STUDENT SUCCESS SUMMIT COMPLETION GUIDES

OUTCOMES UNDERSTAND THE COMPLETION GUIDE PROCESS AT OUR CAMPUS 01 UNDERSTAND THE COMPLETION GUIDE PROCESS AT OUR CAMPUS 02 RECOGNIZE NEED FOR LIVING DOCUMENT/REVISION IN INITIAL ROLLOUT 03 CLARIFY MISUNDERSTANDINGS

OVERVIEW GUIDANCE PROVIDES PROCESS UNDERSTANDING, PROGRESS ATTAINMENT AND PERSISTENCE REGULATION

OUR ROADMAP

PROACTIVE PATH DEVELOPMENT: RESTRICTING STUDENT CHOICES In order to best serve students, the number of choices must be limited. TOO MANY TOO FEW POOR FTW, COURSE CANCELLATIONS LACKS VARIETY NECESSARY TO MEET DIVERSE NEEDS BALANCE

PROACTIVE PATH DEVELOPMENT IDENTIFY WHAT ARE YOUR PROGRAMS SCOPE AND SEQUENCE? WHAT ARE YOUR PROGRAM SIZES? WHAT PROGRAMS HAVE SIMILAR GENS THAT CAN ALIGN? (OR COULD BE SWITCHED TO ALIGN?) DECIDE HOW WILL PROGRAMS GROUP OR BLOCK CLASSES? HOW DO ROOM UTILIZATION RATES INFLUENCE BLOCKING? WHERE IS THE BALANCE BETWEEN DEFINING ELECTIVES AND EDUCATIONAL CHOICE?

MATCHING STUDENT DEMOGRAPHICS AND NEEDS: PURPOSEFUL PROGRAM CHOICES IN ORDER TO BEST SERVE STUDENTS, PROGRAMS SHOULD UNDERSTAND THE NEEDS OF THEIR CURRENT STUDENTS. 01 COURSE TYPE --- BLOCK SELECTION 16-8-WWW-HYB DOTW-TOD 02 BALANCE

MATCHING STUDENT DEMOGRAPHICS AND NEEDS IDENTIFY DECIDE HOW TO IMPROVE FTE FOR CURRENT GROUP OF STUDENTS? DO CURRENT OR PROPOSED COURSE OPTIONS ALIGN WITH BEST PRACTICES OF THE ACADEMIC AREA? HOW WILL ADVISORS BEST UNDERSTAND THE NEEDS OF CURRENT STUDENTS? DECIDE HOW WILL PROGRAMS IMPLEMENT COURSE INSTRUCTION TYPE? HOW DO COLLEGE PRACTICES MATCH WITH PROGRAM DECISIONS? WHERE IS THE LINE BETWEEN PROGRAM UNIFORMITY AND CUSTOMIZATION?

VERTICAL AND HORIZONTAL CURRICULUM ALIGNMENT: UNDERSTANDING CHANGING CHOICES IN ORDER TO BEST SERVE STUDENTS, EARLY SEMESTERS SHOULD BE AS SIMILAR AS POSSIBLE WHILE STUDENTS LEARN THEIR PROGRAM AND CHANGE ACADEMIC PLANS. THIS ALSO IMPROVES OUTCOMES ON THE COLLEGE END, AS IT WORKS TO KEEP STUDENTS WITHIN COMPLETION TIMEFRAMES.

VERTICAL AND HORIZONTAL CURRICULUM ALIGNMENT STUDENTS OFTEN MISUNDERSTAND INFORMATION ABOUT A DEGREE DEGREE TYPE CAREERS ALIGNED WITH DEGREE VERTICAL AND HORIZONTAL CURRICULUM ALIGNMENT STUDENTS WHO MISSTEP IN THESE DECISIONS HAVE HIGHER STOP-OUT RATES BALANCE – ALIGNMENT=RETENTION

ENSURING TRANSFER OF KNOWLEDGE AND BUILDING OF LEARNING OPPORTUNITIES: IMPROVING INSTRUCTION CHOICES IN ORDER TO BEST SERVE STUDENTS, INSTRUCTORS MUST BE MATCHED TO THEIR BEST PATHWAY.

BALANCE BALANCE – COURSE MAPPING INSTRUCTOR --- COURSES INSTRUCTORS IN 8 WK PATHWAYS NEED TO UNDERSTAND THE URGENCY OF THE TIMEFRAME. THEY ALSO NEED TO UNDERSTAND 8 WKS DO NOT MEAN 16 WKS IN DOUBLE-TIME. BALANCE – COURSE MAPPING

ENSURING TRANSFER OF KNOWLEDGE AND BUILDING OF LEARNING OPPORTUNITIES STUDENT IS ALIGNED TO THE CORRECT PATHWAY PATHWAYS ARE ALIGNED TO DEMOGRAPHICS INSTRUCTOR AND IMPLEMENTATION ARE ALIGNED TO PATHWAY

STORIES AND VOICE HOW - WHY?

STUDENT SUCCESS STORIES EASE OF PLANNING TO COMPLETION STUDENT SUCCESS STORIES SOLID TARGETED GOALS KEEPS ON TRACK AMY WARD, VCSS TAKES GUESS WORK OUT SO EASES STRESS

STUDENT ENROLLMENT STORIES COORDINATION WITH HOME/WORK SCHEDULE REALISTIC COMPLETION EXPECTATION CLEAR DIRECTIONS FOR THE JOURNEY AHEAD WAYNE JOHNSON, VCES

TIMELINE XXXX-10 XXXX-20 Start CURRENT STATE MAP PROGRAM BLOCKING AND GROUPING

XXXX-30 XXXX-10 XXXX-20 COLLECT, CONNECT AND CREATE FIRST RUN DOCUMENT REVIEW, ADJUST, LOOK AHEAD

XXXX-30 COLLECT, CONNECT, ENGAGE IN SECOND RUN XXXX INNOVATE!

CURRENT STATE DEMOGRPAHICS UNDERSTAND NATURE OF PATHS REVISIONS, FORWARD MOVEMENT CURRENT STATE MAP CURRENT STATE DEMOGRPAHICS ADJUST TO MAINTAIN UNDERSTAND NATURE OF PATHS ACCOUNT FOR ERROR ACCOUNT FOR CHANGE

OUR TEAM AMY WARD, VCSS MIA JOHNSON, VCAA WAYNE JOHNSON, VCES EMERY PECK, NOT A VC OUR TEAM