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. Student Support for Staying on the Path: What Does it Look Like? Presenters: Jessica Ayo Alabi, Ph.D. Chair & Professor of Sociology, Orange Coast College Randy Beach, ASCCC Guided Pathways Lead, Southwestern College Rogéair D. Purnell-Mack, PhD, RP Group, Senior Researcher Tahirah (Ty) Simpson M.S. Ed.,PPS, Counselor/Instructor and Guided Pathways Liaison, San Bernardino Valley College

3. Student Learning Outcomes and Assessing Learning Guided Pathway institutions assess students' successful program completion by focusing more on institutional and program learning outcomes and use that data to make program improvement innovations consistent with pathways. Processes for constructing and assessing these high-level outcomes are different from the discipline specific methods we have used in the past more focused on the course-level outcome. So, to become a Guided Pathways institution, how do we get there? Join us to talk about what colleges are doing to assess pathways success through program and institution-level outcomes assessment. Noon – 1:00 PM March 6, 2019

4. Student Support, Staying on the Path: What Does it Look Like? Many student support strategies have been developed to support students traditionally defined as “basic skills” especially in response to AB 705. But how do you know which supports are effective, particularly for staying on the path? This webinar examines data related to a wide variety of pathway supports intended to support students in the post-AB 705 world. Noon – 1:00 PM February 27, 2019

5. Which Student Services Support SOTP? • Counseling • Admissions and Application Process • Placement / Assessment • Financial Aid • Outreach • Career Centers • Transfer Centers • Tutoring and Supplemental Learning • Others? Easier question to ask is “Which Student Services are NOT involved?”

6. Support at the Beginning of the Path Some students do well in college without support, but most students need guidance in order to navigate their pathway successfully. Student supports have to be in place at the very beginning during onboarding to address the lack of persistence from 1st point of contact to the 1st day of class.

7. Critical Points on the Pathway •Whether the goal is degree, transfer, certificate, skills-building, or personal development, it is crucial that student support be in place for students when a crisis erupts that threatens their pathway success. •CRITICAL POINTS –First four weeks: disconnect, fear, unprepared, fall behind –Midterm: possibly discouraged by first exam, overwhelmed –Before drop date (W): teetering grades, needs encouragement –Headed into Finals: no hope, giving up, drop out, stop coming •These critical points DO NOT INCLUDE external issues: work, family, health, childcare, addiction, legal issues, etc.

8. SOTP: Barriers • Sometimes we have the supports in place, but students have a hard time accessing the programs and services • Lack of knowledge services exist • Multiple applications are overwhelming • Qualifications screen out some students with highest need • Low GPA may drop the neediest students from programs • Lack of counseling appointments and time

9. SOTP: Goals and Strategies • Ongoing, intrusive counseling intervention strategies • Systems for students to easily track their progress • Systems/procedures to identify students at risk and provide needed supports • Capacity to help students redirect and change their goals without amassing significant numbers of units.

10. SOTP: Faculty Collaboration • Work with discipline faculty to identify student habits relevant to their course-taking habits to develop interventions • Work with faculty to refer students to services more frequently • Contextualized, integrated academic support to help students pass program gateway courses

11. San Bernardino Valley College • Utilizing ZTC amd OER • Reducing costs for students • Financial Aid • Multiple disbursements throughout the term • Textbooks • Utilizing textbooks that allow for free two week access • Varied Schedules • More scheduling options for students • ITV Class Offerings • Offsite Distance Ed. courses

12. OCC Intervention Design Team Three Areas of Student Support •Academic Programs and Services –Success Centers, Counseling, Early Alert, Note-takers, Computer labs, DSPS, Canvas Support, Honors Program, Book voucher programs, Library support, AIM Program, PRESS Program •Social/Outside Support Orange County 211 Resource Referrals, Community service projects, Campus lecturers, artists, and presenters, Job and college fairs, Multicultural events •Programs and Services ––Guardian Scholars, EOPS, Health Center, International Students’ Center, Financial Aid, Pirates Cove, ASOCC, ICC, Contigo (AB540 students), Intramural sports teams, Housing, etc.

13. S.W.O.T. Analysis for Support Services SWOT Analysis is an ASCCC best practice for strategic planning related to better understanding our programs and institutions. • StrengthsWhat interventions programs/processes does OCC currently use that work well? • WeaknessesWhat programs/processes does OCC currently use that could be improved upon? What intervention strategies does OCC currently lack? • OpportunitiesWhat internal and external opportunities do we have to effect change? • ThreatsWhat internal and external threats may limit our college’s ability to offer support services that support our students’ success?

