Implementing Guided Pathways: Lessons from the Field Dr. Rob Johnstone CSU Working Conference San Francisco, CA January 2017

Georgia State University – A Reason for Optimism

A Mystery… The graduation rate at Georgia State University was 31% in the early 2000s Not unusual for an urban, regional 4-year state university So they looked at a common metric – Fall-to-Fall retention, but didn’t stop there…

First Year to Second Year Retention, Georgia State University

First Year Retention & Sophomore Status Rates - Georgia State University

GSU Graduation Rates by Race & Ethnicity

Redesign for Completion: A Guided Pathways Overview Most institutional efforts project from the institution’s perspective. Let’s begin our discussion with the central focus of any community college: the student.

Lost in a Maze

GENERAL EDUCATION REQUIREMENTS (Select 12 courses from this list of more than 300)

I’m getting tired of school I’m getting tired of school. I had a plan and thought I was doing everything right, and everyone I talked to [at the school] seemed so sure they were giving me the right information, so I never questioned it because I had no idea what I was doing. But here I am and I’ve probably lost two whole semesters taking classes I didn’t need or that ended up not transferring or counting toward my major. I don’t even want to think about the money I lost because I couldn’t afford to lose it. . . At this point, honestly, I don’t know if I’m ever going to finish. I’m just getting tired. (Source: Kadlec, A., Gupta, J. (2014). Indiana Regional Transfer Study: The Student Experience of Transfer Pathways between Ivy Tech Community College and Indiana University. Report to Indiana University and Ivy Tech Community College. New York, NY: Public Agenda.

New Students Want to Know What are my career options? What are the education paths to those careers? What will I need to take? How long will it take and how much will it cost? How much financial aid can I get? (CC Transfers) Will my credits transfer?

Returning Students Ask How far along am I toward completing my program? How much more will I have to pay? What will I need to take next term and what will my scheduled be? What if I want to change programs? How can I get work experience in my field of interest?

Cafeteria College Churning Early transfer Completion Excess credits Paths to student goals unclear Churning Intake sorts, diverts students Early transfer Completion Students’ progress not monitored Excess credits Time to degree Learning outcomes not defined and assessed across programs Skill building

Guided Pathways College Clear roadmaps to student goals Churning Intake redesigned as an on-ramp Early transfer Completion Students’ progress closely tracked Excess credits Time to degree Learning outcomes/assessments aligned across programs Skill building

Demystifying Guided Pathways: Exploring Ten Commonly Asked Questions about Implementing Pathways

Demystifying Guided Pathways Paper Released November 2015 by NCII Companion to excellent CCRC Book Available at http://www.inquiry2improvement.com/publications- resources Designed to address questions NCII, CCRC, JFF, and Public Agenda have heard in hundreds of guided pathways sessions with faculty, student services professionals and administrators Not the defining word – just food for thought!

Top 10 FAQs - Redesigning for Completion Q1 - Isn’t college a meritocracy, where the strong / smart succeed, and the weak / underprepared don’t succeed? Q2 - Isn’t “free choice” the cornerstone of American higher education? Q3 – Won’t we sacrifice quality when we move to guided pathways? Q4 – Won’t we lose the heart of a liberal arts education when we make students’ journeys more structured? Q5 – Won’t faculty lose control over what is taught in their discipline?

Top 10 FAQs - Redesigning for Completion Q6 – Won’t we lose enrollment if we decrease swirl with increased structure or by making things mandatory? Q7 – Isn’t all of this “hand-holding” going to create graduates that can’t navigate the workplace / real world? Q8 – Don’t students benefit when they “find themselves” by what looks like wandering to an observer? Q9 – How can students be expected to make career decisions at age 18? Q10 – Don’t students change careers 4 to 7 times – why then guided pathways?

Mel Brooks: I give You These 10… No… 25 Questions… But wait, are there more? Have been collecting questions for a sequel, given my profit margin on the first paper… Working Title - Guided Pathways Demystified II: The Questions Strike Back Started to explore them in the CBD Blog post in August 2016 – next up 3 more in December 2016 Paper to be Released Spring 2017

15 More Redesigning for Completion Questions Q11 - Are guided pathways for every student? Q12 - What should the institution do when students fall off their guided pathway? Q13 - What happens if students change their minds? Do they have to start over? Q14 - Doesn't faculty workload go up under a guided pathways model? Aren't we already overworked enough? Q15 - How does a focus on teaching & learning need to evolve / shift under a guided pathways approach?

15 More Redesigning for Completion Questions Q16 - Isn't guided pathways just the next educational fad? Q17 - Aren't most students part-time? How do we build effective guided pathways for part-time students? Q18 - Isn't 15 units too much to expect from community college students? Q19 - That pathway looks great, but what about when students are 2 levels below in English and Math? Q20 - How can we get this all done by (insert date here)?

15 More Redesigning for Completion Questions Q21 - How do we best use technology to keep students on the pathways? Q22 - How do we scale the support part of corequisite courses in math & English? Q23 -How do we further emphasize equity and inclusion in the pathways approach? Q24 - How do we identify institutional barriers that are holding students back? Q25 – SPOT HELD FOR YOUR ADDITION!

Final Thoughts

Conclusion Guided pathways can be a strong lever for helping more students complete college and enter the workforce and achieve family security, personal growth and professional advancement. Excitement about the next five years Can envision a future where this movement transforms our system of higher education improving hundreds of thousands of lives

Find Out More NCII & CCRC websites: www.inquiry2improvement.com & ccrc.tc.columbia.edu Dr. Davis Jenkins, Sr. Research Fellow, CCRC davisjenkins@gmail.com Dr. Rob Johnstone, Founder & President, NCII rob@inquiry2improvement.com