Pathways Workshop Training Materials - Institutional Effectiveness ...

Pathways Workshop Training Materials JANUARY 26-27, 2017 ORANGE COUNTY

Agenda

AGENDA

IEPI PATHWAYS WORKSHOP AGENDA January 26-27, 2017 – Orange County Workshop Learning Outcomes: Attendees will be able to: • •

Articulate the overarching concepts of the Pathways redesign; and Explain to their colleagues how the four pillars of pathways (Clarify, Intake, Support and Learning) relate to various initiatives and existing strategies.

DAY ONE______________________________________________________________________________________________ 8:00 - 9:00 am 9:00 - 10:30 am

Registration and Continental Breakfast – Catalina Ballroom & Foyer Welcome and Keynote - Catalina Ballroom

Erik E. Skinner, Deputy Chancellor, Chancellor’s Office Sonya Christian, President, Bakersfield College 10:30 – 10:45 am

Davis Jenkins, Senior Research Associate, Community College Research Center Teachers College, Columbia University Break

10:45 – 11 :30 am Pillar 1: Clarifying the Path

Attendees will: • • •

Facilitator: Sonya Christian, President, Bakersfield College

Examine the clarity of the pathways at their colleges from a student’s point of view; Identify strategies used to clarify pathways; and Evaluate their college’s needs to clearly communicate pathways. Activity 1 (10:45 – 11:00am) How easy is it for a student to choose a major at your college?

1

Activity Facilitator: Janet Fulks, Interim Dean, Institutional Effectiveness, Bakersfield College

Participants look at their own colleges using their phones; choose a major and ask themselves: What classes do I need? How long will it take? How much will it cost? Panel Presentation (11:00 – 11:30 am)

Facilitator: Sonya Christian, President, Bakersfield College Panel Member 1: Marcy Alancraig, English Faculty, Cabrillo College

11:30 – 12:15 pm

Panel Member 2: Jeffrey Archibald, Communication Professor, Academic Senate President, Mt. San Antonio College

12:15 pm – 1:15

Pillar 2: Helping Students Enter a Path


Plated Lunch Catalina Ballroom

Facilitator: Adrienne Foster, DSPS, West L.A. College; Area C Representative Executive Committee, ASCCC

Share the most effective matriculation and onboarding strategies at their colleges; Describe areas that could be improved; and Assess current basic skills status and progress, including following the money. Panel Presentation on Students Entering the Path Panel Member 1: Ken Sorey, Senior Executive Vice President CalPASS Plus 2

Panel Member 2: Kathy Molloy, Basic Skills Coordinator, Santa Barbara City College, Express to Success Program SBCC

Panel Member 3: Matthew Garrett, History Faculty, Summer Bridge, Bakersfield College Panel Member 4: Jarek Janio, Santa Ana College/Centennial Education Center, Past President, ACCE 1:15 – 1:55pm

Integrated Planning, Data, and Pathways Development

Attendees will: •

•

Identify important data points for program development and institutional planning; and Describe strategies for analyzing and using data as a part of the integrated planning process, particularly as it relates to developing pathways.

Can an integrated planning process help you develop educational pathways? What are the principles at the foundation of program development? And how does data fit into the

picture? Establishing program goals while collecting, managing, and analyzing data are key

to effective program development. This session focuses on the role of outcomes and data in pathways development and effective ways to use an integrated planning framework to

guide program development. Attendees will have an opportunity to review their data and work with team members to apply the concepts to their own colleges.

Facilitator: John Randy Beach, Professor of English, Southwestern CCD, South Representative, Executive Committee, ASCCC 3

Panel Member 1: Craig Hayward, Director Research, Planning & Accreditation, Irvine Valley College; Lead, IEPI ASK Data Disaggregation Panel Member 2: Janet Fulks, Interim Dean, Institutional Effectiveness, Bakersfield College

1:55 – 2:00pm

Panel Member 3: Al Solano, Consultant, RP Group, IEPI ASK Integrated Planning

2:00 – 2:15 pm

Passing Time

2:15 – 3:00 pm

Breakouts – Laguna 1&2, Laguna 3, Newport 1&2, Newport 3 College Presentations - Lessons learned from undertaking pathways

Data Worksheet Description Kathy Booth, Senior Research Associate, WestEd

*Proceed to the breakout room with the same color dot as noted on your name badge

3:00 – 3:45 pm

Breakouts – Team Time Engage in dialogue about data.

3:45 – 4:00 pm

Discuss what is most effective on campus, what needs work and any redirection of money and/or efforts already underway. Consider creating a worksheet with the various related initiatives.

4:00 – 5:00 pm

Intersegmental & System Panel

Beverage Break - Catalina Ballroom

Facilitator: Erik E. Skinner, Deputy Chancellor, Chancellor’s Office

Panel Member 1: Van Ton-Quinlivan, Vice Chancellor, Workforce & Economic Development, Chancellor’s Office 4

Panel Member 2: Pamela D. Walker, Vice Chancellor, Educational Services, Chancellor’s Office Panel Member 3: Karen Simpson-Alisca, Assistant Director, Undergraduate Transfer Programs and Policy, Academic Programs and Faculty Development, California State University, Office of the Chancellor Panel Member 4: Monica Lin, Director, Academic Preparation and Relations with Schools and Colleges, UC Office of the President 5:00 – 5:30 pm

Davis Jenkins – Reflections on Day 1

5:30 pm

Adjourn/Dinner on your own

5

IEPI PATHWAYS WORKSHOP AGENDA January 26 – 27, 2017 – Orange County

DAY TWO_____________________________________________________________________________________________ 7:30 - 8:30 am 8:30 - 8:45 am

Full Breakfast – Catalina Ballroom

8:45 - 9:30 am

Day’s Agenda - Sonya Christian, President, Bakersfield College

Attendees will: • •

What Does a Guided Pathway Approach Mean? - Catalina Ballroom

Pillar 3: Keeping Students on the Path

Facilitator: Janet Fulks, Interim Dean, Institutional Effectiveness, Bakersfield College

List research-based support strategies to boost student success; and Identify strategies that help students to stay on the path.

Panel Member 1: Darla Cooper, Director of Research and Evaluation, Research and Planning Group

Panel Member 2: Virginia “Ginni” May, Mathematics Professor, Sacramento City College; North Representative, Executive Committee, ASCCC

9:30 – 10:15 am

Panel Member 3: Colleen Molko, Associate Dean, Career and Technical Education, Norco College Pillar 4: Ensuring the Students Are Learning

Facilitator: Janet Fulks, Interim Dean, Institutional Effectiveness, Bakersfield College 6


Describe the importance of course outlines that align to measureable program outcomes; Define program pathway specific outcomes that address the necessary soft skills, knowledge and abilities that enable students to be successful in further education or employment; and Create assessment strategies to evaluate whether students are mastering learning outcomes and building skills across each program. Panel Presentation Panel Member 1: Brad Phillips, President/CEO, Institute for Evidence Based Change Panel Member 2: Randy Beach, English Professor, Southwestern CCD, South Representative Executive Committee, ASCCC

Panel Member 3: Jarek Janio, Santa Ana College/Centennial Education Center, Past President, ACCE 10:15 – 11:15 am

Team Time Continue working on “Guided Pathways Scale of Adoption Assessment”

11:15 – 12:00 pm

Leadership Development – A Focus on Change Management

7

Attendees will: • Be provided with leadership strategies from different perspectives; • Learn different leadership strategies to assist in cross functional implementation of student success strategies like Pathways; and • Learn about potential leadership strategies focused on institutional improvement. Facilitator: Theresa Tena, Vice Chancellor, Institutional Effectiveness, Chancellor’s Office

Panel Member 1: Laura Hope, Dean, School of Instructional Support and Library Services, Co-Director, Leading from the Middle Panel Member 2: Bill Scroggins, President/CEO, Mt. San Antonio College

12:00 – 1:00 pm 1:00 – 1:30 pm

Panel Member 3: Virginia “Ginni” May, Professor of Mathematics, LRCCD Academic Senate President, ASCCC North Representative Plated Lunch - Catalina Ballroom Davis Jenkins Reflections on presentations and path forward

1:30 – 2:30 pm

Team Time Each college team will have a completed work plan for their college and be ready to share with the larger group

2:30 – 3:15 pm

College Report, Next Steps & Wrap Up 8

General Info

GENERAL INFO

GUIDED PATHWAYS ESSENTIAL PRACTICES: SCALE OF ADOPTION SELF-ASSESSMENT Institution Name: _______________________________

Date: ___________________

This tool is designed to help your college assess how far along you are toward adopting essential guided pathways practices at scale. The essential practices listed are examined in CCRC’s recently published book, Redesigning America's Community Colleges: A Clearer Path to Student Success, by Thomas Bailey, Shanna Smith Jaggars, and Davis Jenkins (Harvard University Press, 2015). For each of the guided pathways essential practices listed in the first column, convene faculty, student services staff, and administrators from across divisions at your college to discuss the extent to which the practice is currently implemented for degreeseeking students at your college. In the second column, indicate the extent to which the practice has been adopted at your college using the following scale: Scale of Adoption

Definition

Not following

College is currently not following or planning to follow this practice

Not systematic

Practice is incomplete, inconsistent, informal, and/or optional

Planning to scale

College is planning to implement the practice at scale

Scaling in progress

Implementation of the practice is in progress for all students

At scale

Practice is implemented at scale—that is, for all degree-seeking students

In column three, list the steps your college needs to take to implement the given practice at scale. This will help you develop a plan and prioritize next steps. For more information, contact Davis Jenkins, CCRC Senior Research Associate, at [email protected].

1

February 2016

Guided Pathways Essential Practices 1. MAPPING PATHWAYS TO STUDENT END GOALS a. Every program is well designed to guide and prepare students to enter employment and further education in fields of importance to the college’s service area. b. Detailed information is provided on the college’s website on the employment and further education opportunities targeted by each program.

Scale of Adoption at Our College ☐ Not following

Steps Needed to Implement Practice at Scale •

☐ Not systematic ☐ Planning to scale ☐ Scaling in progress ☐ At scale ☐ Not following

•

☐ Not systematic ☐ Planning to scale ☐ Scaling in progress ☐ At scale

c. Programs are clearly mapped out for students. Students know which courses they should take and in what sequence. Courses critical for success in each program and other key progress milestones are clearly identified. All this information is easily accessible on the college’s website.

☐ Not following

•


2

February 2016

Guided Pathways Essential Practices 2. HELPING STUDENTS ENTER A PATHWAY a. Every new student is helped to explore career/college options, choose a program of study, and develop a full-program plan as soon as possible. b. 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.



