1/6

Transcription

1 Help Fund: Guided Pathways, Year: Spring 2018-Summer 2019 Produced: Mar 26, 2018, 7:39 PM PDT LA Mission College - Guided Pathways Description COLLEGE: LA Mission College PLAN TIMEFRAME: Spring 2018-Summer 2019 READ DEADLINES AND THE GUIDED PATHWAYS DOCUMENTATION AND GOALS: Yes Project Contacts Point of Contact Alternate Point of Contact Alternate Point of Contact Deborah Paulsen President of the Academic Senate paulsedr@lamission.edu Dr. Nicole Albo-Lopez Vice President, Academic Affairs albolonm@lamission.edu Not Complete Alternate Point of Contact Dr. Deborah Harrington Dean for Student Success; Executive Director, 3CSN HarrinDL@ .laccd.edu Certifying Contacts Chancellor/President President, Academic Senate Monte Perez perezme@lamission.edu Deborah Paulsen President of the Academic Senate paulsedr@lamission.edu Timeline K E Y E L E M E N T S S P R I N G S U M M E R FA L L S U M M E R FA L L S U M M E R FA L L S U M M E R I N Q U I R Y ( 1-3 ) 1. Cross Functional Inquiry 2. Shared Metrics 3. Integrated Planning D E S I G N ( 4-8 ) 4. Inclusive Decision-Making Structures 5. Intersegmental Alignment 6. Guided Major and Career Exploration 7. Improved Basic Skills 8. Clear Program Requirements I M P L E M E N TAT I O N ( ) 9. Proactive and Integrated Student Supports 10. Integrated Technology Infrastructure 11. Strategic Professional Development 12. Aligned Learning Outcomes 13. Assessing and Documenting Learning 14. Applied Learning Outcomes 1/6

2 Inquiry 1. CROSS FUNCTIONAL INQUIRY College constituents (including staff, faculty across disciplines and counselors, administrators, and students) examine research and local data on student success and discuss overarching strategies to improve student success. College engages in broad, deep and inclusive discussion and inquiry about the Guided Pathways approach, framework and evidence. MAJOR ACTIVITIES: Continue to systematically review research on student success and equity, in cross-functional groups with the goal of identifying actionable plans to address gaps in existing student support and equity practices. Identify and develop opportunities to include student voice and input, in the examination of research, in the collection of local data, and discussion /inquiry about the College s Guided Pathways approach and framework. Review local data and feedback from students, faculty, and staff that is speci c to the creation of meta majors (e.g. - career clusters ). Feedback and data collected from students will provide the opportunity for cross-functional teams to explore and identify speci c elements of the College s Guided Pathways framework for phase 1. The GPSC Co-facilitators will continue to do research and participate in professional development and workshops related to the design and implementation of Guided Pathways in order to further inform and engage all college stakeholders in the process of implementing Guided Pathways. EXISTING EFFORTS: The College s Guided Pathways Steering Committee (GPSC) and Student Equity, Access, and Success Committee (SEAS) will continue to review and discuss research on best practices related to existing services that promote student success and equity. Local data from the College s Of ce of Institutional Effectiveness and data on the simpli ed set of metrics that the state Chancellor s Of ce will be releasing will be used to identify goals for maintaining or improving student success (e.g. degree and certi cate completion, retention, course completions, and transfer). A student survey on selecting a major will be developed based on best practices in collecting data. This survey will be used to inform the GPSC of students knowledge / access to information on identifying a major. A student-centered activity/ focus group will be implemented with multiple student groups, to gather student feedback on the creation of meta majors/career clusters. A sub-group of the GPSC will facilitate and compile the feedback from students, staff, faculty, counselors, and administrators in the creation of meta majors for the college. The GPSC Co-facilitators will plan, coordinate, and host a summit for college constituents to engage in a broad and inclusive discussion around Guided Pathways. MAJOR OUTCOMES: Implementation of speci c, evidence-based student success strategies (e.g. the creation of the College s new Student Success Center). Students will actively serve on all shared governance committees and other student success-focused committees (e.g. the Student Equity, Access, and Success SEAS - committee and the GPSC) so that the student voice is heard and systematically incorporated into decision making. Draft meta majors will be created that incorporate all of the degrees and certi cates offered by the College, and the College Catalog will be redesigned to incorporate the meta majors in a student-friendly way. Knowledge of meta majors will begin to extend beyond the GPSC to all campus constituencies via the promotion of meta majors campus-wide and to new/prospective students. 