6 in 10 9 in 10 61% 88% were first time to college (first- time - PDF document

5/24/2018 REDESIGNING THE STUDENT WELCOME TO EXPERIENCE: SORTING A GUIDED PATHWAYS FRAMEWORK DAY!!! 1 2 REDESIGNING THE STUDENT REDESIGNING THE STUDENT EXPERIENCE: EXPERIENCE: A GUIDED PATHWAYS FRAMEWORK A GUIDED PATHWAYS FRAMEWORK • An integrated, inclusive approach to • Seeing ourselves through a STUDENT comprehensively redesign the SMC LENS and using a student ‐ centered student experience. approach we seek to create an equity ‐ driven SMC that: • Reshaping the college as an equitable institution that is more effective and • reduces/eliminates equity gaps more efficient at serving our diverse • reduces time to completion student body. • increases rates of completion 3 4 SMC New Students and First-time Incoming Freshmen and Their Freshmen Status Educational Goals Among students new to SMC in Among first-time freshmen Fall 2013 (non-F1), more than entering SMC in Fall 2013 (non- F1), nearly 6 in 10 9 in 10 61% 88% were first time to college (first- time freshmen). reported a transfer, degree, or certificate (credential) goal. N = 8188 N = 4401 5 6 1

5/24/2018 Entered SMC with a goal of degree, Three Year Completion Rate certificate, or transfer Only 18% of these students completed a degree/certificate and/or transfer within three years of entry. 7 8 REDESIGNING THE STUDENT EXPERIENCE Three Year Completion Rate by Race White Students: 32.9% Asian Students: 23.4% • Elements of the Guided Pathways Framework are not necessarily “new” • SMC and institutions around the country have been using some of the elements: Latina/o/x Students: 11.9% Black Students: 10.9% • cohort model, contextualized & applied learning, targeted & proactive advising, block scheduling, course sequencing, … 9 10 REDESIGNING THE STUDENT EXPERIENCE GUIDED PATHWAYS FRAMEWORK: 4 PILLARS • The innovation of the Guided Pathways Help Framework is strengthening these Clarify the Students Path for elements and bringing them “to scale” Get on a Students Path • For an institution of 30,000 students, this means transformational change to Help Ensure Students Students “business as usual” Stay on a are Path Learning 11 12 2

5/24/2018 GUIDED PATHWAYS FRAMEWORK: GUIDED PATHWAYS FRAMEWORK: 4 PILLARS 4 PILLARS Help Help Clarify the Students Path for Students Get on a Students Path Get on a Path 13 14 “META ‐ MAJORS” ARE ABOUT HELPING “META ‐ MAJORS” ARE ABOUT HELPING STUDENTS GET ON A PATH EARL Y STUDENTS GET ON A PATH EARL Y Most students (particularly 1 st gen • • Most students don’t know they students) don’t know what they want to study “x” want to do • Therefore, they are typically NOT • Thus … don’t know why they are ready to pick 1 of the 143 options here • Thus … they are more likely to • BUT: Students do know they “like stop ‐ out certain things” or know certain things “interest them” 15 16 “META ‐ MAJORS” ARE ABOUT HELPING “META ‐ MAJORS” ARE ABOUT HELPING STUDENTS GET ON A PATH EARL Y STUDENTS GET ON A PATH EARL Y • Nearly 30% of our first ‐ time • “Meta ‐ majors” help ALL students: freshmen select “undecided” • Get started on a path • Build a community • “Undecided” doesn’t help them … • Narrow the choices of required and it certainly doesn’t help us in Math courses helping them • Enroll in courses that will MOST LIKELY count toward their goal of completion 17 18 3

5/24/2018 “META ‐ MAJORS” ARE ABOUT HELPING WHAT ARE “META ‐ MAJORS”? STUDENTS GET ON A PATH EARL Y • Meta ‐ majors are collections of programs that have related courses. • “Meta ‐ majors” do NOT limit student choices or options • Meta ‐ majors group together degrees, certificates, & transfer • Instead: “meta ‐ majors” help preparation that are considered “structure choices” for those similar from a student’s perspective. students who want structured • Meta ‐ majors are designed to choices simplify the process of selecting a major. 19 20 WHAT “META ‐ MAJORS” ARE NOT WHAT “META ‐ MAJORS” ARE NOT • “Meta ‐ majors” are NOT program • “Meta ‐ majors” are NOT “majors” maps or “areas of emphasis” • Program maps are for specific • No student will be granted a program (degrees, certificates, degree or certificate in a “meta ‐ transfer prep into a specific major” major) 21 22 BENEFITSOF META ‐ MAJORS FOR M E T A ‐ M A J O R STUDENTS Common Core Courses Common Math Requirement • Students accumulate fewer Common Career Options “excess” units (i.e., units that do not satisfy program requirements) Specific Program 23 24 4

