Guided Pathways: Making The Case - Monroe Community College

Guided Pathways: Making the CaseDr. Gretchen SchmidtPathways Executive DirectorSUNY Guided Pathways Cohort II – Institute #1October 3, 2019

Dr. Marcia BallingerPresident Lorain County Community College (OH)

Why, exactly,are we doing this?

Children's prospects of earningmore than their parents have fallenfrom 90% to 50% over the past halfcentury.Source: The Equality of OpportunityProject

The Impact ofFamily IncomeonPostsecondaryCompletion

Children under 5 living in poverty7

Education is the path out ofpovertySource: Georgetown CEW: /11/collegepayoff-complete.pdf8

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How did we get here? Achieving the Dream Over a decade of institutional reform Developmental Education Initiative Small pockets of success “Get with the Program” Making the connection for students Completion by Design Initial investment in structured pathways AACC Pathways Project

A National Movement:Colleges Implementing Guided Pathways

What we know aftermore than a decade ofreform .The proportion of community college students completingcommunity college and earning a credential has not changed Every college is perfectly designed to produce precisely theresults it is currently getting Problems of scale Developmental education divergence Challenges in institutional transformation Demographic and economic changes– Declining enrollment and declining state appropriation Culture change vital to implementation and sustainability– Culture trumps strategy every time

Institutional reform has been . Change for small numbers of studentsOR changefor large numbers of students

Source: IPEDS

Source: IPEDS

Source: IPEDS

Source: IPEDS

Source: Center on Budget Priorities 2017

Source: SHEEO 2018.

Leadership for Guided Pathways: Guy Generals,President Community College of Philadelphia (PA)

Guided Pathways Essential Practices1 3 Clarify paths tostudent end goalsMeta-majorsProgram mapsCareer transfer informationMath pathwaysKeep studentson pathMonitoring progress on planIntrusive supportFrequent feedbackPredictable scheduling2 4 Help students geton a pathEarly career/transfer explorationAcademic and financial planIntegrated & contextualizedacademic supportEnsure students arelearningField-specific learning outcomesActive learning throughoutField-relevant experientiallearning

Guided Pathways Mindset ShiftsFROM:TO:Transfer vs. CTE, creditvs. non-creditCareer-connected transfer paths orlivable-wage job w/ clear degree pathFull-time vs. part-timeOn-plan vs. off-planJob/transfer support fornear completersCareer/transfer exploration andplanning for all students from the startStandardized placementtestsMultiple measures and in-classdiagnostic assessmentPre-requisite remediationIntegrated/contextualized academicsupportCritical program courses (includingfield-appropriate math)Algebra and English comp“gatekeepers”In-class vs. co-curricularProgram-relevant active/experientiallearning

Guided Pathways Cultural ShiftsFROM:TO:Are students collegeready?Are colleges student-ready?Sanctioned wanderingPurposeful directionInstitutional siloesCross-functional teamsDiscrete strategies/boutique programsEvidence-based practices integratedinto coherent student experiencesat scaleSupport services optional/by referralIntegrated/contextualized academicsupportTeaching classes facultywant to teach when theywant to teach themTeaching classes students need totake when they need to take themEquity as sidebarEquity as design principle

“We are Already Doing It”(Don’t Need Another State or National Initiative)What I Knew We provide all students what they want, when theywant, where they want and how they want. Students, faculty, and staff understand how it is allconnected Students should have max flexibility, meaning can optin or out (orientation, college success course,overriding placement results) Maximum choice provides maximum flexibility Students use tutoring and coaching as they need it Students reach out for help when need it (if you haveit, they will come) Curriculum listed in catalog is sufficient direction tostudent Students know what their goals are We are in the education business so services neededoutside of education are the responsibility of others(food, housing, mental health, income) Part-time student needs same as full-time students(children are little adults) Processes and services should be available and appliedequally to allWhat I Know Now What we had was fragmented and informed bymany varied beliefs and experiences (dependedwho you talk to or worked with) Default decision is to make no choice What you think is obvious is not always obviousto others To many, seeking help is an admission of failure Natural tendency is accept failure, overestimateability, or wait too long Wrap around services part of business ofeducation Equality Equity