14. OCC’s SWOT Analysis Strengths •Student embassadors •Student Success Center •Transfer Center •EOPS •Pirates Cove •Mid-grade Reporting •Academic Progress Reports •AIM Weaknesses •Interdepartmental communication •Scaling successful programs •Program and Department silos •Midterm grade reporting too late for some courses (math) •Marketing resources to students •Part-time faculty and students’ knowledge of resources

15. OCC’s SWOT Analysis Opportunities •Student-centered professional development for faculty, classified, and administration •New Software considerations—Cranium Café or Drop-Out Detective •Civitas- predictive analytics/prevention •AB705 & Guided Pathways •Expand outreach and engagement in more dynamic and robust ways Threats •Not enough funding for scaling programs and services •Insufficient access to counselors counselors to get students on a clear path •Trouble with navigating technology •Classes are not always available •Marketing resources to students •Part-time faculty and students’ knowledge of resources

16. OCC’s Math Department & AB705 Curricular Redesign and Support: created 7 new classes with non-curricular student support and faculty training and support. Four 2-unit classes with concurrent support (offered in cohorts) •Math A090 Support for Liberal Arts Math •Math A091 Support for College Algebra •Math A092 Support for Trigonometry •Math A096 Support for Introduction to Statistics Three non-credit courses •Math A004N Math Jam Basic Math Computational Skills Noncredit •Math A082N Math Jam for STEM •Math A086N Math Jam for SLAM

17. A Post AB-705 World: Academic Supports • Redesigned Credit Course • Corequisite Credit Course (lecture or lab) • Corequisite Noncredit Course • Increased Access to Learning Centers • Embedded Tutoring • Supplemental Instruction • Extend the Class • Writing Centers/Math Labs • Directed Learning Activities

18. Student Support (Re)definedResearch Question In an environment of extreme scarcity, which student support activities can be delivered inside and outside of the classroom to improve success for all students, paying special attention to African-American and Latino learners?

19. Six Success Factors

20. Student Voices: Directed I came here for liberal arts and then I got offered to take several human resources and business classes. I was doing well in these classes and just going along and the professor asked me, “What are you here for? What are you doing?” I said, “Just having fun and stuff.” He said, “You really need to focus on something.” So it was the instructor that helped me choose a direction.

21. Student Voices: Focused On my college website, they have a “degree works” system where I can go and check all the classes I’ve taken. And I keep looking at it when I’m a little down. I think, “Oh, I’m almost there.” So, it’s kind of a big motivator. I see my grades and what I’ve accomplished and it lifts my spirits.

22. Student Voices: Nurtured The first day I came to campus to register, I was lost and didn’t know where to go. I unintentionally ended up in DSPS office and there’s a lady that sits in front. . . . She was very helpful to me. She actually told me exactly what I have to do. . . . She even sat down with me on the computer to help me finish my registration. And she has been very helpful since then. I really feel that . . . when somebody cares about you, it makes you more responsible. Because she's been taking care of me, I think that I have to do my best. Whenever she talks about me she says, "This is the student that I helped and he’s so successful."

23. Student Voices: Engaged For me [engagement] happens in the classroom, outside of the classroom and in activities. . . . For me it’s important to do all three. That’s just the type of learner I am because I’m not just here to . . . be in the classroom and engage in the classroom and then leave and not engage. I have to because otherwise I’ll forget what I just learned or it’s a waste of time for me to be here.

24. Student Voices: Connected I think . . . making the student feel more connected, it sort of lies a bit within the professors as well. Because there’s been some classes where the professor has one or two tests a semester and doesn’t lecture and it’s all based on the book. And you don’t feel very connected to that class. Whereas you can have a professor that fully engages you in lectures. There’s classwork spread throughout the whole semester and you can see he really cares. You’re more motivated to go to that class to be at the school.

25. Student Voices: Valued I worked in a particular field so I bring my professional experience to the classroom and I feel that's valued. I've been told I bring an enormous professional background, specifically in debates and in answering questions about my professional experience and organization . . . .I'm able to make arguments about why you don't do certain things . . . So, yeah, in that sense, I feel very valued.

26. Key Themes • Colleges need to foster students' motivation. • Colleges must teach students how to succeed in the postsecondary environment. • Colleges need to structure support to ensure all "six success factors" are addressed. • Colleges need to provide comprehensive support to historically underserved students to prevent the equity gap from growing. • Everyone has a role to play in supporting student achievement, but faculty must take the lead.

