Redesigning the Student experience: A Guided pathways framework

1. Redesigning the Student experience: A Guided pathways framework

2. PROGRAM MAPPING Orientation(department flex fall 2019)

3. Guided pathways framework:4 Pillars

4. Guided pathways framework • All programs are mapped (with the students’ goal in mind) to transfer and career and include these features: • Detailed information on transfer outcomes and target careers • Course sequences, critical courses, contextualized or complementary general education courses, embedded awards, and progress milestones • Mathematics and other core coursework are aligned to each program of study

5. Clarifying the path: Program Mapping Having clear, understandable, efficient maps for programs is one step in “leveling the playing field” between first-generation students and others. First generation college students are the category most likely to significantly benefit from program maps.

6. Program Mapping: FRAMING THE DISCUSSION • The “Easy Way” vs. the “Right Way” • The “easy way” is simply to place into a sequence the courses of our “areas of emphasis”. • The “right way” involves much more thoughtful and reflective work. • The “right way” invites a critical review of our program learning outcomes, our pedagogy, our inequitable outcomes, our course formats, and our curriculum.

7. Program Mapping: FRAMING THE DISCUSSION • “Starting with the End in Mind” • The entry skills needed for their “next step” (transfer, workforce, career) are where we start. • We build the map “backwards” to ensure that all our students are supported to achieve those outcomes. • For programs meant to lead straight to the workforce and/or a career, we can identify the entry skills based on our advisory boards and/or industry reports.

8. Program Mapping: FRAMING THE DISCUSSION • “Starting with the End in Mind” • For those programs meant primarily for transfer or “transfer to future career”, we can identify the entry skills based on the lower division major preparation spelled out by the 4-year institution. • This is where it becomes tricky and the “easy way” is likely to be called upon in the short term. • Thus, it behooves us to investigate the actual lower division major prep courses at the 4-year institutions. THAT would tell us what the entry skills would be for upper division work (and thus inform our PLOs).

9. Program Mapping: FRAMING THE DISCUSSION • “Starting with the End in Mind” • We want discipline faculty to investigate further to consider possible changes to our curriculum (in the longer term). • Some thoughts on “transfer to future career”: There are many online resources available to help faculty answer the perpetual question asked by our students: “What can I do with a major in XX?”. We want our faculty to give that some serious thought as this information will become part of the maps.

10. Program Mapping: FRAMING THE DISCUSSION • “Starting with the End in Mind” • We will begin with the top 2-4 transfer destinations for our students. We have complied the university and major at the transfer destination of all our students to the UC and CSU over the past 5 years. • Use this data rather than anecdotes.

11. Program Mapping: FRAMING THE DISCUSSION • “The Basics” vs. “The Advanced” • The basic map should NOT go beyond the entry/exit skills (PLOs) that have been identified. Maps should cover the basics and allow for “additional/advanced work” for those students who are interested. • Our collective challenge is how to continue to offer “advanced” preparation for students while ALSO providing increased opportunity and support for ALL our students (not just the ones who come to us most prepared).

12. Program Mapping: FRAMING THE DISCUSSION • “Associate Degrees for Transfer” and “UC Pathways” • Associate Degrees for Transfer(AD-T) are Chancellor’s Office-Approved Degrees approved by all CSUs for all community colleges. • The UC has created UC Pathwaysfor the most common 21 transfer majors. • Sometimes the requirements of the AD-T coincide with the UCs, sometimes they don’t. • As faculty, we need to be familiar with these differences.

13. PREVIEW OF PROGRAM MAPPING • “Program Mapping Mini-Teams” • For each program (degree, certificate of achievement, department certificate that is not part of a larger award, or transfer program with no specific award), a Mapping Mini-Team will be constructed composed of: • Curriculum Committee Representative • Counselor • “Expert Faculty Member(s)” intimately familiar with the primary discipline of the program (which may or may not be the Curriculum Representative) • Equity Representative –someone who has been trained in “equity-mindedness” (which may or may not be the Curriculum Rep and/or the Expert Faculty • Department Chair (optional)

14. PREVIEW OF PROGRAM MAPPING • “Program Mapping Mini-Teams” • The Mini-Teams will be trained by the “Program Mapping Work Team” and will work with ALL interested faculty in a program’s primary department to help construct the program map based on the templates and guidelines that have been developed. • The Mini-Teams serve as facilitators and as resource personnel for the departmental faculty. • We DISCOURAGE work on a program map without the mini-team being present.

15. PREVIEW OF PROGRAM MAPPING • “Program Maps” • Program Maps are more than a simple sequencing of courses in an area of study. They do sequence courses (including English, Math, and other GEs) but they also are thoughtfully constructed to: • maximize effective and efficient unit accumulation in an area of study (momentum) given the particular circumstances of students • identify milestones and/or exit points (and consequent expected employment opportunities and income) for students • facilitate complementary course combinations for students • acknowledge and remedy the structural inequities currently present at SMC

16. PREVIEW OF PROGRAM MAPPING • “Program Maps” • Each completed program map will be reviewed by a team likely composed of: • Faculty Leads • Dean of Instruction • Articulation Officer and/or Transfer Center Lead • Workforce Development Representative • Career Services Representative • Financial Aid Representative • Equity Representative

17. PREVIEW OF PROGRAM MAPPING • “Program Maps” • 4 “phases” to map construction. We will construct all maps through Phase 1 (2018-2019) before moving on to additional phases: • Phase 1:Sequence required courses (including Counseling, English, and Math) along with “unspecified slots” for GEs and Electives; identify possible career options (both short term and long term) • Phase 2:Develop list of “recommended GE/elective courses” and integrate project-based learning, collaborative learning, culturally relevant pedagogy and learning, and applied learning opportunities into each map (and/or course); critical review of course outlines of record and course unit values • Phase 3: “Bells and whistles”: Integrate labor market data, income, cost benefit analysis • Phase 4: All the above is interactive and in real time

18. PROGRAM MAPPING: STRUCTURE/LOGISTICS • Each department selects 1-2 programs to map this coming Fall from the list provided. • Multi-disciplinary departments will select 2-3 programs each from a different discipline. • For each program selected, the following needs to be identified by Friday, August 31st: • The name of the program • The Department’s Curriculum Committee representative • A “Expert Faculty Member” • A Counselor (only if the program has historically worked closely with this individual; otherwise, the Counseling department chair will figure out an appropriate counselor) • Suggested faculty from the discipline that have received equity-minded training

19. PROGRAM MAPPING: STRUCTURE/LOGISTICS • Mapping Orientation Workshop for Curriculum Committee Representatives and Counselors in September. • The mini-teams and departmental faculty schedule a meeting (or series of meetings) to construct the program map. • It is your departmental faculty who will construct these maps (based on the training, advice and assistance of the mini-team). • Completed draft of the program map by Friday, January 11th (or preferably sooner).

20. PROGRAM MAPPING: PRE-WORK WORKSHEET • Break into small groups (no larger than 8) • As a group work through the “pre-work worksheet” • For item #3 (Identifying Entry Skills/Requirements for next step) • Investigate what it is the students need to qualify for the next step. • AVOID listing courses • Investigate “outcomes” of those courses • Do the PLOs of our program match up with what students need? • Is our program giving students what they need to move on? (not quite?, yes?, too much?... what might we do differently?)