Guided Pathways March 9, 2018 Naomi Castro Director Michelle Simotas English Faculty, City College of San Francisco Aaron McVean Vice President of Planning, Research and Institutional Effectiveness, San Mateo County Community College District

Welcome! Overview Design and process for collegewide inquiry Hartnell’s inquiry needs What are meta-majors? What design principles might drive Hartnell’s version meta-majors? Naomi

Guided Pathways What do you know? What do you wonder? Naomi

Cross-Functional Inquiry Clarifying the Structure and Process for Communication and Decision Making How does a bill become a law? How will the college be able to provide input and feedback? What is the process for communicating progress and decisions? Who has the final say? Aaron

Mustafa The outcome is a more intentional design team membership with broader campus engagement. It represents all the different sides of the campus  This is still evolving.  

SMC Design Team Structure Aaron

Examples of the Inquiry Process How many meta-majors will the college have, and what departments will be included where? How to move from exploration to decision? What process to use? Who to include in the process? How long could it possibly take? How long should it? What are the High Impact Practices (HIPs) that will be included as part of the experience for students in their guided pathway? Aaron

Inquiry Mixer! A window into inquiry and design: IDEO Start by... Taking inventory of who is at the table Assigning Shared Facilitation roles Using the question on your table... Dive deeper into inquiry Michelle

Moving from inquiry to design Reflect then share out… Discuss the process for inquiry, ideation, design, and prototyping for inquiry groups at Hartnell How long? Process to move from inquiry to design and implementation Michelle

10 min Break When you return sit at a table with people you have not yet worked with today MKB

Guided Pathways Design: Meta Majors MKB Guided Pathways Design: Meta Majors

Guided Pathways Design Cycle GP Design: Meta Majors Meta majors support students, particularly those under supported in education, by asking those with expertise in the field to gather degrees and certificates in to groupings which support student decision making. IMPLEMENTATION INQUIRY Guided Pathways Design Cycle Students who do not have a specific major in mind are required to choose an “exploratory major” or “meta-major” in a broad field of interest (such as business, allied health, education and social services, STEM, social and behavioral science, and English, arts and humanities), with a default curriculum that gives them a taste of the given field. Students are required to choose a specific major in the larger field of interest within a prescribed number of terms, or switch to another field. DESIGN

Design Case Study: Mt. San Antonio Faculty and staff teams reviewed existing degrees and certificates. Then, sorted them into career clusters After, Faculty and staff looked at the outcome and process, decided a voice was missing! 60 groups of students (cross-section of the college’s students) completed the sort Students had fun and questions! Students helped clarify the clusters AND name them! Mt. SAC’s GP team has just added AEBG! Michelle

CA Guided Pathway Case Studies: Skyline College 164 Degrees and Certificates Fall 2016 Test Drive Process Spring 2017 Over two day period in January, 10 college-wide, cross-functional teams sorted the degrees and certificates The Most Common Clusters Health Science & Wellness Business, Entrepreneurship, & Professional Services STEM (Science, Technology, Engineering, & Mathematics) Social/Behavioral Sciences & Public Service Arts, Humanities, & Communication Michelle

Sierra College DRAFT Interest Areas Michelle

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Mesa Community College, Arizona Career Pathways MS

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Guided Pathways Design: Guiding Principles MKB Guided Pathways Design: Guiding Principles

Skyline Design Principles Agreed upon set of guiding principles that others can use to inform their work. Reflect the colleges mission, vision, and values. Useful for addressing points of contention or uncertainty.

Design Principles Meta-Major Design Principles Focus on Student Perspective/Perception Ease of identifying where a student’s interest leads them Don’t bury programs in overly broad categories Make it easy to understand the clustering of disciplines Efficiency for Students Shared/overlapping pre-requisites Overlapping degree requirements Reduce excess units Commonality of community contribution and intellectual pursuit Common career goal Common transfer goal Stackable certificates stay together Opportunity to develop shared courses

Design Principles Meta-Major Design Principles Shared Ways of Knowing Shared core content Shared methodology Example: Qualitative Research, Quantitative Research, Scientific Method, Artistic Expression Inclusion and Equity Promote diversity and equity in house CTE programs integrated with transfer programs Keep an open mind Think outside the box Freedom from traditional ways of organizing disciplines

Identifying Design Principles for Guided Pathways Hartnell-style

Hartnell’s Design Principles Brainstorm Activity Goal: Begin to identify the design principles for Hartnell’s meta-majors Instructions: Identify shared values that will form the foundation for your meta- major design

Experiencing Meta-major Organization Goal: Experience sorting Hartnell’s degrees and certificates Using the the cards on your table, sort Hartnell’s degrees and certificates into clusters/interest areas/meta-majors Rules: You can choose how many interest areas as you go Don’t worry about naming your interest areas Naomi

Where do you go from here? Naomi

FOR MORE INFORMATION CareerLaddersProject.org Naomi Castro NCastro@CAREERLADDERSPROJECT.ORG Michelle Samotas MSamotas@CAREERLADDERSPROJECT.ORG Aaron McVean McveanAr@SMCCD.EDU CareerLaddersProject.org