Davis Jenkins Community College Research Center Teachers College Columbia University Oregon Pathways Institute May 10 2018 A National Movement Colleges Implementing Guided Pathways Organize programs into metamajors map programs to careerpath jobs and transfer in majors ID: 793522
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Slide1
Oregon Guided PathwaysRedesigning the College Experience for Student Success
Davis Jenkins
Community College Research Center
Teachers College, Columbia University
Oregon Pathways Institute May 10, 2018
Slide2A National Movement: Colleges Implementing Guided Pathways
Slide3Slide4Organize programs into “meta-majors,” map programs to career-path jobs and transfer in majorsHelp all students explore career/academic options and develop a full-program plan by end of term 1
Make schedules and monitor progress based on students’ plans
Integrate
and contextualize academic
support into college program
gateway courses, starting with math and English
Integrate
active/experiential
learning into every programBuild pathways into high schools, starting with dual enrollment
Essential Pathways Practices
Slide51) Mapping Pathways to Student End Goals2)
Helping Students Choose and Enter a Path
3)
Keeping Students on the Path
4)
Ensuring that Students are Learning
Guided Pathways
Practice Areas
Slide6Guided Pathways
Scale of Adoption
Slide7Slide8Slide9Slide10Slide11Slide12Slide13What is our
students’ experience with career/college exploration, planning and progress monitoring currently
?
How would we like to see
our students
’
experience
on these fronts
change?
What do we have to do to change it?
G
uiding
Questions
Slide14How do we know if guided pathways reforms are working?
Slide15Slide16Early Momentum Matters
Slide17Credit momentum – % of FTEIC students who attempt 15/30 credits in one term/year
Gatekeeper momentum
– % of FTEIC students who pass college-level English/math (or both) in one year
Program momentum
– % of FTEIC students who pass at least 9 college-credit hours in the student’s field of study in one year
Early Momentum Metrics
Slide18Credit momentum:From current semester schedule to full-program planFrom full-time vs. part-time to “on-plan” vs. “off-plan
From scheduling available courses to scheduling plan courses
Gatekeeper momentum:
From academic assessment to holistic assessment
From pre-requisite remediation to co-requisite support
Program momentum:
From job/transfer help for near completers to career exploration and planning from the start
From gen ed to meta-majors
From math and English gateways to critical program courses
Early Momentum Mindsets
Slide19Early Adopters
13 Tennessee
Community Colleges
Slide20Tennessee Essential Completion Practices: Scale of Adoption Assessment
SOAA distributed to colleges in fall 2017
CCRC conducted follow-up calls in January 2018
Send comments to CCRC on the Scale of Adoption report by April 13, 2018
Slide21Essential Completion Practices Scale of Adoption Assessment:
Summary of Responses by TBR Colleges
Slide22Slide23Slide24College Math Taken by Students in Tennessee Community Colleges
Co-Requisite Scale Implementation, Fall 2015
Accelerating College Entry
Source: Belfield, Jenkins, Lahr (2016)
Slide25Slide26Slide27Source: CCRC Analysis of TBR Data
Slide28Source: CCRC Analysis of TBR Data
TBR CCs: Earned 24+ credits in Year 1, by Age Groups and Race
Slide29Source: CCRC Analysis of TBR Data
Slide30Source: CCRC Analysis of TBR Data
TBR CCs: Passed college English in year 1, by Age Groups and Race
Slide31Source: CCRC Analysis of TBR Data
TBR CCs: Passed college math in year 1, by Age Groups and Race
Slide32Source: CCRC Analysis of TBR Data
Slide33Summary of Oregon Community College VFA KPI Reports
CCRC Analysis of Oregon VFA KPI reports
Slide34Summary of Oregon Community College VFA KPI Reports
CCRC Analysis of Oregon VFA KPI reports
Slide35What is our
students’ experience with career/college exploration, planning and progress monitoring currently
?
How would we like to see
our students
’
experience on these fronts change
?
What do we have to do to change it?
G
uiding
Questions
Slide36