A low percentage of students reach their stated educational goals - PowerPoint PPT Presentation

R4S —Reengineering Sierra College for Student Success

 A low percentage of students reach their stated educational goals in a timely manner, or at all.

WHAT ARE STUDENT GOALS? 11,000 (60%) TRANSFER to CSU or UC + 1,600 ( 8%) TRANSFER with degree or certificate TOP MAJORS (AS OF 9/22/15) Undecided 5,200 Nursing 4,000 Business 3,600 Biology 2,300 Psychology 2,000 Computer Science 1,400 Engineering 1,100

50% leave every year  3% complete 30 units 1st year  Overall, about 30-35% of our students get a degree, certificate, or transfer within six years—and most of those take much longer than two years.

Behavioral Economics: Choice Too much choice—especially uninformed choice— leads to indecision or poor decisions. Taking too much time Taking too many credits Spending too much money Not reaching their goals http://www.completecollege.org/docs/guided_pathways_to_success.pptx

 Make navigating the institution user-friendly to all students.  Help students understand, explore, and choose appropriate educational goals.  Give students clear and efficient paths to reach those goals.  Ensure those paths are available.  Provide support and resources to keep students on those paths.  Measure institutional progress toward/success at these goals and respond accordingly.

 “Guided pathways” defined  An easy-to-use plan that guides a student into and through college to successful completion of a program of study that leads to transfer or a career. It integrates student services and instruction into a coherent, intentional, and informed student experience. Many variations, but most include some version of  “interest areas” (clusters of related disciplines) and  “academic maps” (clearly sequenced paths through programs that can be individualized based on a student’s needs).

ACADEMIC MAPS

 A plan of classes for all four semesters (for a full-time student)  Based on a template for a degree or certificate and customized according to student need  “Default” path for students—if they stay on it, they will have a degree in two years  Courses in the major are logically sequenced  Encourages students to take math and English early (predictors of success)  Enables interventions if students fall off path  Students still have freedom to explore—they will be educated about potential consequences to financial aid, athletic eligibility, etc.“Informed wandering”

Fort Lewis College Colorado

Chipola College Florida

University of Central Arkansas Spanish major

INTEREST AREAS

REMEMBER WHIT IT FEELS LIKE TO START COLLEGE?

 Interest Areas (sometimes called “meta-majors”) cluster related disciplines into groups.  Students who have a sense of direction but not a specific goal can be placed into an interest area rather than a specific major  Academic maps within an interest area move students along a common path while they settle on a program—this will prevent excess elective units  College provides active career interventions to guide undecided students to a specific program within first semester

Florida College System

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Sierra College Degrees and Certificates, 2015-16

GUIDED PATHWAYS SUCCESS STORIES City Colleges of Chicago • Implemented model maps for all programs • Grouped all programs into ten interest areas • Graduation rates doubled in three years • Even more ambitious goals for the future http://www.pbs.org/newshour/bb/grad-rates-double-reinvention-chicago-city-colleges/

The City University of New York (CUNY) • The CUNY Accelerated Study in Associate Programs (ASAP) initiative has produced a graduation rate three times higher than the national average for urban community colleges. 55% of its fall 2007 cohort earned associate degrees in three years. • ASAP students are grouped in cohorts based on a limited set of majors and attend courses during consolidated morning, afternoon, or evening schedules to enable them to better balance school, jobs, and family responsibilities.

Florida State University • Since starting degree maps, FSU has cut the number of students graduating with excess credits in half • Overall graduation rate increased from 62% to 74% • African-American rate to 77% • First-generation Pell students to 72% • Hispanic students to more than 70% http://completecollege.org/docs/GPS_Summary_FINAL.pdf

Georgia State University • Implemented degree maps and intrusive advising • Graduation rates up 20% in the past ten years • Graduation rates higher than average for – Pell students (52.5%) – African-American students (57.4%) – Hispanic students (66.4%) http://www.completecollege.org/docs/guided_pathways_to_success.pptx

 Reactions?  Questions?