Post on 28-Dec-2015
WHAT DO STUDENTS NEED?
Opportunities to explore fields of study See the connections between what they
are learning to what they need for a career See the program as a whole, not just a
collection of courses A clear two- or three-year calendar of
courses to take Knowledge of milestones to know they are
on track
CURRENT STATUS
Students have too many choices; requirements confusing 41 Associate Degree options 35 Certificate options 75+ Gen Ed Classes Paths unclear
Students have limited ability to choose well a career option up front
Developmental diversion Students can spend multiple semesters in DE
CURRENT STATUS
Students’ progress minimally monitored All students receive two official
communications from Jackson College: Financial Aid warning and graduation
Limited ongoing feedback and support Students choose courses based on need for
full-time load or convenience, not program requirements
Pell Grants have life time limits based on credits and semesters
Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 20090%
5%
10%
15%
20%
25%
30%
Graduation Rates (150% of normal time) by Cohort5-year trends
JACKSON All Michigan Community Colleges Graduation RateNational 2-yr Public Graduation Rate
KELLO
GG
NORTHW
ESTE
RN
ST. C
LAIR
MUSKEG
ON
LAKE
MICHIG
AN
MONROE
JACKSO
N
All Mich
igan
Com
mun
ity C
olle
ges Gra
duat
ion
Rate
Natio
nal 2
-yr P
ublic
Gra
duat
ion
Rate
0%
5%
10%
15%
20%
25%
30%
35%
ACS Group II Graduation Rate - 150%Fall 2009 Cohort
Fall 2010 Fall 2011 Fall 20120%
20%
40%
60%
80%
100%
Where are the Students now?2-year Outcomes
MissingStill EnrolledTransferredGraduated
Fall 2010 Fall 20110%
20%
40%
60%
80%
100%
Where are the Students now?3-year Outcomes
MissingStill EnrolledTransferredGraduated
PATHWAY MODELS COMPARED
SELF-SERVICE (STATUS QUO) GUIDED PATHWAYS
Program paths unclear Too many choices Opt-in career and
college planning Dev ed narrowly focused
on Math & English 101, no “soft skills” prep
Students’ progress not monitored
High School, ABE/ESL, non-credit poorly aligned with college
Clear roadmaps to student end goals
Default, whole-program schedules
Required academic plans Intake system redesigned
as “on-ramp” to program of study
Progress tracking, regular feedback & support
Bridges to college programs from High School, ABE/ESL, non-credit
GUIDED PATHWAYS
Establish career/college goal-setting from the start
Require use of program maps
Help undecided students explore majors
Use predictable “block” scheduling
GUIDED PATHWAYS
Academic support is integrated into program gatekeeper courses (not just MATH & ENG)
Progress is tracked through feedback
and support
Bridges are built from high school (dual enrollment) to college
GUIDED PATHWAYS
The career clusters should/could be different for each geographic area because they should mirror the growth areas in our communities.
Need to change the measure of successful progression from course to program
ACADEMIC MAPS
Four essential components Narrative Sample schedule Milestones Employment opportunities
BEST PRACTICEFLORIDA STATE UNIVERSITY
Since beginning to use degree maps: Increased graduation rate by 12% to 74% Increased graduation rate for African
Americans to 77%, for first-generation Pell students to 72%, for Hispanic students to more than 70%.
Cut the number of students graduating with excess credits in half.
http://www.academic-guide.fsu.edu/
BEST PRACTICEARIZONA STATE UNIVERSITY
First-time, full-time freshman retention rates have climbed to 84% since its implementation, and 91% of all students are deemed to be “on track” in their programs, up from 22% three years before.
https://webapp4.asu.edu/programs/t5/undergrad?init=false&nopassive=true
BEST PRACTICEQUEENSBOROUGH COMMUNITY COLLEGE
Students required to pick 1 of 5 “academies”: Business Health Related Liberal Arts STEM Visual and Performing Arts http://www.qcc.cuny.edu/academics/ind
ex.html
NEXT STEPS
Plan of action for student pathways with milestones
Who will be involved? Everyone General education decisions – Gen Ed
Committee DE needs and development – FS Faculty Pathway Mapping – Program Faculty
TEAM CONVERSATIONS AT THE INSTITUTE Standard template created for academic
maps
Should include further education and employment opportunities with employment demands, salaries, transfer opportunities, etc.
Clear sequence of courses for each program with specific timing and a block schedule
TEAM CONVERSATIONS AT THE INSTITUTE Milestones identified for each semester Need to be able to identify the specific
grades required in specific gateway courses in order to predict success.
Less options for Gen Eds specific to the program.
Prereqs need to be reviewed for necessity.
TEAM CONVERSATIONS AT THE INSTITUTE Need to further refine placement
process to ensure the right students are placing into DE.
Consider moving the placement test to a different point in the intake process so students have further preparation and conversation opportunities.
Need to streamline, accelerate and contextualize DE offerings
MCCA COHORT I - TIMELINE
January – April 2015 Map programs (broad strokes)
May – August 2015 Begin adding details, design intake and
monitoring processes
September-December 2015 Refinement of details of Program maps