Pathways to Results: What Have We Learned?

1. Kristy Morelock Illinois Community College Board Tim Harmon Office of Community College Research and Leadership, University of Illinois at Urbana-Champaign Pathways to Results: What Have We Learned?

2. Pathways to Results • What is Pathways to Results? • Who are the sites, and what are the pathways and problem areas? • What have the sites learned? • What do these lessons suggest about future development of PTR? ICCB and OCCRL

3. Pathways to Results Phases Equity & Outcomes ICCB and OCCRL

4. Sites, Pathways, Problems ICCB and OCCRL

5. Sites, Pathways, Problems ICCB and OCCRL

6. Sites, Pathways, Problems ICCB and OCCRL

7. What have the PTR sites learned?

8. Engagement is key • Importance of simultaneously engaging academic leadership, faculty, and support staff • Avoid making assumptions about business and industry • Maintain focus on goals • Flexibility is important • Build on existing strengths and partnerships • Bring PTR process to the point of service delivery ICCB and OCCRL

9. Equity is about outcomes • Review data templates early with Institutional Research Office and Secondary Partner, and set clear expectations for what and when. • As a team, brainstorm all types of data • Producing the secondary data on special populations was a significant challenge • Build in an opportunity for review of data prior to team meeting ICCB and OCCRL

10. Process assessment sets the stage for process change • The phase allowed for more communication among departments across campus. • A broad array of representatives in the team meetings improves brainstorming. • What is learned about one process can be applied to related processes. ICCB and OCCRL

11. Process improvement builds on prior phases • Process improvements are made throughout the PTR process. • Changes to previous work on the PTR process are likely. • Involvement of stakeholders throughout is a necessity, but is also difficult. Process owners and stakeholders must be involved at grass root level in reviewing data, identifying problems, and determining solutions. • Spend more time reflecting on the potential solutions to the process. ICCB and OCCRL

12. Review and reflection sets the stage for future efforts • Story-telling is used as a way for the team, partners and stakeholders to learn in a collaborative manner. • Culture change is required for effective recruitment of nontraditional students and workers. ICCB and OCCRL

13. Future of Pathways to Results • Increased focus on partnership development and engagement in phase one • Flexible approach to data development and measurement of student transitions in phase two • Simplification of instructions and supporting materials throughout ICCB and OCCRL

14. Next Steps • Integration of PTR with Programs of Study planning process • FY12 Postsecondary Perkins and PCCS Grants and additional funding opportunities to become integrated with PTR • Focus on programs of study and outcomes • Utilization of POS Inventory, Expectations Tool, and creation of a Problem Statement ICCB and OCCRL

15. Questions?

16. Office of Community College Research and Leadership (OCCRL) – Tim Harmon tharmon@illinois.edu – Debra Bragg dbragg@illinois.edu – LoraleaLiss ltliss2@illinois.edu Phone: (217) 244-9390 Website: http://occrl.illinois.edu/ E-mail: occrl@illinois.edu Kristy Morelock Associate Director for CTE Programs of Study Illinois Community College Board Phone: (217) 558-4929 E-Mail: kristy.morelock@illinois.gov ICCB and OCCRL