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

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

Dec 16, 2022 6 likes •257 views

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

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R4S—Reengineering Sierra College for Student Success

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  • A low percentage of

students reach their stated educational goals in a timely manner, or at all.

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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

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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.

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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

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SLIDE 6
  • 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.

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SLIDE 7
  • “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).

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ACADEMIC MAPS

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  • 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”

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Fort Lewis College

Colorado

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Chipola College

Florida

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University

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Arkansas

Spanish major

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INTEREST AREAS

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REMEMBER WHIT IT FEELS LIKE

TO START COLLEGE?

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  • 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

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Florida College System

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SLIDE 19
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Sierra College Degrees and Certificates, 2015-16

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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/

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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.

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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

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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

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  • Reactions?
  • Questions?