☐ Not systematic ☐ Planning to scale ☐ Scaling in progress ☐ At scale ☐ Not following

•


c. Required math courses are appropriately aligned with the student’s field of study.

☐ Not following

•


d. Intensive support is provided to help very poorly prepared students to succeed in collegelevel courses as soon as possible.

☐ Not following

•


e. The college works with high schools and other feeders to motivate and prepare students to enter college-level coursework in a program of study when they enroll in college.

☐ Not following

•


3

February 2016

Guided Pathways Essential Practices 3. KEEPING STUDENTS ON THE PATH a. Advisors monitor which program every student is in and how far along the student is toward completing the program requirements.




b. Students can easily see how far they have come and what they need to do to complete their program.

☐ Not following

•


c. Advisors and students are alerted when students are at risk of falling off their program plans and have policies and supports in place to intervene in ways that help students get back on track.

☐ Not following

•


d. Assistance is provided to students who are unlikely to be accepted into limited-access programs, such as nursing or culinary arts, to redirect them to another more viable path to credentials and a career.

☐ Not following

•


e. The college schedules courses to ensure students can take the courses they need when they need them, can plan their lives around school from one term to the next, and can

☐ Not following

•

☐ Not systematic ☐ Planning to scale ☐ Scaling in progress

4

February 2016

Guided Pathways Essential Practices complete their programs in as short a time as possible. Guided Pathways Essential Practices 4. ENSURING THAT STUDENTS ARE LEARNING a. Learning outcomes are clearly defined for each of the college’s programs (not just courses).

Scale of Adoption at Our College

Steps Needed to Implement Practice at Scale

☐ At scale Scale of Adoption at Our College ☐ Not following



b. Learning outcomes are aligned with the requirements for success in the further education and employment outcomes targeted by each program.

☐ Not following

•


c. Faculty assess whether students are mastering learning outcomes and building skills across each program.

☐ Not following

•


d. Faculty use the results of learning outcomes assessments to improve the effectiveness of instruction in their programs.

☐ Not following

•


e. The college tracks mastery of learning outcomes by individual students, and that

☐ Not following

•

5

February 2016

Guided Pathways Essential Practices information is easily accessible to students and faculty.

Scale of Adoption at Our College ☐ Not systematic ☐ Planning to scale ☐ Scaling in progress ☐ At scale

6

February 2016

Steps Needed to Implement Practice at Scale

PILLAR 1:

Clarifying the Path Pillar 1

Bakersfield College

Comprehensive Student Education Plan (CSEP) Student Name

Major

ID#

Career Goal

Referrals Admissions

Hours Worked per Week

Educational Goals Certificate

Information Given Grad Requirements

Catalog Year

Placement

Financial Aid

Transfer Center

CTE

Health Center

Transcript Eval

AA/AS/AA-T/AS-T

Major/Certificate

Counseling

Job Placement

Tutoring Center

Transfer To

Transfer courses, other

Math

DSPS

Int'l Service Center

Veterans

Other:

General Ed Pattern

AP/IB

Ed Planning

Learning Center

Writing Center

IGETC

EOPS

Placement

www.assist.org

CSU

Eng Rdg

BC Year

Fall

Spring

Course

Summer

Year

Units

Course

Total Year

Fall

Spring

Course

Fall

Total

Summer

Year

Units

Course

Total

-

Spring

Fall

Spring

Total

Summer

Year

Units

Course

Fall

Total

Summer

Year

Units

Course

-

Spring

Fall

Spring

Total

Summer

Year

Units

Course

Fall

Total

Summer

Year

Units

Course

Summer Units

-

-

Spring

Fall

Spring

Summer Units

Total

-

Comments

Counselor/Advisor/Faculty Name Student Signature

07/29/15 CNG

Counselor/Advisor/Faculty Signature

Date Date

Page 1

Bakersfield College

Comprehensive Student Education Plan (CSEP) Competency Requirements

California State University (CSU)

Circle the last course taken or the one currently taking. Students must earn a grade of "C" or higher in all courses listed below. NOTE: ENGL B60, B50, MATH B50, B60, B70, ACDV/LRNC courses cannot be counted toward the 60 units required to transfer.

A minimum requirement of 60 CSU transferable semester units must be completed with a 2.0 GPA or higher. Refer to California State University policies at www.csumentor.edu.

Assessment Placement Progression

Area A

0

00

02

01

03

04

05

06

Math ACDV B201C

ACDV B77

MATH B60

MATH B50

ACDV B72*

MATH B70

Reading ACVD B201A then retest

ACDV B62

ACDV B50

ACDV B61*

English

A1

B1 B2

A3

B3

ACDV B65

ENGL B60

LRNC B510*

Area D* D

C1/C2

D

Electives**

D

Units

*American Institutions: Two may also be counted in Area D. Refer to CSU policies. **All electives must be CSU transferable. Some CSUs may require foreign language units for graduation.

English for Multilingual Speakers (EMLS) Reading EMLS B71

EMLS B61

IGETC (UC, CSU, & Private General Education)

LRNC B508*

A minimum requirement of 60 UC transferable semester units must be completed with a 2.4 GPA or higher. For some majors, a 2.4 GPA does not make the student competative. Student must receive a "C" or higher in all courses listed below. Refer to University of California policies at www.universityofcalifornia.edu.

English for Multilingual Speakers (EMLS) Writing ACDV B201B then retest

EMLS B71

EMLS B60

EMLS B50

LRNC B505*

Area 1

LRNC B507*

English for Multilingual Speakers (EMLS) Communication EMLS B72

EMLS B62

Units

Area 2

Units

1B

Area 4*

Units

1C

1

1A EMLS B52

*Accelerated Courses Transfer Level courses

Area 3*

Units

2

Associates Degrees Only

3A

A minimum requirement of 60 degree applicable semester units must be completed with a 2.0 GPA or higher. Refer to Bakersfield College policies at www.bakersfieldcollege.edu.

3B

Area 5

3A or 3B

5A

Area A

LOTE**

Units

Area B

A1

B1

A2

B2

Area C

Units

C1

Area E*

Area D

Units

D3

PE

Electives**

Ed Planning Course

Units

Multicultural Req

Units

Units

5B 5C

Electives***

Units

*American Institutions: Two may also be counted in Area 3 and 4. Refer to UC policies. **Language Other Than English ***All electives must be UC transferable.

Units

Course

Units

D2

E1

07/29/15 CNG

Units

3

D1

Units

Units

Units

ENGL B53*

ACDV B201A then retest

Units

B4

C2

E

ENGL B50

LRNC B502*

Units

C1

Area E ACDV B201B then retest

Area B

A2

Area C

LRNC B530*

Units

Major/Certificate Units Course

Units

*Area E may be waived for some students. **All Electives must be degree applicable.

Page 2

Activity 1 - Chart a Student’s Pathway In this activity, you will divide into teams of 2 or 3 and create a simple education plan for one of the highlighted students at your college. Most students use their telephones to do this work, so realistically, you should use your phone as the research device. However, you may soon find that some of the websites or webpages at you college are not “mobile-friendly,” so you can revert to a laptop if needed. Completion of this exercise will result in a completed ed plan for your student. Please be sure you get them on the right path and help them complete their goals with the kind of support they need. Amanda Amanda dropped out of high school to help support her family. She completed her HS diploma at adult school. She is now at community college with the goal to major in psychology and American Sign Language. She ultimately wants to transfer to CSU Northridge or CSU Fresno. Amanda was placed in transfer level English and pre-algebra (three levels below transfer level math). Ivan Ivan is starting community college straight out of high school and wants to complete an Associate Degree in radiologic technology. He plans to transfer to CSU Northridge for a bachelor’s degree. Ivan was placed into algebra (two levels below transfer level math), one level below transfer in English, and two levels below transfer in reading.

Kaylie Kaylie is a psychology major and would like to become a psychiatrist. She will be transferring to a university. Kaylie was placed in transfer level English but tested into prealgebra (3 levels below transfer) even though her last successfully completed math course in high school was statistics.

Rayven Rayven joined the Air Force but left after an injury in basic training She worked full-time at Home Depot for a while and then enrolled in community college. Her goal is to become an Engineering Technician. Rayven has some learning disabilities and a hearing problem. Rayven was placed into transfer level English and pre-algebra (three levels below transfer in math). Kaitlyn Kaitlyn was co-enrolled while she was in high school and arrived at community college with 10 college units. Her major is History. She wants to transfer to a CSU and become a high school history teacher. Kaitlyn was placed in transfer level English and arithmetic 4 levels below transfer level math. Leah Leah is a continuing student who started as undeclared in 2011. She considered business or teaching, but her friends eventually convinced her to try engineering, a major she loves. She intends to transfer to the University of Washington to pursue a bachelor’s degree in Mechanical Engineering. Leah was placed into transfer level English and pre-algebra. Because she was homeschooled, Leah feels insecure and wishes to begin her English and reading coursework at two levels below transfer. Junior Junior is a Psychology major. His goal is to earn an AA-T and then transfer to Cal Poly SLO. He began summer of 2015 as a returning student and was placed into pre-algebra (three levels below transfer in math), one level below transfer in English, and two levels below transfer in reading. He questions the placement and wishes to retest.

