WELCOME to GP Year 2! “Ready. Set. Design.” Bay Area 10 September 2018 8:30 – 3:00 PM

Let’s Get Meta: Grounded approaches to meta-majors and program mapping

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Introductions and Framing Presenters & Experts: Mustafa Popal, Isabel O’Connor, Carolyn Jackson, Becky Morgan, Michelle Pilati, Janet Fulks Facilitator(s): Michelle Simotas, Mustafa Popal 9:30 – 11:30 – Breakout 11:30 – 12:00pm – Regional Mixer

Outcomes Understand the foundational role of design principles in meta-major/clustering Explore meta-major journeys at Cabrillo College and Skyline College Break the mold – practice student-centered decision-making and consider its structural implications at your college Carry back learnings to your GP team! Katherine, Jessica

Agenda 9:30 – 9:35am – Welcome and Introductions (Michelle S) 9:35 – 9:55am – ASCCC (Janet F, Michelle P) 9:55 – 10:15am – Cabrillo (Isabel O, Carolyn J, Becky M) 10:15 – 10:30am – Skyline (Mustafa P) 10:30 – 10:40am – Q & A (Michelle S) 10:40 – 10:55am – BREAK 10:55 – 11:20am – Activity (Mustafa P) 11:20 – 11:30am – Reflect and debrief (Michelle S) 11:30 – 12:00pm – Regional Mixer (Michelle S) Katherine, Jessica

Breakout 4 – Meta-Majors Janet Fulks, ASCCC Faculty Lead, Guided Pathways Capacity Building Biology, Bakersfield College Michelle Pilati, ASCCC Faculty Lead, Guided Pathways Tool Development Psychology, Rio Hondo College Share that we are at colleges who are at very different places – and that our roles means we are talking to colleges at very different places. Who is in the room? While we are faculty, we have prepared our part of the presentation to be aimed at a general audience – recognizing that we are unlikely to be talking solely to faculty at an IEPI event on a Monday at the beginning of the term…

Why “Meta-Majors”? Regardless of what you choose to call them, this concept is an integral component of GP work – why? Ask audience..

Why Meta-Majors? Clarifies/simplifies options Provides an organizational structure to students May provide mores manageable and useful - data More efficient messaging Is organization needed? Meta-majors should clarify, not introduce another layer; can be light or more integrated Meta-majors are an organizational structure to help students: but can be light or more integrated Meta-majors can provide manageable useful data Guiding principles help colleges build relevant groupings for meta-majors Meta-majors can make messaging more efficient

How do students find their pathway? 141 Majors in no order ADTs at bottom If you think one college or another is worse, this is not consistent with what we have found at our own and many other colleges

160 Options at Glendale Next is selecting options Glendale Community 160 College Majors- these are not all majors

191 options- Nine screens AA’s at bottom

How? Leap into action with MM’s? Consider: Potential Reorganization Guidelines Inclusiveness Flexibility Iterative Nature Managing Messaging/communicating While MM is a visible element many are quick to jump on and some programs suggest doing this first. But development needs to be planned, thoughtful, inclusive, and flexible. MMs could potentially reorganize programs, dean responsibilities and other territorial aspects The chances of getting it all right the 1st time are slim. Why? MMs have to balance the establishment of an organization that makes sense/works for students AND makes programmatic sense. Their development must be informed by the points at which seemingly like majors (or sub-majors) diverge.

Designing Meta-Majors & Program Mapping Many variations and possibilities Sits firmly in the realm of curriculum and faculty responsibility - Curriculum clean-up and a scheduling analysis should precede this work Bringing in the student voice Student Focus groups Classwork Surveys Iterative process Refinement over time Meta-Majors/Mapping – which should come 1st and which should drive the work??

Designing Meta-Majors Where will the college begin? With what end in mind? How do/can MM’s clarify pathways, change on-boarding, and enhance support and learning? What kind of collaboration is needed? How will meta-majors be integrated into the college? How will meta-majors be managed? How will meta-majors be communicated to faculty, students, and the community? Where will the college begin? With the what end in mind? How MM’s clarify pathways, change on-boarding and enhance support and learning? What kind of collaboration is needed? How will meta-majors be integrated into the college? How will meta-majors be managed? How will meta-majors be communicated to faculty, students and the community?

