Assessing Your Institutions Readiness for the Guided Pathways

Assessing Your Institutions Readiness for the Guided Pathways

Assessing Your Institutions Readiness for the Guided Pathways Journey Ms. Margaret Bowman & Dr. Teri Trede Moving the Needle - 2017 November 8, 2017 1 Assessing Your Institutions Readiness for the Guided Pathways Journey At the end of this session, you will be prepared 1. to Assess the health of your Assessing Institutional Readiness curriculum using Key Performance Indicators; 2. Identify a starting point for your institutions journey, using SPCs Framework for Curriculum Renewal ; 3. Engage your faculty in focused conversations about redesigning curriculum to support 2 guided pathways. November 8, 2017 Moving the Needle Conference 2017 Assessing Your Institutions Readiness for the Guided Pathways Journey 2016

2017 SPCs Journey to Guided Pathways (from a curriculum perspective) 1st 15 credit hours Milestones by quadrant CAC Triads 3 Year Course Review Assessing Institutional Readiness November 8, 2017 Moving the Needle Conference 2017 3 Critical Partnerships: Academics & Student Services Alignment Assessing InstitutionalCurriculum Readiness November Workshop 8, 2017 SJR Moving the Needle Conference 2017 Student-centered Leadership

State, 2017 ~4 Assessing Your Institutions Readiness for the Guided Pathways Journey 2 1 Program learning outcomes align to course/student outcomes and assessment Institutional philosophy and standards drive curriculum Engaged, Successful Students Academic and career milestones are embedded in academic pathways 4 Courses are sequenced in comprehensive academic pathways with identifiable on and off ramps 3 SPCs Framework for Curricular Renewal Assessing Institutional Readiness November 8, 2017 Moving the Needle Conference 2017

5 Curricular Renewal - Institutional Readiness Survey Directions: Identify your Institutional Readiness score by circling the number that most closely matches your level of agreement or certainty. A = Agree (2) U = Uncertain (1) D = Disagree (0) SPCs Frame work for Curricu lar Renew al 1: Institutional Philosophy and Standards Drive Curriculum A U D 1. My institution has a clearly stated philosophy that drives the development and continuous improvement of the curriculum. 2. My institution has standards against which academic courses and programs are reviewed. 3. My institution has curriculum health indicators (measures) to help predict the impact of curriculum changes on students. 4. My institutions C&I Committee takes responsibility and advocates for the academic quality and student focus of its curriculum. 5. Faculty are fully aware of how the changes they make to their curriculum will impact student progression. 2 2 2 2

2 1 1 1 1 1 0 0 0 0 0 2: Program Learning Outcomes Align to Course/Student Outcomes & Assessment A U D 1. All academic programs at my institution have learning outcomes. 2. Our program learning outcomes are SMART. 3. Our program learning outcomes align to competencies that are either Introduced, Practiced /Reinforced, or Mastered in program courses. 4. General Education competency areas are embedded in and assessed throughout our curriculum (not just lower-division programs or AA programs). 5. The curriculum and assessment functions are closely aligned at my institution. 2 2 2 1 1 1 0 0 0 2 1

0 2 1 0 3: Courses are Sequenced in Comprehensive Pathways with on and off Ramps A U D 1. My institution has academic pathways for all academic programs. 2. Faculty work closely with deans, advisors, and learning support staff to develop academic pathways that best promote student success. 3. Course scheduling is determined by the sequencing of courses in academic pathways (as opposed to sequencing courses based on course scheduling/availability). 4. Critical gateway courses, such as composition and math, are sequenced early in academic pathways (within the first 12-15 credit hours) so that students gain the necessary prerequisite skills for success in future classes. 5. Prior to making curriculum changes, faculty and deans consider how they will impact students academic pathways. 2 2 1 1 0 0 2 1 0 2 1

0 2 1 0 4: Academic and Career Milestones are Embedded in Pathways A U D 1. Stackable credentials, such as community college certificates or industry certificates are embedded into academic pathways so that students may stop out (if needed) and still earn a credential. 2. Key career milestones, such as developing a professional resume, are listed on academic pathways. 3. Key academic milestones, such as completing composition, math, and a gateway (introductory) program course are listed on academic pathways. 4. Recommended points at which students should engage with academic support services, such as visiting a tutoring lab for Anatomy & Physiology, are listed on academic pathways. 5. Culminating experiences, such as capstone courses or internships, are incorporated into all academic pathways so that students have opportunity to apply knowledge and skills gained from their courses to work settings. 2 1 0 2 2 1 1 0 0 2 1

