Strategies for Implementing Guided Pathways and Accelerating … · PATHWAYS 70% 30% transfer...

Strategies for Implementing

Guided Pathways and Accelerating the

Completion Agenda

AVID for Higher Education (AHE)

Rob Girargira@avid.org

Executive Vice President (retired)

• Ten years of implementation

• Focused on student success and teacher preparation

• Fifty campuses in 17 states

• Split between two and four year colleges and universities

• Compelling third party evaluations by the Gibson Group (available on request)

Faculty Development Professional

Learning

AHE Socratic Tutorial Model

& Peer Mentoring

First Year Experience

Course & Adult Education Transition

Course Support

Advising Enhanced with

AVID's Philosophy "Rigor with

Support"

Co-Curriculum Support--

Teaching & Learning

Outside the Classroom

WICOR Learning Framework (Writing, Inquiry, Collaboration, Organization & Reading)

AHE Student Success

Transforming the Student Learning Experiencethrough Guided Pathways

Kristi Clemmerkclemmer@odessa.edu

Executive Director ofStudent Completion

Dr. Diane Carrasco-Jaquezdcarrasco@odessa.edu

Sr. Dean for theSchool of STEM

Essential QuestionWhat current systems exist on your campus

that you could leverage to improve or develop

guided pathways?

ENROLLMENT6,500fall 2018

9,000annual

GENDER60%

female40%male

FIRST TIME

950IN COLLEGE

TRANSFER

29%rate | 2018

GRADUATION RATE(3 year | fall 2014 cohort)

42% FT | 30% PT

PERSISTENCE

80%fall to spring

STATUS

75%

25%

full-time part-time

TYPE

26%

9%65%

dual credit echs traditional

PATHWAYS

70%

30%

transfer career

ETHNICITY

60%30%

5%5%

hispanic white black other

20102011

Passed a $69 million bond.Community support was strong;the economy was not.

Odessa College identified as1 of 4 colleges to be defundedby the Texas legislature.

American higher education is not doing enough good for

enough people

improve student success

we are accountable

win the ASPEN prize

we are ALL in

student centered

VIS

ION

CU

LTUR

E

to making eye contact, smiling,

saying hello, acknowledge

to recognizinggood or vulnerable

behavior –celebrate or

intervene

to engaging with students –

establishing a personal connection

to developingclear & coherent

practices & processes for

students –eliminating barriers

staff CO

MM

IT to

Registration Hold

First Class FreeDual Credit

College2career

Success CoachMetaMajor

Contextualized FYE & AVID

Drive to Success

Academic Progress

ScholarshipFaculty MentorCareer/Transfer Pathway Hold

Cap & Gown ReservedTransfer AdvisingCareer

Placement

college2career pathway • 8 week courses

CONNECTcollege

prepared

ENGAGE PROGRESS COMPLETEtransition

preparationtechnically prepared

STU

DE

NT

com

mit

men

ts

the RIGHT career path the RIGHT preparation

success course AVID 81.4%

persistence

FACULTY commitments

1interacting with student by name by first class/end of first week 2

close monitoring of student behavior and progress with immediate intervention

3One-on-one meetings/frequent communications with students early in semester 4

Masters of Paradox: highly structured courses with penalties for missed exams and assignments, etc. but flexible when appropriate

• high engagementstrategies

• focus on answering “what have your students learned and how do you know?”

• learning framed around outcomes rather than textbook chapters

peer-led, required workshops

Professional Learning

Communities

ongoing PD and improvement each term and semester TEACHING and LEARNING

Mentor faculty

Automatic for all

full time (70% of students)

Adaption for adjunct too

Structured meetings,

tours, events, &

online discussions

2 course observations

with feedback sessions

Structured department

chair/director

expectations also

first year faculty experience

Transitioned from 16-week to8-week model

16 weeks is a long time to wait

• Students have to wait 16+ weeks to restart a class if they had to drop

8 weeks is the norm for some

colleges

• Colleges catering to working students have been using 8-week course structure for years

additional on ramps

• Additional on ramps for first generation college students to meet their readiness

Create interdepartmental

committee

what will we need to think and work through to ensure

success?

