Strategic action planning

1. Strategic action planning Institutional Change is HARD

2. What makes a change “stick”? What makes a change sustainable?

4. Strategic action planning Where have we been? • SWOT, Program Visualization, Need Statement Thinking systematically about your environment, and the target for change in relation to the three project strands in that environment

5. Strategic action planning Where are we going? • Today: Identify factors that contribute to your need that can be the focus of action, make plans for the kinds of data you would want to collect to confirm your assumptions and measure your success • Tomorrow: Finalizing connections between your strategies, your workshops, and the next steps back on campus

6. Locating Your Leverage Points within the Student Experience: Mapping the Processes and Practices Related to Your Need Statement

7. By the end of this workshop… • Inventory and map the processes and practices that relate to the need you’ve identified • Using this map, identify a short list of potential contributing factors related • (optional) Create a list of follow-up action items • Data needed to confirm or narrow the identified list • Gathering student voices • Stakeholders or experts who should be consulted

8. Why Assess Processes and Practices? Locating your need within your existing processes and practices and attributing a “why.” We can change ENVIRONMENT ENVIRONMENT Improved OUTCOMES Current OUTCOMES Control for INPUTS

9. Why Assess Processes and Practices? • What are the standard processes related to this need and what do we know about it? • What already exists in your program or in institutional processes or supportive services that attempts to address this issue? How does it work? Who does it reach? CURRENT ENVIRONMENT

10. Suburban College—Final Logic Model Contributing factors Success Vision: A Diverse Graduating Class that Mirrors the Community • Students of color and women are overwhelmingly not completing this pathway or transferring in the field. • - Culturally relevant course redesign • - Supplemental instruction • Bonus: Create a Facebook page and revamp their website • More culturally relevant pedagogy • Greater # accessing support services • Improved course grades at midterm and final • Improved retention and completion later in the pathway • Students of color and women are overwhelmingly not passing the intro course to this pathway and therefore are not able to complete or transfer in the field.

11. Contributing Factors What is it (within your influence with the help of your champions) that’s contributing to or creating this need?

12. Contributing factors examples.., • Students are not be receiving consistent messaging about career opportunities or curriculum pathways through advising process • Some but not all students are gaining access to a pedagogy or practice that could support their success (how and why) • Students are not receiving opportunities at the right points to learn key success skills • We do not have a process to assess or support students in preparation for the written aspect of a licensure exam • We do not offer students the opportunity to apply their knowledge in a way that will translate to other courses or future jobs

13. Can you add these to your need statement? YES! • Can you identify MANY contributing factors? YES! • Can you narrow to a smaller list that you think aligns most to what you want to affect with your work as a team? YES! (and probably should)

14. …we can move from the idea that “if we had better students, we would have better outcomes,” to the idea that “if we create better processes, our students will demonstrate better outcomes.”

15. Steps at a Glance

17. Major Process Inventory Recruitment and Matriculation Academic support Graduation processes Transfer and articulation Student health

18. Work through Steps 1 and 2 Page 7-11 Inventory major functional processes that lead and support students to and through your geoscience program. Narrow to a list of just a few you want to think about more that seem related to your need statement. Write out the steps involved in those processes. Page 7-12 Use the Inventory of Student Support Practices Worksheet and the Pay-Attention-To List to create an inventory of the practices you or your institution has in place for your geoscience students. The tools for this start at 7-16

19. Step 3: Putting it all together… Need Statement Pathway milestones (retention, course or assignment completion, learning outcomes) System Outcomes: E.g. transfer, learning, employment  Student experience in geoscience program  Pathway exit points (e.g. credential completion, transfer, sequence completion) Entry points (e.g. enrollment, dual credit) High Impact Practices in courses Extra-curriculars Supportive services? Cont. Factors Strengths

20. Step 4: Walk the Room—what can you learn? Need Statement Pathway milestones (retention, course or assignment completion, learning outcomes)  Student experience in geoscience program  Pathway exit points (e.g. credential completion, transfer, sequence completion) System Outcomes (Goals): E.g. transfer, learning, employment Entry points (e.g. enrollment, dual credit) High Impact Practices? Extra-curriculars Supportive services? Cont. Factors Strengths

21. Step 5 & 6 Page 7-13 & 14 Discuss what you saw in others’ work and reflect on your map to finalize your list of contributing factors and record them in your notebook or journal. There are useful reflection questions in your notebook.

22. Report out… • Project Strands: How do your contributing factors address one or more of the three project strands? • Equity: How does this factor relate to issues of equity or broadening participation? • Champion Team: What does this contributing factor mean for the Champion Team you may need in place to overcome it? How can you appeal to the concerns or interests of specific champions to help them feel invested in this issue? • What do you still need to know from students or other sources?