Pathways Work Plan through broad, and inclusive discussions between faculty, staff, administration, and students. This will include advice on the annual work plan budget allocation as well as feedback on the selection, implementation, and assessment of plan activities. The taskforce may also recommend the creation of workgroups (including membership and charge) to facilitate broad institutional dialogue on the Ohlone Guided Pathways model.

Proposed 2018-19 Coordination

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Proposed Guided Pathways Taskforce would be Co-Chaired by Andrew LaManque, Executive Dean and A faculty representative on the committee, selected to receive

reassigned time

GP and SP Themes

Guided Pathways

Importance of focusing on the

student experience

Success: Student Progress

Strategic Framework

Themes

Opportunity

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• To look at our program information from the student perspective

• To take a holistic view of how we serve students

• To remove barriers that may be impacting student success

Not about the money …

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CCCCO Guided Pathways Allocation

Challenges

• How best to integrate with existing activities

• Time!

• Need for professional development

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Operational Examples - GP Activities• Shift focus from courses to programs• Front load interest/career exploration• Develop Meta majors• Clearly define program schedules• Meet with a faculty mentor at a certain amount of units• Orientations based on meta majors• Alumni voice to help plan GP efforts

Strategic Examples – GP Activities

• How Institutional Learning Outcomes / OhloneGeneral Education (GE) Plan A Pattern is engrained into GP framework

• Using GP framework to help design dual enrollment pathways / programs

• AB 705 (assessment / basic skills) implications in GP planning / discussions

Not just a fad

• AB 705 (assessment / basic skills)

• New funding formula (student success metrics)

… involve components of the Guided Pathways framework

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Questions

• What questions, concerns, or suggestions do you have so far?

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What are the key components of the Ohlone Way that can help guide our work?

Discuss in groups ….Examples:• Closing the achievement gap• Importance of exploration• Others?

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Student Success Measures

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COLLEGE PREPARED UNPREPARED FOR COLLEGE OVERALLStudents 416 Students 849 Students 1,265

Launchboard data

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First-time to college students 2015-16, N=1,602

Includes students who enrolled in a community college for the first time in the fall of the selected year, excluding current and past concurrent enrollment students and other students with prior community college credit.

Faculty Analysis

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Source: Emmanuel A. Garcia, 4/13/2018

What other information would be helpful?

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Discuss in groups ….

What information would most help A) your department and B) the college … make changes to improve student completion?

Friday

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Participants will learn … some strategies other schools have found helpful.

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Thank You!