NOTwhat problems

should scare us out of this?

preparing for the change

where we are: <15% are 16 week courses

contact hours clinicals business

internships dual creditexceptions

sent to committee

SCHEDULE | THEN SCHEDULE | NOW15 HOURS TERM 1 | 6 HOURS

Monday/Wednesday Monday/Wednesday

8 am – 11 am (2 classes) 8 am – 11 am (1 class)

Tuesday/Thursday Tuesday/Thursday

8 am – 12:30 pm (3 classes) 8 am – 11 am (1 class)

TERM 2 | 9 HOURS

Monday/Wednesday

8 am – 11 am (1 class)

Tuesday/Thursday

8 am – 12:30 pm(2 classes | f2f & hybrid)

Linear Pathway

OC PathwayDesigned to get students from

college2career (or transfer) in 2 years

• Linear pathway in Student Planner

• Courses 1-20 –regardless of student status

• 8 week courses• Continuous

Enrollment• Deliberate &

thoughtful pace and progress checks

2 courses Fall 1 & 2

2 courses Spring 1 & 2

2 FLEX courses

First Time – Full Time

30 SCH – Year ONE

2 courses Fall 1 & 2

2 courses Spring 1 & 2

2 FLEX courses

First Time – Full Time

60 SCH – COMPLETE

13%

26%

2%

8%

27%

two years after introducing8 week courses

increase inenrollment

increase inFTIC enrollment

increase in course completion

increase in C or better success

decrease in return of federal funds for non-completion

620

1731

0

200

400

600

800

1000

1200

1400

1600

1800

2000

2010 2011 2012 2013 2014 2015 2016 2017

Degrees/Credentials Awarded

Essential QuestionWhat current systems exist on your campus

that you could leverage to improve or develop

guided pathways?

Redesigning Amarillo College:Pathways to Student Success

Dr. Tamara Clunisttclunis@actx.edu

Vice President of Academic Affairs

as populations with college degreesincrease by 10%, per capita gross product rises by 22%.

communities needcommunity colleges differently now.

Edward Glaeser, Triumph of the City (2011)

recent awards

• Leah Meyer Austin Award

• Bellwether Award

• Bellwether Legacy Award

Innovate | Challenge

Disrupt | ChallengeReset | Question

Re-imagine | Re-invent

Amarillo College

No Excuses 2020

Creating a Culture of Caring Across the Campus

Accelerate Learning Systems

Data Analytics & Predictive Modeling

Eradicate Student Poverty Barriers

Accelerate Learning SystemsAcademic and Non-Academic Support Systems

Reform Dev Ed andGen Ed

Mandatory and Intensive Tutoring

Accelerated Pathways to

College Readiness

Communities/ Career Pathways

8-Week Courses Scheduling for Student Success

Academic and Career Advising

Amarillo College

No Excuses 2020

ourstudent

71% first-generation

60% part-time

54% minority

65% female

60% financial aid

67% designated Developmental Education

21% enrolled in Developmental Education

51% transfer-focus

barriers to earning a Bachelors forcommunity college starters

transfer paths are unclear

poor career/ college

advising

lack of early momentum

students making

progress,don’t transfer

credit loss excess credits

1. AVID Leadership and Support

2. Campus Team

3. Faculty Development and Professional Learning

4. AVID Experience: First Year Through Completion

5. Evaluation and Research

Student Success Essentials

guided pathways essential practices

clarify the paths get on a path help students

stay on a path

ensure students are

learning

The Amarillo College Student Success

Life Cycle1) EXPLORATION: Success 360 – High School

Exploration Event

2) PROGRESSION: 8-week courses ● Academic SupportRemoving Life Barriers ● Success Teams

3) COMPLETION: Employment ● Transfer

Steps 1-3 are repeated each time the student has an “aspirational epiphany.”

CONNECTION: Welcome Week, First Year Seminar Success Teams

PREPARATION: College Readiness – Success Centers, Removing Life Barriers, Badger Beginnings

Repeated through the Success Life Cycle

Five YearCompletionGoal: 70%48%We are well on track

with close to two-thirdscompletion to goalin only three years

Data Sources: AC Office of Instructional Research, THECB Almanac, AC CCSSEE

3-YearCompletion

Rate2015–2018

Accelerating the Completion Agendathrough Guided Pathways Workshop

September 27 | San Diego, CA

• Explore the why and how of guided pathways

• Examine Diverse Student Scenarios

• Survey the research and best practices for mapping and getting students on the paths

• Understand the role of AHE in supporting guided pathways implementation

• Create a short-term action plan specific toyour institution

Q&A

Dr. Tamara Clunisttclunis@actx.edu

Vice President of Academic Affairs

Kristi Clemmerkclemmer@odessa.edu

Executive Director ofStudent Completion

Dr. Diane Carrasco-Jaquezdcarrasco@odessa.edu

Sr. Dean for theSchool of STEM

Learn more about AHEAVIDforHigherEducation@avid.org