Design Principles in Creating Meta-Majors & Program Mapping Who will lead the creation & implementation? Committee? Taskforce? Who should be involved? How do you bring in student voice? Which other stakeholders need to know about this? How does the college’s broader environment (e.g., state or college policy) support or inhibit meta-majors? This requires collaborative team work and is sustainable only when connected to existing governance and decision making processes.

Programs that Require Photography Courses for Degree, Certificate, and/or Transfer Many colleges are concerned that this pigeon-holes people into careers or transfer Some colleges worry that students will have no opportunity to change Some colleges worry that students will accumulate even more useless units Here are two strategies used to avoid this: This is mapping the overlap of courses within a program and then metamajor Kumu Map of Programs & Courses Vizualization

Student Course Taking Behavior Programs with the Greatest Percentage of its Students Successfully Completing Photography Courses who are not Fine Art Photography program completers This unique analysis looks at student course taking patterns to further inform organization. Notice the Fire tech students taking photography – why? This begins the General Education discussion.

Sample Meta-majors Cosumnes River College - https://www.crc.losrios.edu/areas Long Beach CC - https://www.lbcc.edu/explore-our-programs Mt. San Antonio College (Program Clusters) -http://catalog.mtsac.edu/programs/explore-your-future/ Pasadena CC (Meta Majors: Career Communities) - https://pasadena.edu/explore-your-career/index.php San Diego Miramar (Schools) - https://www.sdmiramar.edu/programs San Joaquin Delta - https://www.deltacollege.edu/explore West Hills Lemoore - Scroll down to mid area of home page to see meta majors shown in our meeting Friday. - https://www.westhillscollege.com/lemoore/ Meta Majors clearly found within a few clicks

Additional Resources Meta-Majors: An Essential First Step on the Path to College Completion (JFF) http://www.jff.org/publications/meta-majors-essential-first-step-path-college-completion How meta-majors guide students toward on-time graduation (EAB) https://www.eab.com/daily-briefing/2016/07/26/how-meta-majors-guide-students-toward-on-time-graduation

Cabrillo College’s Adventures with Metamajors and Program Mapping Carolyn Jackson, Articulation Officer Becky Morgan, Psychology Faculty Isabel O’Connor, Dean for Guided Pathways

Design Principles Metamajor Philosophy Values and Process Defined metamajors before embarking on program maps No “undecided” metamajor Metamajors as groups of programs with common major prep Values and Process Foster campus-wide participation and leadership Student Services, Counselors, and Instructional Faculty worked together Defining the Path Workgroup Flex workshops Began with exercises, rather than theory. Made it real. Process requires a lot of work – Re-assign time is needed Listen, develop trust, communicate, inform where appropriate; make-up of the work group

Specific Activities: Metamajors Creating the metamajors Sorting the metamajors exercise Sorting the sorts Safe semester for the undecided student Decided on 5 metamajors Survey of students to name the metamajors Survey of faculty for a term other than metamajor Flex presentation of metamajor drafts Revision of metamajors based on departmental feedback Be prepared for everything to change – Started with grouping programs in metamajors in terms of “what would be interesting/creative” – then we changed that Spreadsheet of all sorts; Counselors knowledge of major prep requirements; Surveys: to students for names of metamajors; Faculty what to call instead of “metamajor”. If faculty wanted to move their program to a different metamajor they could document that through major prep requirements. ENGL/COMM/JOURN/WORLD LANG were a separate metamajor and they made the case to incorporate into Global and Human Studies

Specific Activities: Program Mapping Program Mapping Pilot Not scalable Revisioning of Program Mapping Process Counselors created 1st drafts Flex Workshop to Answer Questions on Maps Departments are now revising: sequences, specific major recommendations, & some GE Recommend looking at program outcomes at the beginning when you design your maps to incorporate general education from other departments that could supplement.

