Guided Pathways Self-Assessment Survey Results

Transcription

1 Office of Institutional Research and Effectiveness Respondent Division: Total Respondents: 105 Answer % Count Administrative Services 5.71% 6 Human Resources 0.00% 0 Instructional Services 49.52% 52 Operations 2.86% 3 Student Services 41.90% 44 Total 100% 105 Office of Institutional Research and Effectiveness December 13, 2017 Page 1 of 19

2 Respondent Classification: Answer % Count Faculty-Full-Time 37.74% 40 Faculty-Adjunct 8.49% 9 Faculty-Counseling 6.60% 7 Faculty-Librarian 0.94% 1 Classified 26.42% 28 Manager/Administrator 18.87% 20 Trustee 0.94% 1 Total 100% 106 Office of Institutional Research and Effectiveness December 13, 2017 Page 2 of 19

3 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. Strongly Agree 6.90% 6 Agree 43.68% 38 Disagree 21.84% 19 Strongly Disagree 9.20% 8 I don't know 18.39% 16 Total 100% 87 Office of Institutional Research and Effectiveness December 13, 2017 Page 3 of 19

4 SHARED METRICS College is using clearly identified benchmarks and student data to track progress on key activities and student academic and employment outcomes. Those benchmarks are shared across key initiatives. Strongly Agree 8.14% 7 Agree 45.35% 39 Disagree 12.79% 11 Strongly Disagree 8.14% 7 I don't know 25.58% 22 Total 100% 86 Office of Institutional Research and Effectiveness December 13, 2017 Page 4 of 19

5 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 such as (but not limited to): Student Success and Support Program (SSSP), Basic Skills Initiative/Basic Skills Student Outcomes and Transformation Program (BSI/BSSOT), Equity Planning (Student Equity/SE), Strong Workforce Program (SWF). Strongly Agree 11.49% 10 Agree 58.62% 51 Disagree 11.49% 10 Strongly Disagree 5.75% 5 I don't know 12.64% 11 Total 100% 87 Office of Institutional Research and Effectiveness December 13, 2017 Page 5 of 19

6 INCLUSIVE DECISION-MAKING STRUCTURES College has identified 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. Strongly Agree 5.81% 5 Agree 51.16% 44 Disagree 19.77% 17 Strongly Disagree 8.14% 7 I don't know 15.12% 13 Total 100% 86 Office of Institutional Research and Effectiveness December 13, 2017 Page 6 of 19

7 INTERSEGMENTAL ALIGNMENT College engages in systematic coordination with K-12, four-year institutions and industry partners to inform program requirements. Strongly Agree 4.71% 4 Agree 42.35% 36 Disagree 21.18% 18 Strongly Disagree 8.24% 7 I don't know 23.53% 20 Total 100% 85 Office of Institutional Research and Effectiveness December 13, 2017 Page 7 of 19

8 GUIDED MAJOR AND CAREER EXPLORATION OPPORTUNITIES College has structures in place to scale major and career exploration early on in a student s college experience. Strongly Agree 5.75% 5 Agree 37.93% 33 Disagree 20.69% 18 Strongly Disagree 14.94% 13 I don't know 20.69% 18 Total 100% 87 Office of Institutional Research and Effectiveness December 13, 2017 Page 8 of 19

9 IMPROVED BASIC SKILLS College is implementing evidence-based practices to increase access and success in college and/or transfer-level math and English, including, but not limited to: The use of high school performance for placement (i.e. cumulative GPA, course grades, non-cognitive measures) for placement; Co-requisite remediation or shortening of developmental sequence; Curricular innovations including creation of math pathways to align with students field of study. Strongly Agree 12.64% 11 Agree 60.92% 53 Disagree 9.20% 8 Strongly Disagree 2.30% 2 I don't know 14.94% 13 Total 100% 87 Office of Institutional Research and Effectiveness December 13, 2017 Page 9 of 19

10 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). Strongly Agree 7.06% 6 Agree 32.94% 28 Disagree 36.47% 31 Strongly Disagree 9.41% 8 I don't know 14.12% 12 Total 100% 85 Office of Institutional Research and Effectiveness December 13, 2017 Page 10 of 19

11 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. Strongly Agree 7.87% 7 Agree 48.31% 43 Disagree 25.84% 23 Strongly Disagree 8.99% 8 I don't know 8.99% 8 Total 100% 89 Office of Institutional Research and Effectiveness December 13, 2017 Page 11 of 19

12 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 including: Link student demand to scheduling; Ability for students to monitor schedule and progress (e.g., Degree Audit); System for counselors and faculty to monitor students progress (e.g., Starfish, early; alert system, etc.); Data on career and employment opportunities including salary and requirements (e.g., SalarySurfer, other); Others. Answer % Count Strongly Agree 3.61% 3 Agree 28.92% 24 Disagree 28.92% 24 Strongly Disagree 26.51% 22 I don't know 12.05% 10 Total 100% 83 Office of Institutional Research and Effectiveness December 13, 2017 Page 12 of 19

13 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 identified in integrated plans, program review, and other intentional processes. Strongly Agree 8.43% 7 Agree 48.19% 40 Disagree 22.89% 19 Strongly Disagree 10.84% 9 I don't know 9.64% 8 Total 100% 83 Office of Institutional Research and Effectiveness December 13, 2017 Page 13 of 19

14 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. Strongly Agree 8.99% 8 Agree 50.56% 45 Disagree 11.24% 10 Strongly Disagree 6.74% 6 I don't know 22.47% 20 Total 100% 89 Office of Institutional Research and Effectiveness December 13, 2017 Page 14 of 19