INSTITUTIONAL EXAMPLEJackson College (MI)

Strong Change Leadership: Dan Phelan, PresidentJackson College (MI)

Jackson College Credit Momentum KPIs100%75%71%50%50%Earned 6 college credits in 1st term33%25%24%24%Earned 15 college credits in year 1Earned 24 college credits in year 10%7%1%2011Earned 30 college credits in year 1201220132014Fall FTEIC Cohort201520169%2017

Jackson College Gateway Math & EnglishEarly Momentum KPIs100%75%Completed college english in year 150%47%67%42%36%Completed college math in year 125%18%15%Completed both college math and English in year 10%2011201220132014Fall FTEIC Cohort201520162017

Jackson College Credit Pass Rate and PersistenceEarly Momentum KPIs100%Course Pass Rate75%82%75%75%Fall to Spring Persistence65%50%25%0%2011201220132014Fall FTEIC Cohort201520162017

INSTITUTIONAL EXAMPLELorain County Community College (OH)

COMMUNITY COLLEGE RESEARCH CENTERPRESENTATION TITLE IN HEADER / JUNE 8, 2012

Students Who Passed 3 College CoursesIn Their Program Area in Year 158% improvement 12011-20122012-20132013-20142014-2015Concentration is defined as 9 credit hours within a program of study within 1 year

IPEDS 3-Year Graduation 200920108%5%0%20082011201220132014

First Associate degree completers within 4 years with 15 or fewertransfer-in credits74-7% decreasesince 2012-1373.47372.2College-Level Credits7270.971706968Reduces cost to graduates by almost 2 courses 60269.3 602 x 366 graduates 220,332 in mic Year2015-162016-17

Student Success Return on InvestmentFall full-time studentretention2011:2016:56%67%370 more full-time students retainedEach full-time studentretained to year two 4,900in tuition andsubsidyOver 1.8 million gained fromstudent success efforts since 2011

Save on the cost of a BA!University Costs4 YearsBachelor’s DegreeCompletion CostWith Room & Boardthrough MyUniversityAshland UniversityB.S. in Education 157,416 32,79879%Bowling Green State UniversityB.S. in Biology 75,400 11,74584%Cleveland State UniversityB.A. in Psychology 85,227 12,52585%Hiram CollegeB.A. in Accounting & Fin. Mgmt 160,600 24,55485%Kent State UniversityBachelor of Bus. Admin. 77,408 12,89383%University of AkronB.S. in Sport Studies 80,578 12,81184%University of ToledoB.S. in Computer Science & Eng. 83,177 15,72681%College/University** LCCC’s in county tuition is 3,077 per year for a full-time studentPercent savings based on Bachelor’s Degree with LCCC’s MyUniversity Guaranteeversus all 4 years at the university rates and incurring room & board.Savings!

Guided Pathways Guiding Questions Does every program lead to: a) a livable-wage job (with clear paths tofurther education), or b) transfer with junior standing in the student’sfield of interest? How do we help entering students explore interests, choose a programthat is a good fit, and develop a full-program plan? How do we ensure that every entering student has a “light the fire”learning experience in term 1? How can we monitor students’ progress to make sure they stay onplan? How can we schedule classes so that students can take the coursesthey need to advance on their plans when they need them? How do we ensure that all students gain program-relevant experience? How can we enable more underrepresented students to enroll andcomplete programs leading to higher-opportunity outcomes?

QUESTIONS?gschmidt@aacc.nche.edu

Ashland University B.S. in Education 157,416 32,798 79% Bowling Green State University B.S. in Biology 75,400 11,745 84% Cleveland State University B.A. in Psychology 85,227 12,525 85% Hiram College B.A. in Accounting & Fin. Mgmt 160,600 24,554 85% Kent State University Bachelor of Bus. Admin. 77,408 12,893 83% University of Akron B.S .