Housekeeping and ASCCC Resources

1. Housekeeping and ASCCC Resources ASCCC GP Canvas -https://tinyurl.com/CCC-GP2018 ASCCC Guided Pathways RESOURCEShttps://www.asccc.org/guided-pathways Welcome! We’ll be with you shortly The chat will be used for questions and input All attendees will be muted

2. Scheduling in a Guided Pathways World Presenters: Jessica Ayo Alabi, Ph.D. Chair & Professor of Sociology, Orange Coast College Randy Beach, ASCCC Guided Pathways Lead, Southwestern College Janet Fulks, ASCCC Guided Pathways Lead, Capacity Building

3. Guided Pathways and Accreditation The goals of Guided Pathways align with many of the Accreditation Standards required, but these are not new to Accreditation. Many aspects of accreditation are supported by GP principles; but some colleges have found legislative mandates and Guided Pathway a challenge to their existing mission. Some pressures from GP impact our student populations or ignore them. How do you maintain institutional integrity and use GP to help with accreditation? Noon – 1:00 PM 5/1/2019

4. Scheduling in a Guided Pathways World Your Guided Pathways work plan may be outstanding. Your student voices loud. But if your scheduling practices are not driven by student education plans and considering new legislative requirements creatively, your college will have a hard time actually implementing those plans. Join us for a review of the many factors influencing scheduling and principles you should consider. Noon – 1:00 PM 4/24/2019

5. Are we “distracted schedulers”? • Rolling over schedules • Faculty needs • Facility demands & limitations

6. What About Students? • Do you consider your schedule to be student-centered? • What do you know about the schedule needs of your students? • Where do enrollment management practices meet student need?

7. What is Enrollment Management? Does Enrollment Management mean managing FTES or managing students? Please place your responses in the chat

8. Enrollment Management • What does it mean at your college? • Is it your registration process? • Is it efficiency and productivity of course sections? • Is it recruitment and marketing?

9. Strategic Enrollment Management (SEM)1 • Establish comprehensive student enrollment goals that are aligned with the college’s mission and strategic plan. • Promote student success by improving access, engagement, persistence, and completion. • Ensure fiscal stability and viability by optimizing enrollments and integrating SEM into the college financial planning, budgeting, and allocation processes. • Offer quality and relevant programs with clear educational pathways, course offerings, and appropriate student support. 1https://visionresourcecenter.cccco.edu/sites/default/files/asks/SEMPlanningResource.pdf

10. Strategic Enrollment Management (SEM)1 • Implement strategies that lead to equitable access and outcomes. • Create a data-rich environment to inform decisions and evaluate strategies. • Design and implement communications and marketing with internal and external stakeholders to increase understanding of SEM and to meet SEM goals. • Increase collaboration among departments across the campus to support the enrollment program. 1https://visionresourcecenter.cccco.edu/sites/default/files/asks/SEMPlanningResource.pdf

11. How might Guided Pathways Intersect or impact enrollment management? Please place your responses in the chat

12. Enrollment Management and ASCCC • Enrollment Management Revisited (adopted Spring 2009) • Several Recommendations • Create a forum to review the policies and procedures for enrollment management at the college/district • Consider previous, still-relevant recommendations from the Role of Academic Senates in Enrollment Management (1999) • Make a case for faculty involvement in enrollment management policy development and decision-making (Title 5 §53200) • Initiate changes to the current enrollment management policy/processes not providing students with the highest quality education Enrollment Management Revisited Spring 2009 (https://www.asccc.org/sites/default/files/publications/Enrollment-Mgtmt-Spring09_0.pdf)

13. Enrollment Management and ASCCC • Clarify which decisions are primarily the purview of the senate versus those that an enrollment management committee (with academic senate representation) should decide • Engage in pointed discussion around faculty roles in enrollment management • Enrollment Management Worksheet Enrollment Management Revisited Spring 2009 (https://www.asccc.org/sites/default/files/publications/Enrollment-Mgtmt-Spring09_0.pdf)

14. Current Issues Impacting Scheduling Transfer degrees (SB 1440 ) Strong Workforce (SB70 Education Code Sections 88821 thru 88826) AEBG - Adult Education (Title 5 sections 58050(a) (4) and 58051.5) Guided Pathways (SB 85 Education Code Sections 88920-88922) Degree and transfer mathematics and English (AB 705) Student Centered Funding Formula (AB 1809) • Offerings in Prisons (SB1391 & Trailer Bill 1809)) • Dual Enrollment (AB 288) CCC Bachelor Degree Programs (SB 850) Student Success and Support Programs (SB 860)- Student Equity - 51026 Student Equity or 54220 Student Equity Plans

15. The Reality of Change to Our System • How do we respond to all these changes? • Are we still open access when our enrollment is so regulated? • Can we reinvent ourselves to meet these challenges around scheduling and providing strong support for students?