0 2 1 0 TOTAL: Redesigning Academic Programs to Create Clear Paths to Student Success Group Activity: 1 2 4 3 Program learning Institutional philosophy outcomes align to and standards drive course/student curriculum outcomes Engaged, and assessment Courses are sequenced Successful in comprehensive Students Academic and career pathways milestones are with identifiable on and embedded in pathways off ramps

Student-centered Curriculum at SPC February 6, 2017 1. Based on the results of your institutional self-assessment, identify one area you would like to learn more about. 2. Assemble with like-minded participants. 3. Discuss: Where is your institution in its curriculum renewal journey (as it relates to SPCs Framework?) What challenges do you think your institution will face in implementing a curriculum renewal initiative? How would you begin to approach curriculum renewal? 4. Report out Community College Conference on Learning Assessment Assessing Your Institutions Readiness for the Guided Pathways Journey Student Engagement: Rational commitment to learning and SPC Emotional commitment to learning and SPC Student Success: Students finish what they start Engaged, Successful Students SPCs Framework for Curricular Renewal Assessing Institutional Readiness

November 8, 2017 Moving the Needle Conference 2017 8 Redesigning Academic Programs to Create Clear Paths to Student Success Critical Questions: 1. My institution has a clearly stated philosophy that drives the development and continuous improvement of the curriculum. 1 Institutional philosophy and standards drive curriculum 2. My institution has standards against which academic courses and programs are reviewed. 3. My institution has curriculum health indicators (measures) to help predict the impact of curriculum changes on students. 4. My institutions C&I Committee takes responsibility and advocates for the academic quality and student focus of its curriculum. SPCs Framework for Curricular Renewal Student-centered Curriculum at SPC 5. Faculty are fully aware of how the changes they make to their curriculum will impact

student progression. February 6, 2017 Community College Conference on Learning Assessment 9 Assessing Your Institutions Readiness for the Guided Pathways Journey Annual facultyled summer institutes prompt the iterative improvement project for each academic year Assessing Institutional Readiness November 8, 2017 Moving the Needle Conference 2017 10 Assessing Your Institutions Readiness for the Guided Pathways Journey 1 Institutional philosophy and standards drive curriculum SPC Results & Benefits of Developing an Institutional Philosophy and Standards to Drive Curriculum: Increased ownership: faculty and deans are more engaged in the curriculum development process. Repeatable, reliable peer-to-peer

curriculum review process. Increased institutional knowledge of curriculum development and improvement. Curriculum review focuses on student success and academic quality, rather than dot the Is. Decrease in number of course directives processed. C&I Committee: Advocates and experts in curriculum development SPCs Framework for Curricular Renewal Assessing Institutional Readiness November 8, 2017 Moving the Needle Conference 2017 11 Assessing Your Institutions Readiness for the Guided Pathways Journey Critical Questions: 1. All academic programs at my institution have learning outcomes. 2. Our program learning outcomes are SMART. 3. Our program learning outcomes align to competencies that are either Introduced, Practiced /Reinforced, or Mastered in program courses. 2 Program learning outcomes align to course/student outcomes and assessment

4. General Education competency areas are embedded in and assessed throughout our curriculum (not just lower-division programs or AA programs). 5. The curriculum and assessment functions are closely aligned at my institution. SPCs Framework for Curricular Renewal Assessing Institutional Readiness November 8, 2017 Moving the Needle Conference 2017 12 Assessing Your Institutions Readiness for the Guided Pathways Journey 2: Align PLOs to course/student outcomes and assessment SPCs Framework for Curricular Renewal Assessing Institutional Readiness November 8, 2017

