- Engaging stakeholders and making the case for change
- Establishing a baseline for key performance indicators
- Building partnerships with K–12, universities, and employers
- Developing flowcharts of how students choose, enter, and complete programs
- Developing an implementation plan with roles and deadlines
Guided Pathways Scale of Adoption Assessment (posted 4/5/2018)
Colleges use this tool to assess how far along they are in adopting essential guided pathways practices at scale. The assessment is most useful when responses reflect a broad range of perspectives (administrators, faculty, staff, etc.), when participants gather to discuss responses in detail, and when these in-depth conversations are facilitated by an expert third party. (Community College Research Center)
AACC Pathways Project Readiness Assessment (posted 4/5/2018)
Colleges use this tool to assess the impact of prior work related to improving student success, strengthening equity in student outcomes, and scaling initiatives to serve all students. (American Association of Community Colleges)
Casemaking PowerPoint Slides from Pathways Collaborative Organizations (posted 4/5/2018)
Various Collaborative organizations use these slides when they provide context and discuss casemaking. (Pathways Collaborative)
Engagement PowerPoint Slides from Pathways Collaborative Organizations (posted 4/5/2018)
Various Collaborative organizations use these slides when they discuss engagement. (Pathways Collaborative)
PRACTITIONER, PRESIDENT, AND PARTNER PERSPECTIVES
Ed Bowling, Executive Director, Completion by Design - North Carolina, Pathways Coach; Davis Jenkins, Senior Scholar, Community College Research Center, Pathways Partner; Lori Suddick, Vice President for Learning, Northeast Wisconsin Technical College, Pathways College; Stephanie Sutton, Associate Provost, Enrollment Management & Student Success, Lorain County Community College, Pathways Coach; Uri Treisman, Director, Charles A. Dana Center, The University of Texas at Austin (posted 4/5/2018)
(1) One of the things that we’ve promoted with this particular part of the work is that it’s not something that colleges are doing, but rather it’s something that colleges are becoming. And when you kind of change the mindset that this isn’t just another initiative, it’s not another project, but it’s the way that we’re fundamentally changing the processes and the procedures and the programs at our college to improve student retention, credit accumulation, and ultimately completing their programs.
(2) The guided pathways idea is moving from a model where we’re attracting students by offering a lot of choices of courses at low cost to we’re attracting and retaining students by offering programs that clearly lead to where students want, which is efficient advancement with no excess credits to majors in bachelor’s degree programs in a timely and affordable way.
(3) Building the right infrastructure around the guided pathways is really necessary to make sure that there is engagement across the entire college. So the important thing for us is that we help employees, faculty and staff, understand where their — the work that they do every day, the processes they run, the behaviors, their actions, that they understand where that work fits within the overall structure of the framework.
(4) And so we work with our team intentionally about having them understand that our students come from different backgrounds, that they’re really ingenious and innovative but sometimes they don’t — they have to get through tomorrow, so they don’t see the bigger picture of attending class. And so some might need to meet with you more often, and some might need that support all the way through to completion. But giving them that support doesn’t make them less effective. It really just helps them complete.
(5) One of the really subtle cultural shifts is thinking about change not only of our own programs, but our own programs in concert with the other programs that they interact with. The internal version of that is we have worked with K–12, with adult basic education, with workforce programs, and we see enormous duplication of services across those efforts that started as special entities with particular populations. We need to rethink all of those in the context of today’s fiscal environment. And the starting place for that is the student.