PILLAR 2:

Helping Students Enter a Path

Pillar 2

Session 2 Helping Students Enter the Path The 4 Pillars 1. Clarify paths to student end goals

2. Help students choose and enter a pathway 3. Help students stay on path 4. Ensure that students are learning Ken Sorey, Exec. Vice President, Educational Results Partnership Cynthia Rico, Acting Dean of Student Services and Counseling , San Diego School of Continuing Education Kathy Molloy, Basic Skills Coordinator, Santa Barbara City College Matthew Garrett, History Professor & Summer Bridge Faculty, Bakersfield College 1

• Ken Sorey and Multiple Measures • Exec. Vice President, Educational Results Partnership; Project Director, Cal-PASS Plus and Project Team member for the Common Assessment Initiative and Multiple Measures Assessment Project

2

The Express to Success Program at Santa Barbara City College The Express to Success Program (ESP) offers accelerated learning communities in developmental math and English for students who assess at one to two levels below college level. The goal of the program is to get students through their developmental classes more quickly and better prepared so that they can begin taking the courses required for a degree or transfer. ESP differs from the standard learning community model where different teachers instruct the same cohort of students. Instead, students have one teacher for their classes in all of the math and English models. ESP students take two or more classes together, working collaboratively in class and forming study groups outside of class to support their learning. Students in ESP also receive full support from ESP counselors, who meet with each student to explain the program and assess the student’s placement in an ESP learning community. At this time, students sign the ESP agreement that specifies the commitment necessary to succeed in the program. One important commitment is to become a full time student and enroll in at least 12 units. ESP counselors also provide support services for ESP students throughout the semester, meet with each student to develop an individual student educational plan, and visit each learning community several times each semester to give presentations on a variety of student success topics. In addition, instructors and counselors work together closely to monitor student progress, and students who are experiencing difficulty in or outside of class are referred to the counselors, who contact the students and meet with them to help them resolve the problem. Other benefits of the program include book grants for BOG waiver students and support from Gateway tutors both inside and outside of class. These tutors are students who have taken the course during a previous semester, usually from the same instructor, and who complete an intensive training program that stresses identifying student needs and providing supplemental instruction in targeted areas. These peer tutors are especially effective in working with students since they have personal knowledge of the class, they have been successful in the class themselves, and they attend all of the class meetings so that they know what is being taught at any given time. They work in small groups or one on one with students in class and meet outside of class with students who require additional instruction. Beginning with 10 learning communities in Fall 2011, the program has grown to 23 learning communities in Fall 2016. The ESP instructional model, with its counseling and peer tutor components, has proven to be highly effective. Course completion rates and college persistence rates far exceed the college average. ESP students completed two levels of accelerated math or English in one semester at a 40% to over 50% higher rate than students taking traditional courses over a two semester period, with Latino and low income ESP students making the largest gains of all when compared to their peers. Students in the accelerated learning communities are now completing their required developmental math and English classes more quickly so that they can enroll in their college level courses sooner and with a strong foundation in their math, reading and writing skills. Because of the demonstrated success of the program, ESP received the 2012 Chancellor’s Award for Best Practices in Student Equity. More recently, ESP received recognition as the 2014 Example of Excelencia at the associate level from the national organization Excelencia in Education. For further information, visit the ESP website: http://sbcc.edu/esp/ Program Director, Kathy Molloy: [email protected] http://www.youtube.com/watch?v=0f1dKy9hMQE

Integrated Planning, Data and Pathways Development

IP, Data & Pathways

Conceptual Model of Integrated Planning DATA NEEDED: Institutional Data External Scans Other Institutional Plans

DEVELOP Goals, Objectives, Measurable Objectives, Strategies, Priorities

Determine milestones during development process to assess how the process is going. Develop process to address “unknowns”

IP Tools: Logic Model Process Improvement Guide Templates

IMPLEMENT

DISCOVER

Time for Action Hire, Allocate, Purchase, Install, etc. Integration of Other Departments

What is planning process and structure? Who’s involved? What resources are needed? IP Tools: Lit Review Self-Assessment

Mission and Vision

REPORT Make evaluation results public IP Tools: Reporting Tools Dashboards

v4

IP Tools: Templates for tracking progress

EVALUATE Evaluate progress towards goals. For multi-year plans, conduct annual evaluations, and refine strategies if needed. IP Tools: Templates Rubrics

Sudden opportunities (i.e., new funding streams) and challenges or obstacles (i.e., as budget reductions) can happen anytime during the life of a plan. An integrated planning process provides the structure to evaluate these “unknowns” and how they relate to the plans and processes already that have been established. Separate processes might need to be developed to address opportunities vs. challenges.

Integrated Planning, Data, and Pathways Development IEPI PATHWAYS WORKSHOP December 7-8, 2017

Presenters • Randy Beach, English Professor Southwestern CCD, South Representative Executive Committee ASCCC • Craig Hayward, Senior Researcher, the RP Group; Lead, IEPI Data Disaggregation ASK • Janet Fulks, Interim Dean, Institutional Effectiveness, Bakersfield College • Al Solano, Consultant, RP Group, IEPI ASK Integrated Planning

Description Can an integrated planning process help you develop educational pathways? What are the principles at the foundation of program development? And how does data fit into the picture? Establishing program goals while collecting, managing, and analyzing data are key to effective program development. This session focuses on the role of outcomes and data in pathways development and effective ways to use an integrated planning framework to guide program development

Outcomes Identify important data points for institutional planning Describe strategies for analyzing and using data as a part of the integrated planning process, particularly as it relates to success within pathways

The 4 Pillars 1. Clarify paths to student end goals 2. Help students choose and enter a pathway 3. Help students stay on path 4. Ensure that students are learning While giving them options!!

The 4 Pillars 1.Clarify paths to student end goals 2. Help students choose and enter a pathway 3. Help students stay on path 4. Ensure that students are learning

Clarifying the Path Pathways should begin with program mapping to show the steps to completion, further education, and employment Program maps align default coursework in a pathway with desired student achievement and learning outcomes Certain qualitative and quantitative data points are important for pathway development

Outcomes: Beginning with the End in Mind Outcomes state what we want students to know and do; the pathway grows around those ideas

9

Outcomes to a Pathway • Contain Knowledge and Beliefs • Achieve desired “Habits of Mind” for success after completion • Soft (transferrable) Skills for Workplace Success • Hard (career )Skills for Industry Success • These (CASH) are “data” points to guide your pathway planning 10

Assessing the Pathway • Think “outside the section” • Assess at the program level • Direct measurement of CASH rather than course to outcome mapping • Make “Understanding the Pathway” an Outcome • Assess that understanding often 11

Making the Data Work • How many units must students accumulate, before we call them graduates? – Varies widely by program

• Cal-PASSPlus – California Partnership for achieving student success data sharing consortium – See data report for your college

12

Irvine Valley College Data • Average units accumulated by degree

– Higher average units Æ fewer graduates

• 85% of incoming students are seeking a Bachelor’s degree; 10% are unclear on goal • Creating default program pathways makes a lot of sense – most of the time – Need to find ways to identify non-arbitrary default choices for general ed. Classes

• Meta Majors 13

Median College Credits upon Completion Sample College Chemistry

86

Mathematics

89

Psychology

73

Liberal Studies: Teacher…

66

Business Administration

78

Social And Behavioral Sciences

68 0

20

40

60

80

100

14

Irvine Valley College Data • Clarifying the path – Ed plans Æ particular program of study – Use Program Control Number (not TOP)

• Your application should be built around programs of study not “majors” – Direct listing of programs can be long – Organized by meta-major categories – Clarified in ed planning sessions with counselors 15

Bakersfield College Data • Units to a degree • KPI’s milestones – How do we know when students are on the path? • Student and Faculty Focus Groups • New data and new understanding • Only 18 Units in an area of focus

16

2012-2013 Total students

24,384

Certificate, degree or transfer After 3 years

3604

Skills Builders

1352

Life long learning

1220

Bakersfield College 2012-2013 Student Population and Outcomes

4% 4%

Total students

12%

Certificate, degree or transfer Skills Builders 80%

Life long learning

Graduating in Math at Bakersfield College

• Sample Pathways at BC

Conceptual Model of Integrated Planning DATA NEEDED: Institutional Data External Scans Other Institutional Plans

DEVELOP Goals, Objectives, Measurable Objectives, Strategies, Priorities IP Tools: Logic Model Process Improvement Guide Templates

Develop process to address “unknowns”

IMPLEMENT

DISCOVER

Time for Action Hire, Allocate, Purchase, Install, etc. Integration of Other Departments

What is planning process and structure? Who’s involved? What resources are needed?

IP Tools: Lit Review Self-Assessment

Mission and Vision

REPORT Make evaluation results public IP Tools: Reporting Tools Dashboards

v4

Determine milestones during development process to assess how the process is going.

IP Tools: Templates for tracking progress

EVALUATE Evaluate progress towards goals. For multi-year plans, conduct annual evaluations, and refine strategies if needed. IP Tools: Templates Rubrics

Sudden opportunities (i.e., new funding streams) and challenges or obstacles (i.e., as budget reductions) can happen anytime during the life of a plan. An integrated planning process provides the structure to evaluate these “unknowns” and how they relate to the plans and processes already that have been established. Separate processes might need to be developed to address opportunities vs. challenges.

DISCOVER – This is an important but often overlooked component of an integrated planning process. The discovery phase allows a college to take a step back and evaluate how planning is done.

DISCOVER

Review the current situation at your college and ask key questions: • What is the planning process and structure? • Who’s involved? • What resources are needed? • How are resources allocated? • What are the other committees, groups, etc. and how are they related? • Look at the other components of the IP Model and evaluate their effectiveness. If gaps are found, how can they be addressed?

Integration: •

How are the college’s key plans (i.e., BSI, SSSP, SEP, Technology, Budget, Facilities, etc.) integrated? If not, why and how can integration be improved?

IP Resources Examples • IP Literature Review Themes • Process Improvement Guide – Define Purpose • Crosswalks • Templates, forms • Planning diagrams • Videos • Examples from other colleges

Accreditation Remember to properly document this work; it will be important evidence for accreditation.

DEVELOP – The development of the plan is the main focus of this component of the IP Model.

DEVELOP

Integration: •

•

What are the links between this plan and other institutional plans? If goals are similar between the plans, are institution set standards consistent among them?

Key questions: • What does the institutional data look like? • Is input from stakeholders (internal & external) solicited? • What is happening outside the college that may impact it? Has an Environmental Scan been conducted? • What are the Goals, Measurable Objectives, Strategies, etc.? • Are there institution set standards? • How are goals prioritized? • How can the college plan for the unknown? (see Sudden Opportunities/ Sudden Challenges or Obstacles) • As you develop the plan, consider how the goals and measurable objectives will be implemented, evaluated and reported. IP Resources Examples • Templates, forms • SWOT Analysis • Process Improvement Guide - Conducting effective meetings • Tools for IP Logic Models • Videos • Examples from other colleges Accreditation Remember to properly document this work; it will be important evidence for accreditation.

IMPLEMENT This is the time for action, when the goals, objectives and strategies of the plan are operationalized.

IMPLEMENT

Integration: •

Review the institutional plans - can implementation be more streamlined/ effective/ efficient by combining efforts and resources between the plans?

Key questions • What is the Implementation timeline? How does this affect other college operations? • What is the impact of implementation on other departments (i.e., HR, IT, etc.)? • What is the process for resource allocation and prioritization?

IP Resources Examples • Templates, forms • Prioritization Process examples • Videos • Examples from other colleges


EVALUATE

Integration: •

Review the institutional plans – is there a common evaluation tool or process used for the plans?

EVALUATE – It is important to evaluate the progress towards goals on a regular basis, at least annually, but more frequently if needed. For multi-year plans, evaluation may lead to slight modifications of objectives and strategies. Key questions: • Who conducts the evaluation? • How often should the goals be evaluated? • What is the mechanism for evaluation? • How are evaluation results used? • What happens if institution set standards are not met? IP Resources Examples • Templates, forms • Videos • Examples from other colleges


REPORT Once the evaluation is complete, it is important to share the results broadly.

REPORT

Key questions: • How are results reported? Are they just posted on a website, or they are being presented and discussed at meetings? • Are results presented in a format that is easy to understand?

