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PROGRESS

Texas Completes Framing Model. Some Known Loss Points. CONNECTION. ENTRY. COMPLETION. PROGRESS. Unstructured programs / too many choices. Students never apply to college. Poor work-school balance. Transfer without credential. Students delay entry into college.

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PROGRESS

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  1. Texas Completes Framing Model Some Known Loss Points CONNECTION ENTRY COMPLETION PROGRESS Unstructured programs / too many choices Students never apply to college Poor work-school balance Transfer without credential Students delay entry into college Part-time enrollment forcing long completion times Students accumulate credits (& debt) not aligned with completion Extended onramps delay entry to programs of study College counseling patterns that lead to: - under enrollment - little program-specific guidance - missed financial aid opportunities Progress not monitored / feedback given Students fail to enroll/pass Gatekeeper courses Never complete college level math Life events / “Stop out or drop out” Credential doesn’t support needed wage & aren’t stackable Poor academic preparation

  2. Texas Completes Framing Model Momentum Strategies CONNECTION ENTRY COMPLETION PROGRESS Increase understanding of college requirements, including test prep / financial aid / dual enrollment Streamline time to degree / certificate Use technology to automate processes such as graduation Comprehensive student advising system Continually analyze student progress & leverage technology to provide real-time feedback Accelerate entry to structured POS linked to careers Provide incentives to transfer with credentials Restructured deved to accelerate into POS Ensure new students know requirements to succeed Remove policy barriers to graduation, such as graduation applications or fees Integrate SS / Instruction efforts Mandatory requirements such as orientation and student success course Implement more accelerated and competency-based options Placement exam / ed planning in high school

  3. Discussion • Connection: How can you and your colleagues increase or enhance outreach so new students are better prepared for success? • Entry: How might you and your colleagues accelerate the rate at which new students choose and successfully enter a program?

  4. Discussion • Progress: How can you and your colleagues provide support to students as they progress along their pathway? • Completion: How might you assist students who are close to completion in crossing the finish line?

  5. Pathway Models Compared Program paths unclear Clear roadmaps to student end goals Too many choices Default, whole-program schedules “Opt-in” career and college planning Required academic plans Dev ed narrowly focused on Math & English 101, no “soft skills” prep Intake system redesigned as “on-ramp” to program of study Progress tracking, regular feedback & support Students’ progress not monitored Bridges to college programs from High school, ABE/ESL, non-credit High school, ABE/ESL, non-credit poorly aligned with college

  6. Frequently Asked Questions About Redesigning Colleges to Improve Completion

  7. FAQs about Redesigning for Completion (1) • Isn’t free choice the cornerstone of American higher education? • Don’t students benefit when they “find themselves” by what looks like wandering to the observer? • Isn’t college a meritocracy, where the strong / smart succeed, and the weak / underprepared / unmotivated don’t succeed? • Won’t we lose enrollment when we get rid of the swirl with increased structure?

  8. FAQs about Redesigning for Completion (2) • Aren’t we going to sacrifice quality when move to more structured pathways? • How can students be expected to make career decisions when they are 18 or 19? • Don’t students change careers four to seven times? Given this, why would we put them on structured pathways? • Don’t we lose a liberal arts education when we make things more structured?

  9. Texas Completes Design Principles

  10. Program Pathway Enter Program of Study Complete Program of Study Consider College Education

  11. Pathway RedesignProcess STEP 4 STEP 2 START HERE STEP 3

  12. Status Quo Pathway Design(example AA in LAS or Gen Studies) • AA requirements not aligned with requirements for junior standing in a major at transfer institutions • Lack of clear pathways to transfer in a major for cc students; many choices • Students progress toward AA and transfer not tracked; little on-going guidance, support • No mechanism to inform choice of major pathway • Deved narrowly focused on math and English, not customized to particular paths

  13. Pathway Principle #1 – Accelerate Entry into Coherent Programs of Study that Lead to Jobs • Features • Provide a structured, efficient, and prescriptive student progression experience • Clear sequence of courses that lead to completion and job placement • Discussion Questions • When does a student at your college learn about the various programs of study? • What guidance is provided that can help a student select a program of study based on their interests, skill levels, and long term goals?

  14. Pathway Principle #2 – Minimize Time to Get College Ready • Features • Ensure students understand assessment & placement process and importance of preparation • Clearly communicate requirements for degrees & certificates and the path to achieving them • Discussion Questions • How does your institution work with your feeder high schools to help potential students understand the impact of and prepare for the placement test? • How long do deved students spend in remedial courses?

  15. Pathway Principle #3 – Ensure Students Know Requirements to Succeed • Features • Clearly map out program requirements and sequence • Prescribe course of study for students based on goals and level of readiness • Discussion Questions • Currently, how do students obtain necessary info about requirements for achieving their educational goals? • What existing systems (e.g. technology) could you and your colleagues leverage to help students better understand the requirements for success?

  16. Pathway Principles – Customize and Contextualize Curriculum (#4) amd Instructional Delivery (#5) • Features • Use program-specific content to make developmental education relevant and engaging • Use of experiential learning • Discussion Questions • Do your current deved courses offer students opportunities to explore their fields of interest and provide a context for the math, reading & writing that they are learning? Why or why not? • How might you go about contextualizing some of your courses? Who would neec to be involved?

  17. Pathway Principle #6 – Integrate Student Support With Instruction • Features • Embed student support within instruction where appropriate • Ensure proactive & customized academic & student support serves students who most need it • Discussion Questions • When your students need support, how do they find it? • How might your institution make it easier for students who are reluctant to ask for help, or unaware where to find it, to get the assistance they need?

  18. Pathway Principle #7 – Continually Analyze Student Progress & Proactively Provide Customized Feedback • Features • Analyze and celebrate student progress toward goals and provide prompt and tailored feedback • Use data on student progress to inform planning and creation of safety nets • Discussion Questions • How do students currently find out about their progress toward their educational goals? Does anybody know when students meet progress milestones? • What customization rules might you consider implementing for students who share a certain set of conditions?

  19. Pathway Principle #8 – Utilize Effective Teaching Practices in the Classroom • Features • Stay current on effective teaching practice research and emerging data nationally and in Texas • Implement effective teaching practices in the classroom, monitoring and improving them from the results of classroom-based research • Discussion Questions • (Faculty) What are you currently doing to improve your teaching practices in the classroom? • (Admin) How do you create structures and opportunities for faculty to learn from each other’s teaching practice?

  20. Model Implementation at Scale

  21. Discussion • What are some of the key features of an coherent pathway for your students? • As you think about the design principles, where might you start with action steps that lead you to a more coherent pathway for your students?

  22. Find Out More • NCII & CCRC websites: www.inquiry2improvement.com & ccrc.tc.columbia.edu • Dr. Davis Jenkins, Sr. Research Fellow, CCRC davisjenkins@gmail.com • Dr. Rob Johnstone, Founder & President, NCII rob@inquiry2improvement.com

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