16. SCFF and Scheduling • Colleges under pressure to have students complete • Scheduling “the right classes” improves that likelihood • No longer scheduling to maximize FTES, but to maximize completion

17. SCFF and Scheduling Transfer and Articulation • Scheduling entire programs • Including General Education in the “program” • Including Restricted Electives • Including prerequisites Dual Enrollment • Consideration of appropriate courses • Including these as options for Golden Four completion AB 705 Math and English Completion in the First Academic Year • Supports for these students • Considering the number of units • Contingencies for students not making it through

18. What current issues and legislation do you think are having the most impact upon your scheduling practices? Please place your responses in the chat

19. Current Opportunities for Scheduling

20. Curriculum Integrity: Good Schedules begin with Clean Curriculum • Asking questions – lots of questions – across programs • Are there courses in your catalog that are never offered? • Are there programs in your catalog that have never existed – or no longer exist? • Are there certificate and/or degree options that have never been awarded? • Who is responsible for the “clean-up” decisions? • No jumping to conclusions

21. Curriculum Integrity: Good Schedules begin with Clean Curriculum • May (or may not) mean discontinuing certain awards, programs classes • May (or may not) mean creating new awards, programs, classes • May (or may not) mean re-designing • Does mean looking at the end – employment and transfer

22. Balancing your Curricular Offerings • Do you homework - read past papers, review current operating and decision-making criteria, use the suggested questions -find out where, why and how the schedule is developed • Create a broad forum to review the policies and procedures for enrollment management and if needed, • Make a case for broad representation from lab, lecture, noncredit, CTE, online, day , night, weekend, and summer session faculty, counseling, outreach, research) • Solicit student input in a meaningful, useful way given their individual challenges • Initiate changes that are not associated with quality education, access, equity and

23. Connecting Schedule and Pathways • Have you mapped out the best pattern for programs regarding the appropriate major-requirements, restricted electives and general education courses to complete within a reasonable timeline? • How do you decide which meta-majors and program pathways to offer? How are these processes connected to curriculum and program review processes? • How do you decide which CSU and UC general education courses to offer and when? Which constituent groups are involved in that process? • How do you decide which CTE courses to offer? How well are the CTE courses aligned with business and industry?

24. Connecting Schedule and Pathways • In what ways are issues of course sequencing addressed so that students can complete? Have you considered sequences and prerequisite course requirements (such as Calculus, Physics 1 and Physics 2)? • When was the last time the college critically reviewed its course offerings to conduct a gap analysis in CSU, UC, degree, and certificate requirements? • As colleges expand schedule planning efforts to cover a 1- 2-, or 3- year period, what requirements of a software tool emerge that will facilitate this task? • How well are CTE scheduling needs integrated with general education offerings? • How can the interdepartmental consultation that took place with academic mapping lead to similar collaboration when constructing fall and spring schedules?

25. What about multi-year scheduling? • First Steps first! • Clean up curriculum • Establish clear criteria for scheduling • Connect criteria to program mapping • Consider contingencies of class cancellations • Build in flexibility to respond to programmatic changes over time

26. Future Opportunities for Scheduling

27. Scheduling Innovations Department Cooperation • Inter-departmental dialogue and scheduling • Department Chairs and Schedulers Retreat • Inter-division considerations of student needs from an institutional perspective • Inter-departmental Faculty Learning Communities and Student Learning Communities that move in cohorts

28. Scheduling Innovations Student Input • Student decision-making input in scheduling times, modality, length of class • Student-centered scheduling based on constructing new student population needs • Athletes • AM FT worker • Post-industrial work schedules • Program sensibilities • PM schedules similar to AM schedules

29. Scheduling Innovations Programs • Creating program cohorts and sequencing classes with other GE courses • Programs placed in multiple pathways to assist student in exploring programs from various vantage points (inclusive vs exclusive focus) • Institutional Enrollment and Student Success planning and decisions aligned with Outreach strategies and program chairs & schedulers

30. Questions and Comments

31. Guided Pathways and Accreditation The goals of Guided Pathways align with many of the Accreditation Standards required, but these are not new to Accreditation. Many aspects of accreditation are supported by GP principles; but some colleges have found legislative mandates and Guided Pathway a challenge to their existing mission. Some pressures from GP impact our student populations or ignore them. How do you maintain institutional integrity and use GP to help with accreditation? Noon – 1:00 PM 5/1/2019

32. Additional Linked Resources • ASCCC GP Canvas - https://tinyurl.com/CCC-GP2018 • ASCCC Guided Pathways RESOURCES https://www.asccc.org/guided-pathways • Enrollment Management Revisited (Spring 2009) Enrollment Management Worksheet • Guided Pathways Intersection with Enrollment Management • A Roadmap for Strategic Enrollment Management Planning