GUIDED PATHWAYS INSTITUTE

December 2014Sponsored by MCCA Center for Student Success

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

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RN

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MUSKEG

ON

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MICHIG

AN

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JACKSO

N

All Mich

igan

Com

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olle

ges Gra

duat

ion

Rate

Natio

nal 2

-yr P

ublic

Gra

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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

MCCA COHORT I - TIMELINE

January – April 2016 Finalize default pathways

April - August 2016 Register students

September 2016 Students start pathways