27. Differing Perspectives

28. Ways to Help Students Feel Directed Faculty • Ask students about their educational and career goals Everyone • Ask students why they are in college • Connect students with services or resources that can help with career exploration, goal selection, and ongoing academic assistance Institution • Articulate the specific value proposition of enrolling in the college in general, and a pathway in particular • Ensure students have a stated and informed academic and career goal

29. Ways to Help Students Feel Focused Faculty • Integrate career and educational goal exploration into assignments • Provide regular and meaningful feedback to students about their performance and progress towards their goals Everyone • Have high expectations for students and hold them accountable Institution • Systematically recognize students who complete • Structure proactive outreach and support for students veering away from key milestones to provide timely support and encouragement

30. Ways to Help Students Feel Engaged Faculty • Regularly ask students if they understand the course material and direct them to available assistance when needed • Connect or provide students with opportunities to help their peers Everyone • Help students navigate their way through the different offices, programs, and services at the college • Ask students for feedback about their experience, including what works, what needs improvement, and what’s missing • Encourage participation in out-of-class activities Institution • Build in necessary supports for basic skills completion • Encourage students to attempt key milestones associated with higher completion rates (e.g., 9 units in program of study)

31. Ways to Help Students Feel Connected Faculty • Provide opportunities for and encourage students to connect with and support each other Everyone • Show students that you are proud to work at your institution and that they should be proud to be enrolled at your community college • Help students build peer networks Institution • Establish and implement a strategic communications plan educating students at key junctures about opportunities for involvement in the campus community, including extracurriculars, events, student organizations, support programs, etc.

32. Ways to Help Students Feel Nurtured Faculty • Learn your students’ names and ask them how they are doing Everyone • Communicate and demonstrate to students that you care about their success Institution • Systematically identify and reach out to students who are struggling to offer real time support

33. Ways to Help Students Feel Valued Faculty • Incorporate opportunities for students to share their personal and family history and culture in class assignments • Create opportunities for students to provide feedback on their experience in your course throughout the term Everyone • Recognize the value of students’ talents, abilities, skills, and experiences and connect them with opportunities to contribute Institution • Structure regular opportunities for student groups to provide feedback and perspectives on their classroom and campus experience; publicly acknowledge how the college is acting on that input

34. Crosswalk: Student Support (Re)defined and Guided Pathways Demonstrates how implementing various guided pathways activities can help a college realize the six success factors • Concrete examples for each pillar • Suggestions as to where these activities might practically occur • Discussion questions to spark dialogue and support any student success effort

35. GP + Student Support (Re)defined = Inquiry Tools Purpose: To empower colleges to engage in Guided Pathways inquiry and design focused on the student experience • Built on Student Support (Re)defined’s findings to inform campus culture, identify effective practices, and pursue programmatic reform • Designed for cross-functional teams tasked with developing and implementing a campus agenda for improving equitable student outcomes • Outline activities for conducting student-centered inquiry and informing specific changes to pursue

36. Inquiry Tools: In the Works (April 2019) Student Support (Re)defined’s Six Success Factors serve as the foundation for... Onboarding Students for Success • Focuses on how to smooth key transition points along a student’s postsecondary journey Making the Case for Student-Centered Change • Highlights how to conduct student-centered inquiry to inform structural change

37. Student Support (Re)defined Resources • http://www.rpgroup.org/projects/student-support • Research brief and full report • Action guide • 10 Ways Faculty Can Support Student Success • 10 Ways Everyone Can Support Student Success • Featured practices primer

38. Questions and Comments

39. Student Learning Outcomes and Assessing Learning Guided Pathway institutions assess students' successful program completion by focusing more on institutional and program learning outcomes and use that data to make program improvement innovations consistent with pathways. Processes for constructing and assessing these high-level outcomes are different from the discipline specific methods we have used in the past more focused on the course-level outcome. So, to become a Guided Pathways institution, how do we get there? Join us to talk about what colleges are doing to assess pathways success through program and institution-level outcomes assessment. Noon – 1:00 PM March 6, 2019

40. Additional ASCCC Resources • CCC MyPath • Student Support (Re)defined • GP + Student Support (Re)defined Crosswalk • ASCCC GP Canvas - https://tinyurl.com/CCC-GP2018 • ASCCC Guided Pathways RESOURCES https://www.asccc.org/guided-pathways