Career and Employer Services Website is available (75%) Website available with information about Transfer and Articulation Agreements (90%) Promote Career and Employer Services Website Promote College/ University visits on Articulation/Transfer website Work with Career & Employer Services Department to better market career placement opportunities for students Work with University Relations Office and Public Relations to market the information Programs are aligned with high school endorsements and are clearly mapped across the two sectors. High school students know which high school courses, including dual credit courses, they should take to be prepared to seamlessly matriculate into college programs. HB 5 Career Pathway Framework clearly maps high school endorsements to STC degrees and certificates, and includes student support services information (75%) Need to review and update informational booklets and website Increase student awareness and usage of Degree Works Make endorsement maps more student-oriented Annually review and update informational booklets and website Develop strategies to enable students to access DegreeWorks Expand DegreeWorks trainings to Dual Credit Faculty and HS officials Work with Public Relations & Marketing to provide student-oriented maps across a variety of mediums Programs are aligned with 4-year institutions where the majority of students transfer and are clearly mapped across the two sectors. Transfer students know which college courses they should take to be prepared to seamlessly transfer into baccalaureate programs without loss of credit leading toward the targeted degree. Articulation Agreements for Transfer Programs (80%) College offers Bachelor programs for AAS students (55%) Not 100% of programs seamlessly transfer Develop map process for high-transfer majors and higher-transfer institutions Reduce excess credit hours taken above Better align programs with primary feeder institution, and increase applicability of transfer courses to university degree Develop strategies to increase student awareness of excess credit hour implications Develop strategies to ensure students take
This tool is designed to help your college assess how far along you are in implementing essential guided pathways practices at scale. In column 2, briefly describe what your college currently does relevant to each of the essential guided pathways practices listed in column 1 and indicate the extent to which the college has implemented each essential practice at scale. In column 3, indicate what improvements are needed to current practices. Don’t be concerned if your college has made little progress in implementing any given practice. Conversely, if your team has indicated complete implementation in all practices, you may want to revisit your team’s responses to ensure an honest and courageous appraisal. In column 4, list the major steps your college needs to take to implement the given practice at scale. This form will help your college as you develop a plan for implementing guided pathways at scale at your college. Project partners will also use this information to monitor your college’s progress in implementing guided pathways over time. Guided Pathways Essential Practices Current Practices and Estimated % of Programs Affected in Fall 2016 Improvements Needed Steps Toward Implementation at Scale Every new college student is helped to explore career/college options, choose a program of study and develop a full-program plan as soon as possible. Departmental faculty advising – (50%) College Success Course (33%) New Student Orientation (60%) Counseling & Career Center; Career Cruising Assessment; College Central (Resume) (20%) Dual to Degree Orientation (90%) Dual to Degree Pathways Documentation (80%) Career specialized by program NAH, Law enforcement (30%) High School on campus visits (60%) Financial Aid Fairs (100%) Holistic advising (50%) Development of a comprehensive, systematic approach to ‘career’ guidance Improve collaboration with ISDs vis-à-vis potential career exploration Start substantial reflection/exploration earlier in academic career Develop strategy to help students who take the TSI exam and require a significant amount of developmental coursework to put them on a pathway and help them complete Embed TSI assessment results as part of advising and pathways selection process (example: honesty about rigor of ADN program). Provide guidelines to advisors. Promote options to students and “back-up” plans if the first pathway cannot be maintained. Attend TPP Institute #1 Figure out what information students are using to choose their program of study
Remediation early – in high school Special supports are provided to help academically unprepared students to succeed in the “gateway” courses for the college’s major program areas—not just in college-level math and English—as soon as possible. Puente Program (5%) CLE (85%) Online tutoring (30%) Supplemental Instruction (25%) College Success course (30%) EDUC/PSYC 1300 (20%) Starfish EAS (20%) New Mathways (5%) ABE 1-3 Initiative (5%) Learning Communities (0%) Hybrid courses (15%) Co-requisite (30%) Project Hire (40%) Pre-requisite review (100%) STEM Accelerator PD (40%) HSI Grant: FOCUS Academy and NEFA (New Enhanced Faculty Advising) (60%) Scaling up Fresh look at “gateway” courses – i.e., the Core Develop strategy to prepare students for TSI Exam Pick and fund Thorough review of RAND (ABE 1-3 initiative) data/report Required math courses are appropriately aligned with the student’s field of study. New Mathways (5%) Feedback/contributions from all programs regarding appropriateness/necessity of various mathematical courses/skills Program/curriculum review Intensive support is provided to help very poorly prepared students and adult basic learners to succeed in college-level courses as soon as possible. Substantially revised Developmental Education Plan (100%) Math QEP (100%) Co-requisites (30%) My Foundations Lab (25%) Developmental ESL (0%) Fresh look at holistic of “very poorly prepared …” Realistic career advising Better alignment between and higher education Active engagement/commitment of stakeholders Clarification of educational/career goals Contextualized curricula 3. Keeping Student on the Path
year for their programs. They develop action plans based on their data annually. (75%) (versus only a data management tool). The college tracks mastery of learning outcomes by individual students and that information is easily accessible to students and faculty. Faculty report course learning outcome attainment, but are not required to submit student artifacts (75%) Syllabi outlines program and course learning outcomes (80%) Assessment process changes to include sampling student artifacts versus collecting student CLO attainment. Timely communication to students regarding mastery of learning outcomes. Adopt a system and process where student artifacts can be collected and evaluated. Assessment taskforce committee recommendation to encourage faculty to submit learning outcome attainment before semester ends.- The college assesses effectiveness of educational practice (e.g., using CCSSE or SENSE, etc.) and uses results to create targeted professional development and implementation action plans. The college uses a of internal and external data assessing the implementation of best practice in student learning (CCSSE, SENSE, etc.) Results are reviewed by the Planning and Development Council and used to identify faculty professional development needs and develop action plan for professional development offerings (100%) Encourage more faculty to take advantage of professional development opportunities Identify future needs to expand sessions for faculty Identify faculty by department who have not attended professional development sessions and encourage greater participation Encourage faculty participating in professional development to new ideas and benefits received with colleagues in departments