2. SHARED METRICS College is using clearly identi ed benchmarks and student data to track progress on key activities and student academic and employment outcomes. Those benchmarks are shared across key initiatives. MAJOR ACTIVITIES: The state Chancellor's Of ce will be announcing a new set of simpli ed metrics that focus strictly on students and their educational journeys from recruitment to completion. The College will review these metrics and begin to identify how they align with LAMC metrics and whether or not they can serve as a common set of metrics that all campus initiatives can use to gauge their progress and effectiveness. EXISTING EFFORTS: Existing metrics that will be integrated include the College's Institution-Set Standards, Student Equity metrics, IEPI metrics, and performance measures included in the College s Strategic Master Plan and new Integrated Plan. Currently, the College reviews these metrics individually on an annual basis. Once the new metrics are in place, the College will be able to evaluate itself and its initiatives (where applicable) based upon this set of simpli ed metrics using the process currently followed for its annual review of its performance on the Institution- Set Standards. MAJOR OUTCOMES: Currently, not all metrics are disaggregated by student characteristics; however, the new CCCCO metrics will be drillable by gender, age, ethnicity, rst-generation status, socio-economic status (SES), etc. so that Student Equity metrics can be folded directly into other initiatives such as 3SP, BSI and other initiatives under the College s Student Equity, Access and Success committee. Simpli ed metrics should also be easier for the campus community to understand so that we can attain a higher level of data literacy across the campus and so that areas of focus for improvement can be easily identi ed. 3. INTEGRATED PLANNING College-wide discussions are happening with all stakeholders and support/commitment has been expressed by key stakeholders to utilize the Guided Pathways framework as an overarching structure for the college s main planning and resource allocation processes, leveraging existing initiatives and programs. MAJOR ACTIVITIES: Integrated Planning Committee (IPC) will meet with the Guided Pathways Steering Committee (GPSC) and begin discussions on how Guided Pathways (GP) can inform and serve as a framework for integrated planning on campus. GPSC member(s) will be represented on the important planning committees such as Budget & Planning, Ed Planning, Facilities Planning, and Student Support Services. College Council and Academic Senate will endorse and support the inclusion of GP as the framework that will be adopted as an overarching structure. The VP of Administrative Services, Integrated Planning Committee, and Budget & Planning committees will meet with members of GPSC to begin the process of integrating campus resource allocation within the GP framework. EXISTING EFFORTS: The already completed Integrated Plan (IP) (SSSP, SE and BSI), which supports the goal of Guided Pathways, will be implemented in the coming phase. The IP will be aligned with the Guided Pathways framework. A Student Success Coordinator has been hired to help oversee the integrated plan. Program Review Oversight Committee (PROC) will discuss integrating Guided Pathways into program review. SEAS Committee will utilize the Guided Pathways framework in completing its work of ensuring that Integrated Plan activities are carried out in alignment with the College s Guided Pathways framework. Strong Workforce and College Promise Programs will be utilizing Guided Pathways as a framework for integrating instructional and student support services to help facilitate student success. MAJOR OUTCOMES: Guided pathways will be utilized as an overarching framework to leverage current campus initiatives/programs and shape future planning and resource allocation. Design 4. INCLUSIVE DECISION-MAKING STRUCTURES College has identi ed key leaders that represent diverse campus constituents to steer college-wide communication, input and decisions regarding the Guided Pathways framework. Constituents have developed transparent cross-functional work-teams to provide the Guided Pathways effort with momentum and regularly provide opportunities for broad college-wide input. In addition, this plan strategically engages college governance bodies college-wide. MAJOR ACTIVITIES: The Academic Senate convened the Guided Pathways Steering Committee (GPSC) in the fall of The GPSC began working in winter 2018, establishing its membership and charter. The membership of the committee (both voting members and non-voting resource members) represent a cross-functional team and come from a wide range of academic and professional backgrounds. The GPSC is continuing to support faculty from the original Meta-Major Team to continue developing the College s Meta- Major Matrix (e.g. a list of career clusters ) and collect data from all constituents involved. The GPSC plans to hold public events (forums, focus groups, student-centered classroom activities) to inform the community about Guided 2/6