Integration: •

How are evaluation results reported for the different institutional plans?

IP Resources Examples • Templates, forms • Dashboard examples • Videos • Examples from other colleges


SUDDEN OPPORTUNITIES Sudden opportunities (i.e., new funding streams) can happen anytime during the life of a plan. An integrated planning process provides the structure to evaluate these “unknowns” and how they relate to the plans and processes already that have been established. Key questions: • What is the current process of evaluating whether or not the college should take advantage of an opportunity that may present itself outside of the regular planning cycle? • Who has input into making decisions about this?

Integration: •

Review the institutional plans – how will pursuing or ignoring this sudden opportunity impact them?

IP Resources Examples • Templates, forms • Scenario Planning • Videos • Examples from other colleges


SUDDEN CHALLENGES or OBSTACLES Sudden challenges or obstacles (i.e., as budget reductions) can happen anytime during the life of a plan. An integrated planning process provides the structure to evaluate these “unknowns” and how they relate to the plans and processes already that have been established. Key questions: • How does the college currently respond to sudden challenges or obstacles? • Who has input into making decisions about this?

Integration: •

Review the institutional plans – how does this sudden challenge or obstacle affect them?

IP Resources Examples • Templates, forms • Scenario Planning • Videos • Examples from other colleges


Mission and Vision

Integration: • •

Does everyone know the college’s Mission and Vision statements? Do plans, processes, departments, etc. support the college’s mission in visible ways?

MISSION AND VISION – The mission and vision statements should be central to the planning process and all other processes at the college. The mission and vision statements are required to be reviewed on a regular basis. Key questions: • What is the process of reviewing the Mission statement? • Who’s involved? • How often? IP Resources Examples • Examples on how to review Mission/ Vision Statements • Videos • Examples from other colleges


Questions

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Breakout Activity

BREAKOUT ACTIVITY

IEPI Team Work Session: Helping Students Enter a Path Review of Degree and Unit Attainment First, review the chart showing the number of degreeapplicable units that were earned by graduates of various programs. 1. How big is the range of units earned at your college?

Second, review the table showing median units earned by graduates, with median units broken out by all courses, degree-applicable courses, and transferrable courses. 2. Are graduates able to transfer most of their units?

3. Are students taking a large number of courses that are not degree-applicable or transferrable?

Finally, discuss possible explanations for these figures. 4. Why do students in some programs earn more units than others?

5. Are there any structural differences in programs with more graduates, fewer units, or more transferable units? For example, do some of these programs offer a Transfer Associate Degree or align with an industry standard?

6. Are there support differences in programs with more graduates or fewer units?

For example, do some have additional counseling or learning communities associated with them?

& SYSTEM PANEL

Intersegmental/ System Panel

INTERSEGMENTAL

UC Transfer Pathways Monica H. Lin, Ph.D.

Undergraduate Admissions University of California Office of the President

Institutional Effectiveness Partnership Initiative | California Community Colleges 2016-17 Regional Guided Pathways Workshop

UC President’s Transfer Initiative “Transfer students are an important part of UC’s strength, as well as an engine of social mobility for our state. Put simply, if we are serving transfers well, then we are serving the state well.” – President Janet Napolitano

May 2014: Transfer Action Team of faculty, staff, and students presented recommendations to UC Regents Highlighted importance of admissions and articulation streamlining

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CCC Transfers Come from Across CA

Example: UC San Diego draws heavily from Southern California, but also from CCC’s across the state http://universityofcalifornia.edu/ infocenter

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Objectives of a Streamlined Transfer Pathway Ensures even access to UC campuses across the system Transfer students are prepared to perform on par with students who entered UC as freshmen Broad enough to include all UC campus variations Small enough to allow students to satisfy some breadth requirements prior to transfer

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UC Transfer Pathways… Offer clear course-taking advice to potential transfers Include UC campus admission requirements across the entire system Provide a set of course expectations that prepare transfer students for timely graduation Not necessarily a duplicate of the Associate Degrees for Transfer (ADTs) Not a guarantee of admission to UC

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Top 21 Majors for Transfer Applicants Anthropology Biochemistry Biology Cell Biology Chemistry Economics Mathematics Molecular Biology Physics Sociology

Business Administration Communication Computer Science Electrical Engineering English Film & Media Studies History Mechanical Engineering Philosophy Political Science Psychology 6

ucal.us/transferpathways

Highlights course expectations

Includes important caveats and details

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Message to Students While following a Transfer Pathway does not guarantee UC admission, it gives you a clear roadmap to prepare for your intended major and be well positioned to graduate in a timely fashion from any UC campus that offers the major. *** The Transfer Pathways guide students who want to make themselves competitive across the UC system; some campuses may want fewer courses for admission, but none will expect more. 8

Challenges to Address How do individual CCC courses align with UC course expectations? Where do complete Transfer Pathways exist? How can we build as many Transfer Pathways as possible for prospective UC transfer students?

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Example: Biology Pathway CSU-CCC Transfer Model Curriculum "Core" Courses Biology Sequence General Chemistry Calc. for Life/Social Science or higher Physics: Trig-based or higher One additional biology course --

UC Transfer Pathway Expected Coursework General Biology w/ lab (full introductory sequence) General Chemistry w/ lab (one-year sequence) Calculus for STEM Majors (one-year sequence) --Organic Chemistry w/ lab (one-year sequence)

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Figure 1: Distribution of Community Colleges with Articulated Courses that Satisfy the Biology Pathway*

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Strategic Outreach to UC Campuses

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A total of 58 CCCs are close to offering complete Biology Pathways.

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Complete Alignment (100%) 32 CCCs offer the fully articulated Biology Pathway.

22 Incomplete Alignment

22 Total: 112 CCCs

22 CCCs do not possess articulated coursework for a student to complete the Biology Pathway.

*Subject to change as further articulation analyses are completed 11

Figure 2: Summary of Articulation Changes to Achieve Full Alignment of the Biology Pathway*

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Group B (94% Alignment) One or two changes by 1-2 UC campuses at each of 11 CCCs will resolve articulation gaps.

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Group A (97% Alignment) One change by 1 UC campus at each of 25 CCCs will produce a complete Biology Pathway.

11 22 22

Group C Three or more changes by 1-3 UC campuses at each of 22 CCCs will produce a complete Biology Pathway.

Total: 112 CCCs *Subject to change as further articulation analyses are completed 12

CCC Involvement Request for course outlines of record (CORs) submitted to CCCs for all courses lining up with UC Transfer Pathway course expectations Fulfillment of requests will greatly aid UC’s process of internal faculty review of CORs CCC articulation gap reports are pending finalization and distribution

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UC Transfer Pathways

http://ucal.us/transferpathways

Coming Soon: UC Transfer Pathways Guide

http://pathwaysguide.universityofcalifornia.edu

UC Transfer Articulation

http://www.ucop.edu/transfer-articulation

PILLAR 3:

Keeping Students on the Path Pillar 3

Session 5 Keeping Students on the Path The 4 Pillars 1. Clarify paths to student end goals 2. Help students choose and enter a pathway

3. Help students stay on path 4. Ensure that students are learning Darla Cooper – Director for Research and Evaluation Research and Planning Group Virginia May, Mathematics Professor, Sacramento City College Colleen Milko, Associate Dean CTE, Norco College

How the six success factors from Student Support (Re)defined relate to the four pillars Dr. Darla M. Cooper Director, Research and Evaluation The RP Group

Six Success Factors

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Six Success Factors Directed: Students have a goal and know

how to achieve it Focused: Students stay on track—keeping

their eyes on the prize Nurtured: Students feel somebody wants

them to succeed as a student and helps them succeed

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Six Success Factors (cont.) Connected: Students feel they are part of the

college community Engaged: Students actively listen and participate

in class and are involved in extracurricular activities Valued: Students’ skills, talents, abilities and

experiences are recognized; they have opportunities to contribute on campus and feel their contributions are appreciated 5

Four Pathways Pillars 1. Clarify paths to students’ end goals •

Directed, Focused

2. Help students choose and enter a pathway •

Directed, Focused, Connected, Nurtured

3. Help students stay on path •

Directed, Focused, Engaged, Connected, Valued, Nurtured

4. Ensure that students are learning •

Focused, Engaged, Connected, Valued, Nurtured 6

What colleges outside California are doing to help students stay on the path 7

Monitoring Progress • Walla Walla (WA) and Santa Fe (FL) • Homegrown systems that allow advisors/ counselors and students to track progress (directed, focused, nurtured)

• Broward (FL) • 25%-50%-75% check-ins (directed, focused, nurtured, connected)

• Northeast (NE) • Using Sales Force to track interactions with students across departments (focused, nurtured) 8

Getting to Completion • Broward (FL) • Target financial assistance to 75% completers (focused, nurtured, valued) • Notify students when they register for courses outside their path (focused, nurtured) • Communicate through multiple venues consistently and constantly with students about resources available (connected, engaged, valued) • Early alert that closes loop with student and faculty (focused, nurtured, valued) • Tutoring and SI working closely with faculty (engaged, nurtured) • Reach out to faculty if students aren’t coming to tutoring center (engaged, valued, nurtured) 9

Work- and Project-based Learning • Northeast (NE) • Almost all CTE programs required internships

• Anoka-Ramsey (MN) • Undergraduate research

• Lake Area (SD) – GE courses are clearly and directly relevant to program of study through faculty collaboration and contextualization

Engaged, Valued, Focused, Nurtured 10

Culture • Lake Area (SD) • “Culture of Caring” • Clear expectations of all employees • Intentional in hiring faculty and staff who fit with culture

• Northeast (NE) • Advising is teaching, everyone is an advisor • Basic training for all employees Nurtured, Valued, Focused 11

Ginni May, Professor Mathematics Sacramento City College

Support Programs • • • • • • •

ESTEEM need2know (formerly known as 411 for Success) DWAP and LAMP Degree Audit EOPS (barriers to scaling up) SARS Early Alert There are more: UMOJA, RISE, CARE, …

ESTEEM Essential Support Teams in English, ESL, and Math

• Basic Skills Initiative Supported Program • Launched in Fall 2014 (in math department) • Combines instruction, student support services, and supplemental instruction to increase course success and navigate college system.