5/24/2018 15 MOST COMMON “60 UNIT DEGREES”: BENEFITSOF META ‐ MAJORS FOR DEGREE ‐ APPLICABLE UNITS ONL Y STUDENTS Average Average SMC Degree Units Earned "Excess" Units • “Student exploration” is Accounting (AS) 81 21 encouraged early in the meta ‐ major Art (AA) 92 32 Art History (AA-T) 94 34 and via general education Business (AS) 74 14 Business Administration (AS-T) 85 25 requirements Communication Studies (AA-T) 75 15 ECE (AS) 100 40 • Career exploration is now planned ECE (AS-T) 95 35 Film Studies (AA) 80 20 and intentional within a general General Science (AA) 83 23 History (AA-T) 76 16 field of study Liberal Arts: Arts and Humanities (AA) 82 22 Liberal Arts: Social and Behavioral Science (AA) 77 17 Political Science (AA-T) 71 11 Public Policy (AA) 91 31 25 26 BENEFITSOF META ‐ MAJORS FOR BENEFITSOF META ‐ MAJORS FOR STUDENTS STUDENTS • Students engage in major content early which clarifies for student why they are here. • If they can answer “why am I here?” they are far more likely to succeed and complete. 27 28 BENEFITSOF META ‐ MAJORS FOR LOGIC/PRINCIPLES FOR THE STUDENTS CONSTRUCTION OF “META ‐ MAJORS” • Meta ‐ majors facilitate learning • Must have focus on STUDENT communities and cohorts as Perspective/Perception students are likely to be taking similar courses at the same time • Keep an open mind • “Traditional ways” may NOT make the most sense • This is for and about STUDENTS! 29 30 5

5/24/2018 LOGIC/PRINCIPLES FOR THE LOGIC/PRINCIPLES FOR THE CONSTRUCTION OF “META ‐ MAJORS” CONSTRUCTION OF “META ‐ MAJORS” Common intellectual pursuits Shared ways of knowing • Similar Career Options • Shared core content • Similar Transfer Options • Common Major Prep • Common Math requirement Eventually, this might create opportunities • Shared methodology to develop shared courses that might not • Examples: Qualitative Research, currently exist … Quantitative Research, Scientific Method, Artistic Expression, … 31 32 LOGIC/PRINCIPLES FOR THE LOGIC/PRINCIPLES FOR THE CONSTRUCTION OF “META ‐ MAJORS” CONSTRUCTION OF “META ‐ MAJORS” Efficiency in moving students along SUMMARY their path • Focus on STUDENT perspective • Shared pre ‐ requisites • Common intellectual pursuits (goals) • Overlapping degree requirements • Shared ways of knowing • Efficiency for student completion What logic/principles you we use to construct the meta ‐ majors? 33 34 TABLE ROLES LOGIC/PRINCIPLES FOR THE CONSTRUCTION OF “META ‐ MAJORS” Each table has people for these roles: • FACILITATOR: ensures focus and SUMMARY progress in given task • Focus on STUDENT perspective • RECORDER: ensure ideas are • Common intellectual pursuits (goals) documented and submitted • Shared ways of knowing • LEVEL SETTER: ensures all voices at • Efficiency for student completion the table are heard and considered At your table, discuss the logic/principles • TRANSLATOR: ensures any you will use to construct the meta ‐ majors; confusion gets clarified record on the sheet provided. 35 36 6

5/24/2018 OVERVIEW OF WHAT WE WILL DO OVERVIEW OF WHAT WE WILL DO Place all 143 of our programs into 5 ‐ 8 After lunch: • Terminology/Labels/Titles “categories” (or piles or buckets). • A larger, more detailed, sorting This will be a multi ‐ step process based It is important that ALL voices are on experiences at other institutions. heard throughout the day. We are all • An Individual Quick Sort important here. • A Collective review of that Quick Sort • A Collective breaking up of the “Other” category into logical piles All that BEFORE lunch 37 38 OVERVIEW OF INDIVIDUAL QUICK SORT OVERVIEW OF INDIVIDUAL QUICK SORT Each table currently has: QUICK SORT: • 4 Colored “Tentative Name Cards” • Place the 4 NAME CARDS around the • These are for the first 4 piles you will outside of the table. create. • Place the “OTHER” CARD in the • 4 “Program Cards” to be placed in a middle of the table. pile with the corresponding color of • Place the 4 colored PROGRAM CARDS the “Name Card” with the same color name card. • Give each color a TENTATIVE NAME. • 1 “OTHER Card” (NOTE: these tentative names will likely change as you progress) 39 40 QUICK SORT INSTRUCTIONS COLLECTIVE REVIEW OF COLORED PILES (15 MIN) (25 MIN) • Review logic/principles; modify if necessary. • Facilitator divides the stack of cards • Review each of the 4 COLORED piles ONLY. among everyone at the table. • Programs which best belong in more than • Each person QUICKLY (“ gut instinct” ) one COLORED pile: places each card they have into ONE • make a notation of which other pile on a Post ‐ of the 5 piles. It, stick it on the card, but keep the card in only one pile. • 4 colored piles • Collectively review the tentative name; • 1 “other” pile (this is only for cards that modify if necessary. do NOT belong in any of the 4) 41 42 7