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(Re)designing Intake: Mapping Out Ideal Elements for Guided Pathways Implementation

(Re)designing Intake: Mapping Out Ideal Elements for Guided Pathways Implementation. Kathy Booth March 26, 2018. Download this presentation: bit.ly/ gfsf -mapping. Designing with the end in mind

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(Re)designing Intake: Mapping Out Ideal Elements for Guided Pathways Implementation

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  1. (Re)designing Intake: Mapping Out Ideal Elements for Guided Pathways Implementation Kathy Booth March 26, 2018 Download this presentation: bit.ly/gfsf-mapping

  2. Designing with the end in mind “Backward Design is a curriculum-planning framework that focuses on teaching for understanding. [This] approach to curricular design deviates from conventional teaching habits, like trying to cover as much content as possible and assessing students when the teaching ends. Instead…teachers should first identify what they want students to learn, and then decide on the best means to assess that understanding.” Center for Innovation in Teaching and Learning

  3. The loss-momentum framework Achieving the Dream, inspired by Completion by Design

  4. EQUITY

  5. Students understand & plan for their pathways Attends Lecture Series Learning Center resources Placement Test Prep Effective degree audit Financial Aid Support Join club / participate in student Govt Effective Orientation Clean petition process Completes SEP First Time Student Successful Completion Library Orientation Good impression from campus visit Effective Early Alert program Talk to Univ. Rep / Employer Clean user-friendly application process Powerful learning experience in classroom Connecting with faculty outside classroom Get good advice from HS counselor Meet with college outreach professional Faculty Letter of Recommendation / intro to network Counseling Services

  6. How could we improve that pathway? Goal: students enrolling in community college straight from high school make it to these milestones by the end of their first year: • Successfully complete 15-20-30 units (based on a two, three, or four year goal) • Successfully finish both transfer-level math and English • Have taken at least two courses in their meta-major topic • Have a target occupation, declared major, and an ed plan that maps out which courses to take in their second year Process: Start from the end of the first year in college and backwards-map the process to 9th grade

  7. Is the solution different for different students? You can use the same process to examine different student profiles: • Students over the age of 25 who have never been to college • Students returning after an absence • Skills-builder students • Students transitioning from adult ed to community college

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