ESTEEM

Goals: • Provide student resources to help them persist and succeed • Assist student to become proactive in accessing campus resources • Encourage student to build connection with more people on campus, • Build stronger relationships between instruction and classified staff • Form a bond between instruction and student services

The Team:

ESTEEM

(for each participating course section)

• Faculty (instructor of record) – leadership role in coordinating team interaction and support of students in ESTEEM program • Classified Staff member – liaison between students and network of campus services outside of classroom • Counselor/Student Support – provide information • Student Tutor – liaisons between students and faculty in classroom, role model, student instructional assistant

ESTEEM

Data 2014-15: • 52 course sections – all pre-transfer level math • 11 course sections with only classified staff member • 6 course sections had only a tutor • 35 course sections had both classified staff member and a tutor • Sections with classified staff member—completion and success 4% points higher than in sections w/o classified staff member • Sections with tutor—completion and success 2% points higher than in sections w/o tutor

Data 2015-16: • Currently unavailable

ESTEEM

Summary: • Buy-in high, especially among faculty • Completion and Success rates slightly higher • Variance in completion and success rates quite high • Many interventions taking place – so hard to truly attribute any change to ESTEEM • Difficult for classified staff member or tutor to fully commit to program Contact Information: Holly Piscopo, Angie Lambert, Maria Regalado, Deb Luff

need2know • formerly known as 411 for Success—name change to keep up with the current slang college students • Six years ago, the slang "411" was popular to getting "information." • provides a weekly posts: • strategies for college success • animations, • campus updates, and • general information—changes with assessment testing, financial aid, enrollment, Steps to Success, and study skills

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DWAP, LAMP, and (recently math)

Developmental Writing Assistance Program, Language Acquisition Mentoring Program, and (no cute acronym yet…)

• Funded through Student Equity and Basic Skills Transformation Grant • Launched in Fall 2014 (in English and ESL departments) • Secondary faculty member assigned to a course as mentor to students is Mentor Instructor

• The course instructor (instructor of record) is Host Instructor

DWAP, LAMP, and (recently math)

Mission Statement: Equity-minded faculty mentoring engages in student-centered, critical, and culturally relevant pedagogy with a particular focus on at-risk, disproportionately impacted students. By introducing an additional faculty member to students in high-risk, gatekeeping courses, these mentoring programs foster a sense of engaged community that supports student success, retention, and persistence in students’ personal and academic lives.

DWAP, LAMP, and (recently math) Data for DWAP:

• 780 students in DWAP sections, 2800 students in non-DWAP DWAP course success 56%, non-DWAP course success to 50% • Disaggregated success rates—students with disabilities (+14% points), African-American students (+9% points), and Asian students (+7% points). • Retention rates for DWAP and non-DWAP similar, both 80% • Persistence rates (pass ENGWR 51 and enroll in ENGWR 101) lower for DWAP students than non-DWAP students (52% to 61%) although success rates for those students matriculating to ENGWR 101 were similar (56% for DWAP, 54% for non DWAP). The differential in persistence rate has given the Fall 16 DWAP mentors a new focus for helping students.

DWAP, LAMP, and (recently math) Data for LAMP:

• 498 LAMP students. • Course success rates in ESL are already high, but most LAMP sections are equal to or above the course success rates in non-LAMP sections. One LAMP course had a success rate below non-LAMP sections. • Over 80% of LAMP survey respondents (students) met with their LAMP mentor at least once; over half reported meeting on a monthly or weekly basis. This percentage is lower than Fall 2015 (90%). • 85% agree that mentors helped with understanding expectations and assignments and increased awareness of services and resources, down from 90% in Fall 2015.

DWAP, LAMP, and (recently math) Mentor/host-instructor relationship is critical: • Partnerships must be built on mutual respect, trust, and similar values • Difficult to ascertain when initially assigning pairings—ideally mentors and host-instructors will request partnerships • In “randomly” (i.e. based on availability) assigned pairings, some partners report that the first semester is less cohesive than future semesters, meaning that it takes a full semester to get to know each other and build a working relationship • Recommendation—at minimum an orientation meeting, at best some type of retreat for partners to become acquainted with each other’s teaching styles and teaching philosophies

DWAP, LAMP, and (recently math) Data for math: • Program not implemented until Fall 2016 • One course section participating (ESTEEM program predominant in math)

Contact Information: Dawna DiMartini, Duane Leonard, Cindy Dibble, Rick Woodmansee

Degree Audit – used by students and counselors to show progress to SCC degrees (AA/AS/ADT) with courses taken in the Los Rios district EOPS – excellent program for full time students yet there are barriers for bringing to scale due to intensity of services, cost for supports, and staffing requirements SARS Early Alert – provides college faculty and staff with a collaborative opportunity to identify students’ specific needs and subsequent access to carefully identified support services.

Colleen Molko Associate Dean, Career and Technical Education Norco College

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Completion Initiative The Norco College Completion Initiative (CI) was first discussed in July of 2015 when data showed a trend of low success rates in completion and retention rates at Norco College. Support for the initiative was built during the 2015-16 academic year and college-wide planning began in earnest during the summer of 2016.

Meta Majors Directed Pathways Faculty Advisement Models of Student Care

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Initiative Based on Proven Practices

The Game Changer: Complete College America Aspen Institute The RP Group: Completion by Design Community College Research Center

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Proposed Meta Majors • • • • • •

Arts & Humanities Business Engineering & Technology Science & Health Social & Behavioral Studies Exploratory

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Faculty Advisement Faculty advisement is a process of mentorship and communication between faculty advisors and students that enhances the quality of a student’s college experience and career readiness. Faculty advisors help students explore educational and career goals as well as identify program pathways and appropriate courses. Faculty advisors also refer students to an array of college resources.

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Models of Student Care To create a culture of paying it forward, instilling in our students the importance of giving back through peer-to-peer mentoring and interaction. • • • •

Peer to Peer Mentoring Information Booths Alumni Association Grad Guru

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Student Support

Student Success Coaches Student Ambassadors Village Space CATS Classroom Assist Tutors

Special Programs • UMOJA • Men of Color • EOPS/CARE • Student Support Services • Summer Advantage • Disability Resource Center • SARS Early Alert • Veterans’ Programs 34

•

•

•

ACE (Accelerated Certificate, and Employment Program) is an innovative training program funded through TAACCCT that offers an accelerated pathway to a technical certificate program. All certificates are industry-driven and based on regional demand. Bi-annual Industry Panels and Annual Industry Advisory Meetings ensure our curriculum is current and meets industry standards. Based on a recent six month follow-up survey given to our 2015 cohort, graduates are earning an average hourly rate of $19.50 per hour. Based on a recent 1 month follow-up survey of our 2016 cohort, graduates are earning an average hourly rate of $17.52 per hour. We have a 96% program completion rate and a 100% job placement rate with our Industrial Automation ACE students! 35

Why Does ACE Work? • • • • • •

Dedicated, full-time Case Manager Dedicated, half-time Employment Placement Coordinator Dedicated, half-time Student Success Coach Employability Workshops Industry Skills Panels Industry Tours

Contact Information Jesse Lopez, [email protected] 36

Funding Our college employs a braided funding approach to develop and sustain these student support programs. Funding sources include the general fund, the National Science Foundation, the U.S. Department of Education (Title V), the California Department of Education (California Careers Pathway Trust grant), the U.S. Department of Labor (TAACCCT grant), Perkins, Equity funds and Strong Workforce Program funding.

Challenges to Overcome • • • •

Identifying and securing ongoing funding for proven initiatives Systemic confines, time it takes to implement ideas/projects Lack of student engagement Continuous need for professional development

Contact Information Colleen Molko [email protected] 37

PILLAR 4:

Ensuring Students are Learning

Pillar 4

IEPI Team Work Pillar 4: Ensuring the Students are Learning Outcome 1: Describe the importance of course outlines that align to measureable program and Institutional outcomes. 1. Why should course outcomes align to program and institutional outcomes? How does your college align course outcomes and objectives to the program and institutional outcomes?

ACTION: What should your college do to explain and encourage faculty and staff to build curriculum and programs to support this alignment between course, program and institutional outcomes? (Discuss and create some specific activities the college may need to accomplish).

2. How are the course, program, and institutional outcomes and objectives shared with students? When does this occur and how often? How do faculty, staff and administrators help students recognize the value and relevance of the course outcomes to larger institutional and program outcomes?

ACTION: Create a list of potential activities that your college could do to implement a plan to inform students at the course level about overall program and institutional learning outcomes.

3. How does your college connect what students learn in a particular class last 1

IEPI Team Work Pillar 4: Ensuring the Students are Learning term or what they will learn in a future class to the student’s overall goal of transfer/career? In other words, how are the connections between course outcomes across the student’s pathway intentionally connected to each other and to the program outcomes?

ACTION: How can you improve communication of the learning pathway milestones for students that includes the significance of General Education requirements and English and Math completion?

Outcome 2: Define program pathway specific outcomes that address the necessary soft skills, knowledge and abilities that enable students to be successful in further education or employment. 3. How do you develop program outcomes relevant to employability and/or skills necessary for students to succeed after transfer during the curriculum development and revision process? How do faculty, staff and administrators communicate those outcomes to students and help students recognize the value and relevance of specific course objectives, content and outcomes to their chosen career area and/or transfer goal across the pathway?

ACTION: Determine what training at your college needs to take place to empower faculty and administrative partners to create a cohesive connection between curriculum development at the course level and student transfer and career pathways and communicate those 2

IEPI Team Work Pillar 4: Ensuring the Students are Learning connections to students?

Outcome 3: Create assessment strategies to evaluate whether students are mastering learning outcomes and building skills across each program. 4. How are assignments (readings, projects, etc.) and outcome assessments related to a student’s program of study (major) and their career goals? How is planning for this kind of integration accomplished across courses, within programs and for the overall institution in the curriculum development and review processes? How do you assess whether and how well students have actually learned what they need to know to complete a program or move on to the next sequential courses in the pathway? What methods are used to assess their learning at the program level? (Exams? quizzes? Group projects? Hands-on demonstrations of knowledge or skills? Building a portfolio of your work? What else?)

ACTION: Describe how the college could implement integration of assessments.

5. Are any of these methods more effective than others at actually helping better assess whether students have mastered and retained the new knowledge, academic sophistication, general soft skills, and specific career skills?

3

IEPI Team Work Pillar 4: Ensuring the Students are Learning

6. What additional steps does your college need to take at the institutional level to help students learn and complete their course of study or pathway? Identify these needs and prioritize them?

7. What are the current initiatives and funding sources

used to accomplish these outcomes at your college and can you organize your current funding and initiatives directed at learning across the student’s pathway in order to accomplish cohesive results??