3 Pathways and continue the collection of local data. EXISTING EFFORTS: The Guided Pathways Steering Committee (GPSC) will work closely with the Student Equity Access and Success (SEAS) Committee, which generally oversees the student support services at the College. These two entities will work in tandem to design and implement the four pillars of Guided Pathways, as they pertain to LAMC. The College will continue to do community outreach and marketing to promote the meta majors (career pathways) as they are established and integrated into the College Catalog. MAJOR OUTCOMES: The GPSC and SEAS committees lay out clear plans (design) to align appropriately with the four pillars. Constituents at the College contribute to the process, lending their voices and hands to re-envision how to serve students better. The beginning steps of the committee (holding forums, collecting data) are taken smoothly and facilitate robust conversation. The data that is collected helps guide the committees and decision-makers at the college to make informed choices as we embark on the process of restructuring services that promote intake, retention, learning, and completions. The goal in collecting data, particularly from students (but from all constituents), is to make informed decisions about meta majors, the marketing of programs, program mapping, and the overall restructuring of the student intake process. 5. INTERSEGMENTAL ALIGNMENT College engages in systematic coordination with K-12, four-year institutions and industry partners to inform program requirements. CURRENT SCALE OF ADOPTION: Scaling in Progress ANTICIPATED CHANGE IN SCALE OF ADOPTION DURING TIMEFRAME: Scaling in Progress MAJOR ACTIVITIES: Continue K-12 connections with the Los Angeles Uni ed School District and a commitment to dual enrollment. The number of courses we offer on our feeder high school campuses continue to grow and we have a Dean who oversees this area. Advisory Board participation provide feedback on curricular and programmatic needs in the industry. We have partnered with Industry through a skills-matching platform (Jobspeaker) that connects our students with internships and employment opportunities. EXISTING EFFORTS: Dual Enrollment Courses: 1. Support courses with pathway grants when available. 2. Participate in college fairs on HS campus to promote pathways and dual enrollment. 3. Host events on our campus such as building tours. Advisory Boards 1. Maintaining and seeking connections with area business leaders to strengthen advisory: Inviting potential advisory members to participate in events and projects in our program. 2. Creating an Advisory Board newsletter to keep members informed. Jobspeaker (skills matching): 1. Training students on use of system. 2. Training potential employers on use of system. 3. Assist students in resume building in conjunction with the Career Center. University Partnerships 1. Continue working with our local four-year universities. MAJOR OUTCOMES: Dual Enrollment Courses: Increase in number of students participating in pathway. Advisory: Stronger industry connections and alignment of curriculum with employers. Jobs Board: Increase in internship and job attainment. 6. GUIDED MAJOR AND CAREER EXPLORATION College has structures in place to scale major and career exploration early on in a student s college experience. MAJOR ACTIVITIES: The Career Center plans to incorporate major and career exploration early on in the matriculation process during students Assessment, Orientation, and Counseling (AOC). After students take a career assessment test they will be able to choose a major, or a meta major and enter a learning and career pathway. After receiving feedback from faculty, staff, and students, meta majors (or career clusters) will be implemented at the College. The Career Center will continue to plan, coordinate, and host the annual Major Fair, an event for students to help them gain knowledge and information about majors and career paths by speaking with faculty from various disciplines. The Career Center will create additional information sheets for majors and make them available to students Job and Career Fairs as well as Internship Fairs will be coordinated for students to provide access and exploration of possible careers related to the majors and certi cates offered by the College. Faculty in collaboration with counselors will begin to create/develop course maps (e.g. sequencing of courses). The Career Center will continue to offer workshops on resume writing, interview skills, networking, and utilizing Linked-In. In addition, the Career Center will promote the online job board (College Central Network AKA Eagle Jobs) to students. These workshops will be included in the To Do list on SIS People Soft and become mandatory. EXISTING EFFORTS: Career assessment will be incorporated into the SIS To Do list making it a requirement for matriculation to ensure students complete career assessment as early as possible. Career assessment will be incorporated into existing programs: Summer Bridge, Senior