Moving the Needle Conference 2017 13 Assessing Your Institutions Readiness for the Guided Pathways Journey SPC Results & Benefits of Developing PLOs: Curriculum is developed from the perspective of the end in mind (the successful, employed graduate). Course major learning outcomes (MLOs) clearly support PLOs. Common assessment points established in programs. Program curriculum is viewed holistically. 2 Program learning outcomes align to course/student outcomes and assessment SPCs Framework for Curricular Renewal Assessing Institutional Readiness November 8, 2017 Moving the Needle Conference 2017 14 Assessing Your Institutions Readiness for the Guided Pathways Journey Critical Questions: 1. My institution has academic pathways for all

academic programs (certificate baccalaureate). 2. Faculty work closely with deans, advisors, and learning support staff to develop academic pathways that best promote student success. 3 Courses are sequenced in comprehensive pathways with identifiable on and off ramps 3. Course scheduling is determined by the sequencing of courses in academic pathways (as opposed to sequencing courses based on course scheduling/availability). 4. Critical gateway courses, such as composition and math, are sequenced early in academic pathways (within the first 12-15 credit hours) so that students gain the necessary prerequisite skills for success in future classes. 5. Prior to making curriculum changes, faculty and deans consider how they will impact students academic pathways. SPCs Framework for Curricular Renewal Assessing Institutional Readiness November 8, 2017 Moving the Needle Conference 2017 15 Assessing Your Institutions Readiness for the Guided Pathways Journey Features of SPC Academic Pathways

SPCs Framework for Assessing Institutional Readiness November 8, 2017 Moving the Needle Conference 2017 16 Assessing Your Institutions Readiness for the Guided Pathways Journey Pathways Do NOT: 3: Create comprehensive Academic Pathways with identifiable on and off ramps s q e r re Pathways Do:

w e B Present highly recommended courses and sequence with an opt out feature Recommend specific general education courses and elective courses, based on curricular relevance Identify on and off ramps via embedded certificates and industry certifications Allow for customization and flexibility based on each students unique situation Enable faculty and deans to experience curriculum through the students perspective Identify hidden prerequisites and other unforeseen, downstream impacts of curriculum changes e r a e d d i h f o Replace professional guidance from faculty and advisors Limit students options of courses Require students to take any

additional courses for a specific requirement that was previously satisfied Require students to be fulltime or part-time, collegeready or college-prep, online or on campus Change due to scheduling or modality p n SPCs Framework for Curricular Renewal Assessing Institutional Readiness November 8, 2017 Moving the Needle Conference 2017 17 Assessing Your Institutions Readiness for the Guided Pathways Journey SPC Results & Benefits of Creating Academic Pathways: Faculty view their curriculum and the college experience through the eyes of their students. Identifies structural issues in curriculum (e.g., hidden prerequisites, misaligned certificates) Engaged, energized faculty. 3 Courses are sequenced in comprehensive pathways with identifiable on and off ramps

Promotes collaboration among faculty, administration, advisors, and student support staff. Informs scheduling decisions. Helps to identify when students stray from their intended goals (majors) and get them back on track. SPCs Framework for Curricular Renewal Assessing Institutional Readiness November 8, 2017 Moving the Needle Conference 2017 18 Assessing Your Institutions Readiness for the Guided Pathways Journey Critical Questions: 1. Stackable credentials, such as community college certificates or industry certificates are embedded into academic pathways so that students may stop out (if needed) and still earn a credential. 4 Academic and career milestones are embedded in pathways 2. Key career milestones, such as developing a professional resume, are listed on academic pathways. 3. Key academic milestones, such as completing composition, math, and a gateway (introductory) program course are listed on

academic pathways. 4. Recommended points at which students should engage with academic support services, such as visiting a tutoring lab for Anatomy & Physiology, are listed on academic pathways. 5. Culminating experiences, such as capstone courses or internships, are incorporated into all academic pathways so that students have Assessing Institutional Readiness November 8, 2017 Moving the Needle Conference 19 opportunity to apply knowledge and 2017 skills SPCs Framework for Assessing Your Institutions Readiness for the Guided Pathways Journey SPC Results & Benefits of Embedding Milestones Into Academic Pathways: Students gain exposure to their intended career early in the program (and can change early, if desired). Students develop connections with business and community leaders. Students graduate with a comprehensive portfolio that can be used for job searches, graduate school, etc. Program curriculum is more relevant (contextualized). 4 Academic and career milestones are embedded in

pathways SPCs Framework for Curricular Renewal Assessing Institutional Readiness November 8, 2017 Moving the Needle Conference 2017 20 Assessing Your Institutions Readiness for the Guided Pathways Journey Margaret Bowman ([email protected]) Teri Trede ([email protected]) Assessing Institutional Readiness November 8, 2017 Moving the Needle Conference 2017 21

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