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The Use of O*NET and the O*NET-based Allied Health Competency Model in the Development of the Pilot West Texas Curriculum to Career Choices (CtCC) SmartPathways Introduction: In this document we describe a process for aligning academic student learning outcomes with occupational/career competencies. The Institute for Evidence-Based Change partnered with a college, its feeder high schools, and transfer university to conduct this alignment using the O*NET system. We open with a statement of the problem. This is followed by a description of the local situation and the process used to identify a field of study and occupations of interest for the pilot project. Next we detail the steps the faculty groups took to align expectations from high school through transfer. We close with a discussion of how O*NET can support this work and the potential impact it can have on supporting the process. Background: The Institute for Evidence-based Change (IEBC) has served as the implementation partner for the Lumina Foundation’s Tuning USA work since 2010. Tuning is a specific process originating in Europe and brought to the US in 2009 by the Lumina Foundation that defines what students should know, understand, and be able to do upon completion of a degree in higher education in a given discipline or professional program. One of the critical steps in Tuning is to “map career pathways” by determining which careers students enter and to develop the map of those careers from degree to employment to show both faculty and students where their coursework and degrees can lead them. 1 Furthermore, concomitant outreach to employers of an institution’s graduates determines if the skills and knowledge acquired during degree programs are meeting employer needs. Unfortunately, the past methods used to assess employer feedback have been problematic. For example, surveys of CEOs and human resource directors do not yield reliable results because people in those positions are often not in touch with frontline knowledge of what makes employees successful. In addition, frontline managers are too hard to reach and are rarely able to translate the academic achievements described in the traditional academic transcripts into the skills and competencies required for a particular position. Issue: The national problem that IEBC and other educational associations had long since identified was a lack of alignment of student learning outcomes (SLOs) in the curricula of three educational segments (high school, community college, university) of the U.S. educational system with each other and with the competencies employers expect of those graduates. A persistent, related issue is that often neither the academic community nor the employer community understand the contextual relationship and equivalencies of the academic curricular and programmatic SLOs and the employer-expected competencies. Even though SLOs express what students know, understand, and are able to do, students’ transcripts recording a particular program of study only reflect learning and preparedness in a traditional discipline or specialty and therefore tend to reinforce stereotypical views of majors or degrees. For example, majors in a liberal arts discipline such as sociology learn many of the technical skills also required for science, engineering, or business majors and can also demonstrate other transferable knowledge appropriate for a variety of occupations. Yet their transcripts do not reflect 1

Tuning Guide: http://bit.ly/2aMyHm6 (or contact IEBC at [email protected])

these skills because there has heretofore been no agreed upon way to describe them in a context fit for both academia and employment. Currently there are initiatives under way in universities (e.g. Stanford) and associations (e.g. American Association of College Registrars and Admission Officers) that deconstruct and make transparent the SLOs embedded in the degree programs of traditional academic disciplines. These efforts could allow potential employers to better see how the graduates’ actual skills and knowledge correspond with the competencies expected in the careers students choose to pursue. While understanding the dire need for a common understanding of, and language for, graduates’ skills and knowledge by educators and employers, IEBC realized that this demand can be fulfilled by turning the process on its head by starting with the determination of occupation-specific competencies and then assisting the faculties of the three educational segments (K-12, two-year college, and four-year university) in identifying the SLOs in core academic disciplines that align with them. Outreach: Given these issues, we needed to find a better way to engage with the employment community. Brad C. Phillips, John Yopp of IEBC, and Stanford University Registrar, Tom Black, consulted with Georgetown University’s Center for Education and the Workforce’s Director, Dr. Anthony Carnevale. Their discussion focused on how higher education can be more in tune with employers to ensure that what is taught and learned in colleges prepares students for current jobs and emerging careers. In the course of the conversation Dr. Carnevale asked if we were using the Occupational Information Network, O*NET. Despite our almost 100 years of combined experience in higher education, we admitted that we were unaware of O*NET and its resources. Thus began our journey to learn about O*NET and how it could be used for improving our student-success-focused work. Solution: IEBC staff members reviewed the O*NET resources with an eye to how this tool could be used to support the academic community. We determined that O*NET competencies could be translated into academic language that educators could use to compare employer-expected occupational competencies with academic discipline-based student learning outcomes (SLOs). Pilot Project: From our review of O*NET, the decision was made to focus on the largest employment area in the U.S.: Allied Health. Using O*NET to identify the Bright Outlook 2 occupations in Allied Health, the IEBC group then sought suitable regions in which to pilot a model of linking O*NET competencies with academic SLOs. We looked for a regional education system comprised of a community college that offered excellent Bright Outlook Allied Health degree programs, its K-12 feeder system of schools that directed students to those programs, and a local four-year university that accepted its graduates into related baccalaureate degrees. Odessa College in West Texas seemed the perfect choice for a number of reasons, including IEBC’s long-standing and mutually respectful relationship with its leadership and the fact that this region had undergone economic changes brought on by the oil bust resulting in the need to support a workforce in other career areas. Those alternative occupation clusters fit well with Odessa College because of its strong degree programs in five collaboratively selected Allied Health careers. IEBC invited the leaders of Odessa College, Ector County Independent School District, and Texas Tech University to work as partners with IEBC to create the CtCC SmartPathways model program. IEBC has decades-long and highly regarded experience with forging partnerships between secondary and postsecondary institutions in multiple states. The success of this approach and engagement is evident in our Bright Outlook occupations are expected to grow rapidly in the next several years, will have large numbers of job openings, or are new and emerging occupations.

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AH-CtCC SmartPathways: West Texas Pilot Report

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collaboration work as well as our work as the implementation partner in the Lumina Foundation-funded Tuning USA pilot program across the country. The philosophy underlying this pilot initiative is that its goals and the critical educational needs of the nation require faculty as well as employers to recognize that each of their institutions can make unique and essential contributions to the alignment of academic curricular SLOs with occupation-required competencies. The overall goals of this work are similar to those of the Tuning USA initiative. They include development of transparent pathways that allow more efficient planning of courses and programs that can seamlessly lead to careers, more focused academic advising, and reduction of time to degree completion and, therefore, less college debt. Following the initial preparation that IEBC’s staff and consultants conducted using O*NET to identify the occupations, there were several stages (elucidated below) in the development of the Odessa Texas pilot project known as the Allied Health-Curriculum to Career Choices (AH-CtCC). This pilot program has subsequently evolved into the current model of CtCC SmartPathways. 1. Examining the need for, and commitment to, improving the alignment between Student Learning Outcomes (SLOs) and learning expectations, or competencies, identified by O*NET as critical for certain career paths, ranging from entry level requirements to highly specialized professions. In West Texas the following positive factors were instrumental in the success of this stage in the pilot project. • IEBC built on its well-established relationship with Odessa College. • The president of Odessa College and his leadership team embraced the concept and process of creating smart pathways devised to align curriculum and career choices. • IEBC’s analyses determined that the regional (West Permian Basin) employment situation and the popularity and strengths of programs offered by the college were a good match for piloting a specific set of guided paths. • The tools that O*Net offers in determining the characteristics of employment opportunity in a particular place, including the identification of Bright Outlook occupations and careers, interactive Content Models, and, specifically the Allied Health Competency Model, led to the selection of five allied health programs: Nursing-RN and LVN (29-206100, Radiological Technology (29-2099-06), Physical Therapy (3-2021.00), Surgical Technology (29-2055.00), and Emergency Medical Services (29-2041.00). • This exploration supported existing initiatives of institutional leaders at the three participating entities and resulted in a contract for facilitation of three meetings with selected participating faculty. 2. Preparation for the meetings with the faculty whose selection depended in part on the particular focus of the CtCC SmartPathways, which can be disciplinary, institution-specific, level- or programspecific, or occupation- or profession-determined. Common to all are the support of leadership, judicious choice of participants, appropriate meeting schedule and venue, and meaningful assessment. • For the pilot it was decided to work with the faculty in disciplines and with specializations who were familiar with learning expectations and SLOs for general education knowledge and skills (English, Communication Studies, Mathematics, and Science) for the selected allied health care programs. • Selected participants included members of the community college allied health care program faculty, its feeder high schools, and Texas Tech University, thus fostering broad, inter- and intra-segmental conversations. AH-CtCC SmartPathways: West Texas Pilot Report

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3. Curricular alignment requires identifying academic SLOs and occupation-specific competencies in the three institutions’ curricula, as well as becoming aware of SLOs missing in the alignment with the competencies. This inquiry and recognition requires a gap analysis. For the West Texas pilot, the Employment and Training Administration (ETA) Allied Health Competency Model provided the basis for the gap analysis. The IEBC team facilitated the work of the faculty on the gap analysis and plans for closing identified gaps, a process that progressed in three meetings: • The first meeting introduced the faculty to each other, to O*NET, and the Allied Health Competency Model, especially the academic learning expectations that are a distinctive part of O*NET’s conceptual pyramid of planning for and building a career. This meeting was led by IEBC and the local Odessa leadership, who expressed their support for the pilot, their faculties’ participation, and oriented the pioneering group to the purpose, steps, and expected outcomes of the pilot. • Before the first meeting the participants received the initial homework (Homework #1: Determine occupation(s) specific learning expectations at segment’s entrance and/or exit) that introduced them to the occupation(s) specific learning expectations that correspond to the competencies in the O*Net-related Allied Health Model. The IEBC team selected the academic competencies required for the occupations/career from the second tier of the model (see the IEBC team generated TABLE I, page 8). • The participants provided academic student learning outcome data by completing homework prior to the first meeting, which allowed IEBC to analyze the data for use in that meeting. • The next meeting focused on the alignment, or misalignment, of the level, course, major, or program-specific SLOs and career-specific learning expectations. • The faculty worked next on providing the data for TABLE II (see part of TABLE II and instructions for completing it, page 9; Homework #2: Determine occupation(s) specific Learning Expectations at grade level and in particular courses and how they are linked to specified programs) and discussed the resulting gap analysis within their disciplines, as well as within and across segments. • The third meeting of the pilot was dedicated to plans for closing the identified gaps. Closing gaps involves identifying fixes for missing links, and identifying solutions for how temporal gaps of once-learned skills and knowledge (and their application) can be made current through reinforcement, replenishment, or remediation. • Discussion of the identified gaps and suggestions for closing those gaps and how to improve the alignment between course and program SLOs and occupation-specific learning expectations, or competencies, made for lively conversation and the exploration of promising ideas for short-term and long-term solutions. • The TEMPLATE guided the last part of that discussion and provided a blueprint for implementing strategies for improving alignment between course and program SLOs and occupation-specific learning expectations or competencies. (Homework #3: Connect identified gaps with steps to close those gaps [within and across segments]; see part of the TEMPLATE, page 10). 4. Local implementation planning of CtCC SmartPathways builds on the basis of cooperative networks resulting from the initiative and its assessment. It provides opportunity for connections beyond the core group of engaged faculty with other colleagues at the home institution and others, and also with institutional and community leaders.


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• •

The pilot, which was considerably more compressed than the model advocates, did not provide much time for detailed discussion of localization using the TEMPLATE as a guide, marking the beginning of next steps. Plans for publications (with popular and professional focus) about the pilot project and outcomes of the next steps by the pioneering faculty are underway.