Days, Welcome Week, Registration Drives, and will be integrated into the modi ed version of the online New Student Orientations. The Career Center currently offers and will continue to offer workshops on career assessments to help students choose a major and enter a pathway. The Meta-Major Matrix will be utilized to help students with a default major and then the selection of a major or pathway. Counselors and faculty will work together to create/develop course maps for all majors listed in the College Catalog. The Career Center will continue to hold Job/Career Fairs and participate in Internship Fairs and giving students access to employers, networking opportunities, and work experience to help them decide a career path. The College Central Network Eagle Jobs job board is assisting students with resume building and nding work. MAJOR OUTCOMES: There will be an increase in students declaring a major and entering a pathway. Students will be Job Ready having the con dence and preparation to go out into the workforce and/or to transfer to a 4-year institution. Information sheets about all majors are currently available for students in the Career Center and on the Career Center website to help students gain knowledge and facts about majors and career paths. Students will be encouraged to attend any of the following workshops prior to graduation: Resume Writing, Interview Skills, Networking, and Utilizing Linked-In. In addition, students will be encouraged to register for the Career Centers online job board (College Central Network AKA Eagle Jobs). LAMC will increase number of students creating resumes and cover letters. LAMC will increase the number of students placed in internships and employment/jobs. 7. IMPROVED BASIC SKILLS College is implementing evidence-based practices to increase access and success in college and/or transfer-level math and English. ANTICIPATED CHANGE IN SCALE OF ADOPTION DURING TIMEFRAME: Scaling in Progress MAJOR ACTIVITIES: Submitted Co-Requisite curriculum for Math 227 (Statistics) to the State. The math department will offer two sections of Math 227 with Co-Requisite Math 157 (Just intime support for Statistics) and one section of Math 134 (Accelerated Elem. & Int. Algebra in one semester) in Fall 2018 and Spring EXISTING EFFORTS: The outline plan is to address the AB705 initiatives. MAJOR OUTCOMES: Students may by-pass the Statistics pre-requisite using the just-in time remediation. Students will have an option to complete two sequential algebra courses in one semester with the redesigned course curriculum. 8. CLEAR PROGRAM REQUIREMENTS College is clarifying course sequences for programs of study (including key milestones) and creating predictable schedules so that students can know what they need to take, plan course schedules over an extended period of time, and easily see how close they are to completion. College offers courses to meet student demand. In order to meet these objectives, college is engaging in backwards design with desired core competencies and/or student outcomes in mind (including time-to-goal completion and enhanced access to relevant transfer and career outcomes). MAJOR ACTIVITIES: The GPSC will offer events (summits, workshops, work-groups) to identify counselors and faculty to begin creating the course maps or course sequencing for degrees and certi cates. Course maps will include stackable certi cates that are easy for students to plan coursework and track completion. The College will work to incorporate the degree audit feature in PeopleSoft (SIS) (once all programs have been validated and inputted into PeopleSoft) so that students are able to see their progress to completion. Identify departments that will plan predictable and/ or block scheduling of course offerings. Work on coordinated scheduling by starting with some areas such as STEM. Revise General Education patterns to include course titles. EXISTING EFFORTS: Coordinated/blocked scheduling for STEM majors will begin in fall The LAW Program offers predictable scheduling by listing courses that are offered in the Fall and Spring terms. We currently offer stackable certi cates to degrees in some programs. MAJOR OUTCOMES: LAMC will provide materials that will help students understand the requirements of their program. Students will track how long it will take to meet their goal towards completion. There will be improved persistence rates. Students may take fewer units to complete their goal. More clarity and consistency in program requirements. Counselors may spend less time explaining program requirements and have more time to review other information with students. 3/6