15 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. Strongly Agree 7.06% 6 Agree 49.41% 42 Disagree 20.00% 17 Strongly Disagree 5.88% 5 I don't know 17.65% 15 Total 100% 85 Office of Institutional Research and Effectiveness December 13, 2017 Page 15 of 19

16 APPLIED LEARNING OPPORTUNITIES Students have ample opportunity for applied/contextualized learning and practice. Opportunities have been coordinated strategically within and/or amongst programs. Answer % Count Strongly Agree 6.98% 6 Agree 32.56% 28 Disagree 26.74% 23 Strongly Disagree 6.98% 6 I don't know 26.74% 23 Total 100% 86 Office of Institutional Research and Effectiveness December 13, 2017 Page 16 of 19

17 Please provide any comments, questions, or suggestions regarding Guided Pathways: This is so new to us that its hard to assess what is happening...it's just starting. The District needs an 'integrated' Student ID card, that also serves as Library Card, Financial Aid, Printing, and all other identified services. The planning for this card must include key stake-holders and technology implementers from around the District, to make sure that the specifications for such a card take in account all the requirements of the various District services. Simplifying identification and access to campus resources and services is a key part of "Guided Pathways." The communication throughout the campus is still not happening. There are great ideas and initiatives taking place and getting started however the links connecting them are not there and if they are its only connecting one or two not all working together like and assembly line. Please do not forget that historically underrepresented groups are still going to be disenfranchised. Provide support services that are culturally empathetic to those groups. Although pathways is going to become a reality, the reality is that traditionally marginalized students are still going to need our support. I hope that appropriate training prevents departments and individuals from becoming gate keepers and giving everyone a fair chance to achieve their goals and not what we think they can achieve. none... Key leaders of Guided Pathways should watch Simon Sineck's you tube "Start with the Why". We always start with the "what" or the "how" and as a result never get sustainable institutional commitment or synergy. Inclusive decision making strategies must include students with learning challenges/disabilities to ensure educational resources, support and academic success. Thank you. In the areas that I indicated disagree, the answer reflects a lack of systemic cross-district structures. Good things are happening, but they needs to be system wide. If a student needs a class to graduate and that class is full or cancelled because of low enrollment, what happens to the student? They have to wait for a semester? So what is the point of trying to push them out faster? I think that the college leadership needs to make sure that counselors and teaching faculty understand their roles in this process. Teaching faculty should be utilized as advisors regarding job market and career info and should never be counseling students on requirements as they are not trained. Counselors should be more involved in Guided Pathways since they are the experts in career counseling, career clusters and requirements for certificates, AA degrees and transfer requirements. Including one counselor on the committee is not sufficient. Counselors should be the majority on the campus wide committee. Also, counselors should be facilitating flex day activities Office of Institutional Research and Effectiveness December 13, 2017 Page 17 of 19

18 involving GE patterns etc., not teaching faculty who do not understand GE patterns and requirements. I personally do not like the idea of a single pathway for a student. Where is the diversity of thought, when a student cannot choose their own interests (GE)? Also, I feel that our website needs serious attention NOW. Trying to view the spring schedule of classes? Good luck! Lastly, are we losing students to "for-profit" schools? I feel that their marketing techniques are far better than ours (however, I did see yesterday a Delta add while on TMZ app...yay). I am truly looking forward to being a part of these discussions and appreciate the transparency from Dr. Hart and committee. I hope that our goal as a college is to implement guided pathways in a way which increases student success. Which is to say, we should not be providing "pathways to mediocrity." We can prevent mediocrity by continuing to encourage students to explore their electives and general education options. I would hope we would not encourage all students to take the same few courses. I do not even know all our campus offers on campus, let alone expect students to know. The flex day guided pathway activity was not clear with a definition, objective or purpose. Roles are not defined. Guided Pathways does help Students, Staff and Classified works to do a better job and able to help many people that take their education serious. Given the large-scale change that is expected from Guided Pathways implementation at our College, communication in the near term and extended future should be cultivated by having periodic and regular discussion forums to elicit ideas and thoughts from all participating groups. Give a frame work across the subjects so faculty can be consistent. As we are not currently doing most of these things, I am looking forward to seeing improvement on all of these areas. I have high hopes that Delta will finally engage in meaningful shared governance to implement guided pathways instead of just providing lip service as we have done in the past. I also wonder why this survey wasn't done earlier when we were applying for the grant to gauge campus interest. I think the answers on this survey are going to be quite different from what was submitted on the application. As it relates to the Guided Pathways model, it is important that the college also take into consideration the community we serve. We are in the central valley, although the literacy rates are low, we do have student gems that come out of the valley. It is choice that helped these students reach their academic goals. Design of the Guided Pathways programs should ensure that the college does not become a cookie cutter method of education with limitations on student outcomes and choices. CTE programs are wonderful but they should not change the open access format of our college. Mindful consideration must be taken into account when designing these programs to ensure a return to the early system of "tracking" does not take place again. I am excited at the possibilities of guided pathways but fear the outcome will be driven by predictive enrollment and course offerings and limited options to ensure bottom line priorities. Office of Institutional Research and Effectiveness December 13, 2017 Page 18 of 19

19 This is a serious opportunity we have in front of us. We should look at best practices from FSU, Guttman, and Queensborough CC in the CUNY system to determine what design and best practices we can learn from. As an adjunct I know what my department is doing, but I often do not know about the rest of the college - so, while I imagine it may be similar in other departments, I just do not know much about the whole picture. Office of Institutional Research and Effectiveness December 13, 2017 Page 19 of 19