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 Learning Outcomes and Assessing Learning 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. Integrated Planning and Sustaining Guided Pathways. SB 85 establishes the expectation that your college's Guided Pathways framework drives your integrated planning efforts. In fact, to fully institutionalize guided pathways, integrated planning is the key to sustaining changes. Join this webinar to see what components of the planning and decision making processes have changed at some Guided Pathway institutions to support more successful integration. Noon – 1:00 PM March 13, 2019

4. 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

5. Focusing on Goals/Beginning with the End in Mind Getting students to their individual educational goals—whether a degree, certificate, transfer, or specific skill set—should be the explicit focus of the CCCs. More than just offering courses, colleges need to be offering pathways to specific outcomes and providing supports for students to stay on those paths until completion.

6. Program Assessment should be • Connected to the program goals and mission • Comprehensive • Systematic • Authentic • Use multiple evaluation types and sources • Include faculty and students

7. Bottom Line for a program What should students know and be able to do a the end of a program? How will you know? How will they (students) know? How can you improve?

8. Guided Pathways and Outcomes Where do learning outcomes and guided pathways intersect? Where can we use outcomes to inform our pathways design and implementation?

9. Curriculum • Educational Programs • Degree and Certificate Requirements • Student Preparation and Success • Curriculum • Student Preparation and Success • Educational Programs THE 10+1 AND GUIDED PATHWAYS CLARIFY -Clear pathways and programs ENTER-Guided Exploration and Progress STAY-Teaching and Learning ENSURE - Academic and Student Support • Curriculum • Grading Policies • Student Preparation and Success • Educational Programs • Curriculum • Student Preparation and Success

10. Guided Pathways and Outcomes • Sorting programs into metamajors • Evaluating courses sequencing in program mapping • Evaluating general education recommendations for program mapping • Evaluating pathways from HS to CC to CSU/UC and transfer • Communicates to other faculty how their courses support your outcomes

11. Guided Pathways Focuses on Pathways, therefore Program Outcomes GP brings an increased importance of authentic and meaningful program outcomes with real world relevance

12. Guided Pathways Focuses on Pathways, therefore Program Outcomes The goal of program outcomes assessment is to: • Improve programs; not eliminate them, courses or faculty • Conducting program assessment is not optional; you cannot hand-it-off to a few or to research • It is a program-wide responsibility; not just majors • Authentic program assessment is the meat of program review

16. Steps to Rethinking Your Program Outcomes Step 1 Review your program outcomes Step 2 Vetting your outcomes Step 3 Determining the Scope of your outcomes Step 4 Developing assessment tools

17. Step 1 Reviewing program outcomes Program outcomes should include: • Career-related skills and abilities • Transfer related content and coursework • Relevant/affective qualities, e.g. ethics, empathy, organization, etc • Significant 21st century skills e.g. teamwork, communication, social awareness, safety, technical abilities, etc • High level facility within the content field

18. Step 2 Vetting the outcomes • Discuss the program outcomes with everyone within the program pathway; both faculty teaching majors and faculty teaching general education • Creates consensus between faculty about the discipline/program values • Coordinate with the primary transfer institutions • Talk to the students near the end of the program

19. Step 3 Determining the scope of the assessment • Course-level outcomes measure something finite/discrete • Program outcomes demonstrate the synthesis of knowledge • Key opportunities in capstone courses and projects • Higher level assessments in core program courses • Allow students to understand core competencies in a discipline

20. Step 4 Developing tools based on their purpose • What would it look like if students were capable? • Are these outcomes demonstrable along the way in courses, at the end in capstones, after graduation? • How can you best assess the individual student’s ability? • How will you communicate outcomes and abilities to students, with a goal of helping them be confident and identify their skills related to the program?

21. Step 4 Developing tools based on their purpose • Will you include an internship, shadowing or work experience? • Create a timeline with delivery and documentation • Plan for discussion and reporting. • Improve the program using the data and your existing program review

23. OCC PLOs Before and After GP Before Guided Pathways: • Use one of the three major sociological perspectives to explain the development of a social inequality. • Describe the advantages and disadvantages of various sociological methods. • Will be eligible and prepared for admission to CSU system institutions (SB 1440 & Ed. Code 66746) After Guided Pathways: • Use the three major sociological perspectives to explain how a social inequality can impact your career. • Describe the advantages and disadvantages of understand research methodology later in life. • Will be eligible for transfer to a CSU and/or have obtained critical skills needed for a career in a diverse and ever-changing society.

24. PLO Assessment Before and After GP Before Guided Pathways: • IPD Mapping • Introduced • Practicing • Developed • Go through each course • Map to every CSLO • Assess using IPD • Currently, more emphasis on 100% assessed than quality of assessment or progress of assessment. After Guided Pathways: • Criteria for assessing PSLO alignment with ISLOs and GELOs • track for degree and transfer • more that CSU transfer • track for career and possible certificates • track for GE support for other pathways • If PSLOs are not aligned or not meeting their goals, adjust CLOs based on this criteria instead of adjusting CSLOs and PSLOs based on each other

25. In the chat window share with the group a current Program Learning Outcome assessment practice that may be beneficial in your guided pathways development and how might in change as a result of your guided pathways work

27. ILOs and The GP Framework • Institutional Learning Outcomes (ILOs) derive from your mission and reflect the characteristics of an educated person • Program learning outcomes support overall ILOs • Applies to career-oriented (CTE) disciplines and transfer programs • General Education Learning Outcomes (GELOs) are the philosophical/pedagogical foundation for transfer agreements and readiness

28. ISLO and The GP Framework • Begin with the ILOs and GELOs when designing programs • Be sure to consider the “soft skills” employers desire and support lifelong learning and adaptability • Skills that are supportive of students changing majors/industries and help carry students between fields

29. OCC’S Institutional Learning Outcomes Four core ISLOs that ALL students develop at OCC: • Communication • Thinking Skills • Social and Global Awareness • Personal Development and Responsibility Students will demonstrate competency in these 4 areas, which are aligned with our PLSOs & CSLOs. Competencies and Soft Skills gained from a Sociology Program: • Critical thinking • Analytical skills • Knowledge of equity and inequality • Exposure to diverse social, economic, political and cultural realities that impact all industries • Demographic knowledge If students change, their path, they should also gain these types of transferable skills that meet the ISOs.

30. Questions and Comments

31. Integrated Planning and Sustaining Guided Pathways. SB 85 establishes the expectation that your college's Guided Pathways framework drives your integrated planning efforts. In fact, to fully institutionalize guided pathways, integrated planning is the key to sustaining changes. Join this webinar to see what components of the planning and decision making processes have changed at some Guided Pathway institutions to support more successful integration. Noon – 1:00 PM March 13, 2019

32. 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