4 Implementation 9. PROACTIVE AND INTEGRATED STUDENT SUPPORTS College provides academic and non-academic support services in a way that is proactive and aligned with instruction, so that all students are explicitly engaged in these services. 10. INTEGRATED TECHNOLOGY INFRASTRUCTURE College has the technology infrastructure to provide tools for students as well as instructional, counseling, and student support faculty and staff to support planning, tracking, and outcomes for Guided Pathways. 11. STRATEGIC PROFESSIONAL DEVELOPMENT Professional Development (PD) is strategically, frequently, and consistently offered for staff, faculty and administrators and aligned with the college s strategic goals, needs and priorities identi ed in integrated plans, program review, and other intentional processes. 12. ALIGNED LEARNING OUTCOMES Learning outcomes are aligned with the requirements targeted by each program and across all levels (i.e., course, program, institutional) to ensure students success in subsequent educational, employment, and career goals. 13. ASSESSING AND DOCUMENTING LEARNING The college tracks attainment of learning outcomes and that information is easily accessible to students and faculty. Consistent and ongoing assessment of learning is taking place to assess whether students are mastering learning outcomes and building skills across each program and using results of learning outcomes assessment to improve the effectiveness of instruction in their programs. 14. APPLIED LEARNING OUTCOMES Students have ample opportunity for applied/contextualized learning and practice. Opportunities have been coordinated strategically within and/or amongst programs. Performance Indicators PARTICIPATION K E Y P E R F O R M A N C E I N D I C AT O R S C U R R E N T K P I D ATA Average number of credits attempted in year one Average number of degree-applicable credits attempted in year one College-level course success rate Full-time students 532 Number of students 1878 Persisted from term one to term two 1080 TRANSFERRABLE MATH & ENGLISH COMPLETION 4/6

5 K E Y P E R F O R M A N C E I N D I C AT O R S C U R R E N T K P I D ATA Successfully completed both transfer-level English and math in year one 43 Successfully completed transfer-level English in year one 207 Successfully completed transfer-level math in year one 104 FIRST TERM MOMENTUM K E Y P E R F O R M A N C E I N D I C AT O R S C U R R E N T K P I D ATA Attempted 15+ college credits in rst term 91 Successfully earned 12+ college credits in rst term 178 Successfully earned 15+ college credits in rst term 22 Successfully earned 6+ college credits in rst term 685 Budget Totals Total Budget $241,261 Code Amount Percent of Budget Non-Instructional Salaries $151,994 63% Other Outgo $41,015 17% Other Outgo $48,252 20% LA Mission College Total $241, % Efforts & Support EFFORTS: Currently, the Math department operates using multiple measures, following the MMAP project recommendations adopted by the LACCD. Students are being placed using GPA as a factor into higher-level developmental math courses or directly into transfer-level math. The Math department in conjunction with Institutional Research are monitoring students progress and success and will have reportable data in a year or two. The English department has also considered placing students using the multiple measures recommended by the MMAP project. The department recently opted to take a more conservative approach to using GPA in placement decisions. For example, the district has recommended placement up to two levels higher in the developmental English sequence (based on GPA); however, the English department has opted for only one level higher. The English department in conjunction with Institutional Research will monitor students progress and success as the new measures are implemented in the coming terms. CHANCELLOR'S OFFICE SUPPORT: LAMC is in the Early Adoption of Guided Pathways. The concepts of Guided Pathways were introduced to the majority of the faculty in late August 2017, during Flex Day. The Academic Senate has asserted its role in taking a leadership position in developing the Guided Pathways Framework. Educating faculty, staff and students on Guided Pathways is an important aspect of how we will develop our frameworks. Professional Development events such as the IEPI Guided Pathways Workshops and an EAB presentation on Guided Pathways have been instrumental in informing the college on how to start the process of inquiry and exploration of current practices. The Chancellor s of ce could offer additional events planned for summer 2018/ 2019, both at the local and regional level, that will inform the college of the processes related to design and implementation. This will be bene cial especially for members of the Guided Pathways Steering Committee and the Student Equity Access and Success Committee to explore which aspects of Guided Pathways will most bene t LAMC students. In addition, the Chancellor s of ce may consider reviewing the application process via CCCApply for new students to revise it to one page/screen. The length of time that it currently takes prospective students to apply through CCCApply is lengthy and may contribute to the high number of incomplete applications. Certi cation CHANCELLOR/PRESIDENT Monte Perez perezme@lamission.edu 5/6

6 APPROVED Mar 21, 2018 PRESIDENT, ACADEMIC SENATE Deborah Paulsen President of the Academic Senate APPROVED Mar 21, California Community Colleges NOVA Site Version: /6