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INDIANA

INDIANA. GPS. SCALE INITIATIVE. Progress to date Davis Jenkins, Ph.D. Teachers College, Columbia University CULTURE OF COMPLETION TOGETHER : Building, Bridging, and Beyond July 16, 2014. PATHWAY MODELS COMPARED. Unclear paths to student goals. Clear roadmaps to student goals.

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INDIANA

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  1. INDIANA GPS SCALE INITIATIVE Progress to date Davis Jenkins, Ph.D. Teachers College, Columbia University CULTURE OF COMPLETION TOGETHER: Building, Bridging, and Beyond July 16, 2014

  2. PATHWAY MODELS COMPARED Unclear paths to student goals Clear roadmaps to student goals Too many choices Default, whole-program maps Intake designed to sort and schedule students Intake redesigned as “on-ramp” to program of study Schedules unpredictable Consistent, consolidated schedules Progress tracking, regular feedback & support Students’ progress not tracked Bridges to college programs from hs, strong transfer pathways Poor alignment between ccs and universities; and w/ high schools

  3. GPS: Essential Components • Default Academic Degree Maps • Meta-Majors • Aligned Mathematics • Consolidated and Consistent Course Scheduling • Proactive Advising • Strong Community College Transfer Linkages

  4. Default Academic Degree Maps Structure optimizes design elements for success and minimizes mistakes Nursing Engineering Honors Programs

  5. ACADEMIC MAPS: 4 essential components – the narrative, sample schedule, milestones and employment opportunities The narrative explains the use of academic maps and any specific information about degree requirements, including admissions requirements The sample schedule outlines which courses should be taken in which specific term in order to satisfy all requirements The milestones identify critical courses for timely progress and the last semester in which they can be completed for on-time graduation. Critical grades for Milestone courses may be included. List of Representative Job Titles and Potential Employers

  6. Meta-Majors • Students who are undecided must choose a meta-major — broad clusters of majors • Students can change fields, but no student is “undecided” STEM Health Sciences Social Sciences Arts & Humanities Education Business

  7. Math Is Aligned with Meta-Majors Quantitative Reasoning/

  8. Consolidated and Consistent Course Scheduling Block schedules of classes Students choose programs or majors not courses Attendance required

  9. City University of New York

  10. Proactive Advising • Frequent feedback to students on progress on their plan • Students must see their advisor if: • they do not complete a milestone course on schedule • they want to change meta-majors or majors

  11. Strong Community College Transfer Linkages • SEA 182-2012 and SEA 182-2013 • Guarantees that credits will not be lost in transfer • All public institutions are a part of these efforts

  12. www.completecollege.org / CompleteCollege / CompleteCollege

  13. For more information Please visit us on the web at http://ccrc.tc.columbia.edu where you can download presentations, reports, and briefs, and sign-up for news announcements. We’re also on Facebook and Twitter. Community College Research Center Institute on Education and the Economy, Teachers College, Columbia University 525 West 120th Street, Box 174, New York, NY 10027 E-mail: ccrc@columbia.edu Telephone: 212.678.3091

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