Outcomes: The principal results of the West Texas pilot project corresponded to the goals previously established by IEBC and the local partners, as well as the successful creation of the model for CtCC SmartPathways. IEBC stated in its initial presentations to the partners in the project, including the President of Odessa College, that the process and goals had unique elements that could lead to a model with application well beyond Odessa, even nationally. The unique and central feature of the CtCC SmartPathways is the faculty-led process that starts with and builds on the employer-expected competencies identified in the O*NET-related Allied Health Competency Model. From this basis the work then focuses on the courses and curricula in postsecondary educational programs and those of K12. In this respect, the principal goal of creating the model, CtCC SmartPathways, was realized. However, realization of this principal goal was possible because of collaborative practices undertaken in the course of the three meetings. Foremost among these was the success in establishing a working partnership among the faculties and administrators of the K-12, community college, and four-year University. This partnership was one of mutual respect on the part of the participants from all three educational segments for each person's relevant disciplinary knowledge, expertise, and challenges in teaching the competencies of the model to students of diverse backgrounds and educational environments. The Odessa College coordinator of the project remarked that this was the first time the college faculty sat down with the K-12 faculty to discuss each faculty's essential role in identifying the learning outcomes (competencies) through the entire pathway. Odessa College has expressed its commitment to continue fostering this relationship in the fall. Among the most valuable realizations that resulted from this partnership was a need to bridge the language gap between employers and professional practitioners on the one hand and academic faculty on the other. For example, the competencies expected in the area of English (language arts) and Communication Studies are better addressed in technical writing courses or business communication courses than in required English and Communication Studies courses that strictly focus on discipline-determined cores. The chief indicator of success for any process is whether it can, or will be institutionalized. The extent to which this goal was achieved is evident from the feedback that IEBC received from the Odessa College coordinator of the pilot. She stated that it was the intent of all of the partners in the project to continue the relationships established in the fall. In the final meeting, participants from all segments expressed enthusiasm for continuing the work. More central to the curriculum reform component of CtCC SmartPathways was the coordinator's report that the conversation had already begun about how to make the instruction in Mathematics and English more intentional; and they were considering changes in lesson plans and tutoring services. Moreover, there are plans to include courses in the social sciences and careers in business and management in a future iteration of the CtCC SmartPathways process. The most immediate outcome of the pilot process was the creation of a new interdisciplinary course for students in all of the Allied Health programs in Odessa College using the competencies from O*NET that the faculty ranked highest (see Table II, described above). The anticipated expansion of the pilot focused on the Allied Health careers into other occupational clusters is evidence of the flexibility of the collaborative process and its guiding documents. The organic design of Table II, including homework #2 that generates the data for the gap analysis and serves as basis for the faculty’s intra- and inter-segment conversation, allows for growth in the details and structure, supports increased familiarity with the resources and tools of O*NET, and leads to a better understanding of how discipline-specific SLOs can AH-CtCC SmartPathways: West Texas Pilot Report

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align with occupation-specific competencies at each stage in a student’s education. Finally, one of the most revealing results was obtained from the faculty’s experiences with the Allied Health Competency Model's gap analysis. In addition to finding missing employer-expected competencies among pathway courses, faculty realized and documented that students did not retain some skills and knowledge due to long gaps between courses requiring their application. These temporal gaps require remediation or refreshment. This recognition has crucial repercussions as students attempt to progress in more advanced degree programs. The need to address this situation is especially pressing with respect to competencies in Mathematics and English. All participants of the Odessa pilot project reported that they were discussing ways to address this problem—at both high school and college levels. Next Steps: The CtCC SmartPathways model piloted in West Texas, supports the national Guided Pathways initiative led by the Association of Community Colleges (AACC) and others (e.g., Complete College America). Guided Pathways of Study is a model for transforming community colleges where students, through initial career exploration, are guided into a chosen career track such as STEM, business entrepreneurship, creative and communication arts, and others. In the current paradigm, where the focus is on a cafeteria approach to program and course selection, students are overwhelmed with choices in what could be well over 100 programs at a single institution. As a result, students often take too many courses that neither count toward the major nor transfer to four-year institutions. According to Davis Jenkins of the Community College Research Center, national data shows that, on average, students transfer from a community colleges with more than 96 units, over 30 more than is needed for transfer. And few of these extra units are applicable to a student’s major at the transfer institution. The consequences of this typical paradigm are low completion rates coupled with high student debt. In contrast, the Guided Pathways approach intentionally redesigns academic programs and support services giving rise to clearly structured and educationally coherent pathways to students’ goals. Guidance along these pathways includes built-in support for students at each step and provides progress monitoring of, and feedback to them at, each of the milestones along the road to graduation. Yet, despite the well intentioned model of Guided Pathways, this approach alone is not enough to bridge the gap between academic SLOs and occupation-specific competencies. IEBC’s concern is that the Guided Pathways model will end up being nothing more than a series of sequenced and scaffolded courses that make up a degree plan but fail to align their content directly and meaningfully with careers associated with the pathway. Faculty are uniquely positioned and qualified to identify the SLOs in the core academic disciplines and to determine, at the course and pathway levels, whether and how those SLOs align with occupation/career competencies. If faculty engage in this essential work, their institutions will be able to go beyond merely streamlining course maps. They can make and explain the necessary links between coursework and occupation-specific competencies to engage students in their learning and thereby prepare them for the world of work. Our survey of community colleges implementing Guided Pathways revealed that faculty are not engaged in aligning SLOs with occupationrequired competencies. Helping faculty identify and close this alignment gap can lead to smart pathways that ensure students not only choose careers smartly but also are supported in pursuing their chosen goals efficiently. The pilot work in West Texas has shown the potential of aligning SLOs with occupation/career competencies for the improving the Guided Pathways approach and it has made it obvious to IEBC and the faculty who participated that the powerful resources and tools of O*NET are an essential component in creating an academic program that supports student’s career goals. AH-CtCC SmartPathways: West Texas Pilot Report

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The West Texas pilot demonstrates the value of O*NET. It is an underutilized resource for supporting Guided Pathways implementation. To maximize the use of O*NET, we suggest that it can support community college educators engaged in Guided Pathways in a couple of different ways: First, O*NET could be modified to expedite aligning SLOs with career/occupations competencies. For example, IEBC staff reviewed the West Texas region’s Bright Outlook careers for health care and proposed five occupations as the focus of the pilot work. Modifying O*NET to include a searchable function would enable community colleges to identify more easily those occupations/careers that best fit the Guided Pathways most appropriate for their particular programs and situation. Such modification would also allow faculty to determine “Bright Outlook” occupations within specific Guided Pathways and begin the much needed gap analysis work to align their academic SLOs with O*NET-listed competencies. While not all Guided Pathways could be represented in O*NET, as some may be idiosyncratic to particular regions or programs, a great deal of commonality does exist across colleges’ Guided Pathways designations. Second, IEBC believes that educators would benefit from O*NET training opportunities. While O*NET is easy to navigate and robust in its functionality, there are many adjunct resources that can lead to confusion. A customized training approach, designed specifically for faculty engaging in Guided Pathways work, could improve the speed with which alignment efforts of SLOs with occupation/career competencies occurs. In summary, IEBC believes that O*NET is a resource with the potential to bridge the chasm of understanding between education and the world of work. IEBC’s work in West Texas demonstrates how O*NET can serve very effectively as the bridge between the academic and the employment communities. More importantly, faculty are hungry for making good use of this type of resource in their work, especially as they engage in a process that enables them to align SLOs in their disciplines to occupation/career competencies, which in turn will improve students’ success in the world of work.


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Appended Materials:

Homework #1


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Table 1: Listing of Occupation (s) - specific Leaning Expectations

Learning Expectations*

Entrance Expectation

Exit Expectation

Your Name: Reading: Understanding written sentences and paragraphs in work-related documents. Comprehension Locate, understand, and interpret written information in prose and in documents such as manuals, reports, memos, letters, forms, graphs, charts, tables, calendars, schedules, signs, notices, applications and directions Understand the purpose of written materials Attain meaning and comprehend core ideas Locate definitions of unfamiliar terms Critically evaluate and analyze information in written materials Integrate and synthesize information from multiple written materials

Attention to detail

Identify main ideas, implied meaning and details, missing information, and trends Note details, facts, and inconsistencies

Application

Integrate what is learned from written materials with prior knowledge Apply what is learned from written material to follow instructions and complete specific tasks Apply what is learned from written material to future situations

Writing: Using standard English to compile information and prepare written reports. Organization and development Prepare reports that are easy to understand using proper terminology Communicate thoughts, ideas, information, messages and other written information, which may contain technical material, in a logical, organized, and coherent manner Present ideas that are well developed with supporting information and examples

Mechanics

Use standard syntax and sentence structure Use correct spelling, punctuation, and capitalization Use appropriate grammar (e.g., correct tense, subject-verb agreement, no missing words) Write legibly Proof read finished documents for errors

Tone

Write in a manner appropriate for industry Use language appropriate for the target audience Use appropriate tone and word choice (e.g., writing is professional and courteous)

Mathematics: Using principles of mathematics to solve problems. Quantification Read and write numbers Count and place numbers in sequence Recognize whether one number is larger than another

Computation

Add, subtract, multiply, and divide with whole numbers, fractions, decimals, and percents Calculate averages, ratios, proportions and rates Convert decimals to fractions Convert fractions to percents

Measurement and estimation

Take measurements of time, temperature, distances, length, width, height, perimeter, area, volume, weight, velocity, and speed Use and report measurements correctly Convert from one measurement to another (e.g., from English to metric or International System of Units (SI), or Fahrenheit to Celsius)


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Table II (partial)


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Please note that the instructions reflect the pioneering participants in Odessa, including high school faculty and college faculty. When the model is adjusted for community colleges only the instructions will be adjusted accordingly.

TABLE II: Creating Career Pathways by Linking Learning Expectations in K-12 Courses and/or Grade Levels and College Courses to specified Programs (at the Associate and Bachelor levels) Identifying gaps and recognizing misalignments along the paths to Allied Health careers is a critical step in reviewing the curriculum and considering measures for closing those gaps to bring about career path alignment across educational segments at the local level. This table gathers, and makes visual, the gaps between courses that include the learning expectations for “bright outlook” careers in Allied Health as identified by O*NET. Because it is a living, organic document, we fully expect that both its content and structure will change and develop as information and comments are added into the various cells that reflect what students learn, how, and when.