Lessons Learned Cross functional teams with counseling and instructional faculty are crucial! Define terms What’s a metamajor? How will it be used? Specificity of GE recommendations for program maps? Use Data Embrace GP as an iterative process -- things will change Data informed where students were transferring and what majors we are actually awarding. ASSIST major preparation courses. Include IT early on

Aligning Mindset, Design and Process: The integrative nature of design principles _______________________________________________________________ CASE STUDY OF SKYLINE COLLEGE META-MAJOR & GUIDED PATHWAYS

Skyline Definition of Meta-Majors Ordering Activity As a group, arrange the post-its with headers in the order you believe necessary to produce Meta-Majors at your school. (4 min.) Skyline Definition of Meta-Majors A meta-major is a grouping of related fields of study designed to simplify the process of selecting a major. A student facing piece.

Establishing New Mindset Brutal Truths 14% of students complete their degree/certificate in 3-years 49% of students complete their degree/certificate in 6 years Approximately 50% of students that start in fall do not return in spring Students, on average, are attempting 100 units and completing 80 units

Establishing New Mindset Student Ready College “Every System is perfectly designed to achieve the results it gets.” --W. Edward Deming and Paul Batalden

Designing: Creating Meta-Majors Looking at the post-its in front of you, which step could help in norming the design thinking for Meta-majors?

design principles: Tying Mindset & Design 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 Shared Ways of Knowing   Shared core content Shared methodology Inclusion and Equity Promotes diversity and equity CTE programs integrated with transfer programs Keep an Open Mind Think outside the box Freedom from traditional ways of organizing disciplines

design principles: Tying Mindset & Design 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 Team Brainstorm Considering the design principles on the left and the post-its in front of you, what could be a next step in the process of determining the number of meta-majors and what the degrees/certificates reside in them?

Design Principles: Informing process Intentional course Sequencing

Design Principles: Informing Process Social Graph

Design Principles: Informing Process Student Feedback & Student Surveys

Meta-Majors: Arts, Languages, & Communication Business, Entrepreneurship, & Management Society & Education Science, Technology, & Health

Arts, Languages, & Communication What programs are included in the Arts, Languages, & Communication Meta Major?

Q & A Michelle S.

BREAK

Activity (25 mins) Student Voices & Guided Pathways Design Individually, take a minute to read the student quote. On the sticky note provided, write down what stood out to you while reading the student quote. What challenges or issues is the student bringing to light? As a table, share out your initial thoughts about the quote and then together determine the student concern you will focus on. Mustafa

Activity (continued) With the concern in mind, and thinking about Meta-majors and Guided Pathways, work as a table to discuss the following questions: How have institutional structures helped to create this student concern? What design process and elements might your Guided Pathways team implement through meta-major or clustering approaches to address the student concern? (Data/People/Communication/Conversations) What design principles would be most important to consider during the process? Mustafa

Reflection and Closing 11:20 – 11:30am Michelle S.

Regional Mixer 11:30am – 12:00pm Michelle S.

Join the Bay Area Learning Cluster Naomi (?)

Q: How is my college using Strong Workforce resources for Guided Pathways (GP)? A: We have Regional Joint Venture (RJV) resources through the Bay Area Community College Consortium http://www.baccc.net. See BACCC’s description of an RJV at: https://sites.google.com/a/baccc.net/baccc/swp/2017-18-regional-joint-ventures. Q: For what kind of activities/expenses are we using our RJV resources? A: Meeting materials, student stipends and release time and/or compensation for CTE faculty and classified staff to participate in GP planning/professional development and design activities. Q: Who at your college typically would need to request/summit the RJV? Where do I get more information? A: Please first contact your college’s liaison to the BACCC, likely your CTE Dean or Strong Workforce Lead in collaboration with the GP lead at your college. Your BACCC lead will then be in touch with BACCC leadership: Rock Pfotenhauer, Chair                      Kit O'Doherty, Director rock@baccc.net                                   kitodoherty@gmail.com   

Strong Workforce Program Potential Funding for GP Development The Strong Workforce Program provides funding to colleges, K12 and the region to develop and strengthen pathways that lead to careers paying livable wages ~$50M annually to colleges and the region ~29M annually to K12 schools Development of career-oriented Guided Pathways eligible for these funds Most of the funding goes directly to colleges. Contact your CTE administrator for more information ~$2M per year from the region for multi-college projects - RJVs Colleges also crowdfund Regional Joint Ventures See rjv.baccc.net for examples Contact rock@baccc.net if interested in forming an RJV related to GP

Lunch (Main Room) 12:00 – 1:00 PM