In preparation for the next meeting of the Curriculum to Career Choices (CtCC) project please contribute further to TABLE II: Creating career pathways by linking learning expectations in K-12 courses and/or grade levels and college courses to the specified programs (at the AA/S and BA/S levels). High school faculty: please add the following information to the TABLE II: Based on the information in the column ”courses and grade level …” (blue colored title cell), provide evidence of the last time before graduation or transition to college courses a particular learning expectation (orange colored) is covered (D), addressed with an assignment (E), and/or assessed (F). Use the comment column to record details, especially the kind of assessment (F-1=mandated; F-2=direct assessment; F-3=indirect assessment). The goal is to identify the gaps within each educational segment as well as between high school courses and grade levels (blue) and college courses according to the course numbers and names (red). College faculty: please, first, review the level of importance that you indicated for specific learning expectations with regard to courses in the specified programs and make any changes in light of the previous meeting. Second, please consult with your faculty colleagues in the specified programs and together identify the required courses in those degree programs in which the O*Net learning expectations are required (R), taught (I), or, by, necessity reviewed (V). In addition, mark in what way the learning outcomes are covered (D), addressed with an assignment (E), and/or assessed (F). Use the comment column to record details, especially the kind of assessment (F-1=mandated; F-2=direct assessment; F-3=indirect assessment). Consider how to note whether and, if so how, learning expectations in courses in the specified programs are aligned with or scaffolded to fit the Associate or Bachelor levels.


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TEMPLATE (partial)


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Ensuring the Students Are Learning IEPI PATHWAYS WORKSHOP December 7-8, 2017

Presenters • Randy Beach, English Professor Southwestern CCD, South Representative Executive Committee ASCCC • Jarek Janio, Santa Ana College/Centennial Education Center, SLO Faculty Coordinator • Brad Phillips, President/CEO Institute for Evidence Based Change

Outcomes • describe the importance of course outlines that align to measureable program outcomes • define program pathway specific outcomes that address the necessary soft skills, knowledge and abilities that enable students to be successful in further education or employment • create assessment strategies to evaluate whether students are mastering learning outcomes and building skills across each program.

The 4 Pillars • •

•

Characteristics of all programs Foundation for unique, local pathways development Approaches the student experience holistically

The 4 Pillars 1. Clarify paths to student end goals 2. Help students choose and enter a pathway 3. Help students stay on path 4. Ensure that students are learning

ILOs and GELOs • Institutional Learning Outcomes (ILOs) derive from your mission and reflect the characteristics of an educated person • Program learning outcomes support overall ILOs • Applies to career-oriented (CTE) disciplines and transfer programs • General Education Learning Outcomes (GELOs) are the philosophical/pedagogical foundation for transfer agreements and can assess transfer readiness • Begin with the ILOs and GELOs when designing programs 7

Starting at the End • Identify the skills, abilities, knowledge needed for success • Work backward to create/revise program focus and pathway • Choose/create courses to support program outcomes • Working with external groups (advisory/university) • Course outlines should align with the program outcomes to ensure meaningful outcomes assessment

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COR Alignment Program: Program Outcome

COR(S) Aligned

Assessment method

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COR Alignment Program: Dental Hygiene Certificate of Achievement Program Outcome

COR(S) Aligned

Assessment method

Participate in the various aspects of dental practice management including marketing, technology, and office production

DH 100 Intro to Dental Hygiene

Student Interviews; Employer surveys; student selfreflections

BUS 317 Healthcare Management DH 422 Dental Hygiene Clinical

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TOP Code Alignment Project • ASCCC and CCCCO Effort to clean up TOP Codes • provides a structure for colleges to walk from occupations backwards to awards and • Helps with identifying meta-majors • create maps of specific programs, while they are ensuring that they have the proper codes assigned (Strong Workforce Program funding). • Testing in December 2016, the project will expand more widely in the spring. 11

Competencies • Competencies help identify skills needed in similar programs • Skills specific to industry/discipline – Technical knowledge – History of the industry/discipline – Methods and theories

• Skills for transition to workforce (Soft skills) – Collaboration – Problem solving – Adaptability

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Meaningful Assessment • Data mapping from course to program outcomes only tells part of the story • Direct collection of program outcomes data tells a powerful story • Outcomes map theoretically and pedagogically, but variables at the section level impact assessment through data mapping alone

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Closing the Loop • Design program improvements based on SLO data • In program review, document the changes your implement and analyze them • Identify/list the challenges and develop new plans • What does the recent SLO assessment data tell you? Will you continue the initiative? Will you scale it up/down? Changes? Do you need additional resources? 14

Curriculum to Career Choices Generic Building Blocks Competency Model*

*https://www.careeronestop.org/compet encymodel/competency-models/buildingblocks-model.aspx

Generic Building Blocks Competency Model*






Getting to Alignment

Health Professions’ Pathways

CtCC Steps • Determine Pathway • Map Pathway to careers/occupations • Engage with O*NET to identify skills, knowledge, abilities and non-academic competencies • Map academic general education SLOs to career/occupation competencies by using construct equivalences • Determine level of engagement • Identify gaps • Develop plan to address gaps

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Pillar 4 IEBC CtCC Linking ONET with SLOs

1

A

B C Institute for Evidence-based Change © 2016

College course the learning outcome is covered, and how covered: D = covered; E = assignment; F = assessment (F-1 = mandated; F-2 = direct Learning Expectations Derived assessment; F-3 = indirect from ONET - Based Compencies assessment)

Career Occupation List course in program where skill needed

D Career Occupation List course in program where skill needed

E Career Occupation List course in program where skill needed

2 Level of importance of each learning expectation: 5 - if the learning expecation is extremely important; 4 - if it is very important; 3- Moderately important: 2 - Slightly important: 1 - Not at all important

3 Reading: Understanding written sentences and paragraphs in 4 work-related documents.

5 6 7 Writing: Using standard English to compile information and 8 prepare written reports.

9 10 11 12 13

Mathematics: Using principles of mathematics to solve problems.

Pillar 4 IEBC CtCC Linking ONET with SLOs A 14 15 Science and Technology: Using scientific methods and 16 technology to solve problems.

17 18 19

20

Communication – Listening & Speaking: Giving full attention to what others are saying and speaking in English well enough to be understood by others.

21 22 23 24 Critical & Analytical Thinking: Using logic, reasoning, and 25 analysis to address problems.

26 27 28

B

C

D

E

Pillar 4 IEBC CtCC Linking ONET with SLOs A Basic Computer Skills: Using a computer and related applications to input and retrieve 29 information.

30 31 32 Information Literacy: Functional and critical thinking skills related to information, media, and 33 technology.

34 35 36

B

C

D

E

IEBC’S CURRICULUM TO CAREER CHOICES (CTCC) SMARTPATHWAYS© OVERVIEW Guided Pathways help students “clarify their goals, choose and enter pathways that will achieve those goals, stay on those pathways, and master knowledge and skills that will enable them to advance in the labor market and successfully pursue further education.”1 Clearly, guided pathways are a promising approach for addressing many of the poor outcomes plaguing America’s community colleges. However, college work to design and implement guided pathways needs to involve more than reshuffling and mapping courses that make up a pathway. That work further requires thoughtful sequencing and scaffolding of courses (and course-level learning outcomes), leading a student to completion of program-level learning outcomes, transfer into a university with junior standing in the chosen major, or directly to the world of work. While student learning outcomes (SLOs) should be central to this initiative, as yet there has been no identified framework for incorporating SLOs into guided pathways. A recently published research study by IEBC about the impact of SLOs clearly showed that students benefit from well-designed, thoughtful SLOs that are linked to course syllabi, curriculum, assessments, and career pathways (Horowitz, Phillips, & Yopp, 2016* ). The study also found, however, that faculty are inconsistent in their use of SLOs and vary in their capacity to develop and use well-crafted SLOs as part of their pedagogy. In response, IEBC developed the CtCC SmartPathway process. This faculty-led process is designed to create smart pathways that support student achievement of appropriate and clear learning outcomes. Whether students choose pathways in the arts and sciences, in professional and technical areas, or in hybrids of the two, the process begins with consideration of the knowledge and skills required in specific related career areas and helps colleges scaffold learning outcomes through courses within each pathway, leading cumulatively to desired program-level outcomes. Importantly, the process is grounded in the local college academic context. Based on almost two decades of experience working with colleges around the country, IEBC’s process has features that acknowledge the ways colleges really work. It is has been designed for a compact timeframe—completed over the course of one term—and aligned with the natural arc of college work. IEBC’s method for devising career-centered, learning-focused pathways relies on data that is useful, usable, and actionable, combined with readily available national sources that can be localized to the region a community college serves. The CtCC SmartPathway process is institution-adaptable and facultydriven so both the process and the outcomes are owned by direct participants and the greater college community IEBC’s CtCC SmartPathways is a collaborative, program-centered design process that ensures the academic learning experiences identified by faculty can align to the expectations of employers. The O*NET-based descriptions of career knowledge and skills are the basis for beginning a facilitated, collaborative process for creating smart pathways. Faculty first examine available information regarding employer expectations of graduates in careers that are aligned to a pathway. They then engage in working to align curriculum and career requirements. From this work, they develop implementation --1

AACC Pathways Project, “The movement Toward Pathways”

plans for improving identified misalignments. This results in an institution-specific and communitysensitive process for pursuing smart pathways. Furthermore, faculty gain the skills needed to develop and use SLOs linked to the careers supported by the institution’s identified pathways. This process consists of four stages that can be accomplished in one term. Each of these work sessions includes IEBC team-facilitated discussions taking place in a professional and safe environment in which conversations are open, honest, and free from judgment:  Stage I builds on the deep work that colleges have done, mapping their programs and placing them into clusters or meta majors. Regional needs are considered and we facilitate selections about which pathways are best suited to begin the work.  Stage II continues the preparation with planning the facilitated meetings. IEBC’s team works closely with the local institutional leader and team championing the endeavor.  Stage III includes facilitated faculty-focused collaborations. The central focus is on faculty work to identify where pathway and course SLOs align with employer expected competencies and to address any gaps, where appropriate. Work is conducted between the meetings to ensure the process is ongoing.  Stage IV finalizes the work. Faculty revisit identified misalignments to ensure these have been addressed. A plan is developed for ensuring knowledge and practice are kept current. A final meeting begins the implementation phase, integrating faculty-identified SLOs into the pathway curriculum. Subsequent steps may include transferring the experiences of designing pathway-specific SLOs for the initial set of pathways and occupations to other pathways and different careers. These steps may be accomplished by applying the model with training or coaching as needed.

-*J.E. Horowitz, B.C. Phillips, and J. Yopp., Tuning in Community Colleges: A Study of the Development and Uses of Student Learning Outcomes, Journal of Applied Research in the Community Colleges, Spring, 2016, Vol 23, Issue 1.