COMMUNITY COLLEGE RESEARCH CENTER Davis Jenkins Senior Research Associate Community College Research Cente Teachers College, Columbia University Rethinking College Prep as an On-Ramp to a Program of Study State Assessment Meeting for Florida State Colleges Valencia College June 20, 2013

COMMUNITY COLLEGE RESEARCH CENTER Dev Ed Disconnects Placement testing –Poor predictors of college-level success –Narrow focus on English comp and Algebra –Students confused, little guidance Curriculum, Pedagogy, Assessment –Long sequences –Replicates high school pedagogy –Little attention to soft skills –Poor alignment with program/career SLOs

COMMUNITY COLLEGE RESEARCH CENTER Status Quo Pathway Design Little upfront career or college planning Remediation narrowly focused on English Comp and Algebra, little “soft skills” prep Program learning outcomes and paths unclear; too many choices Poor alignment with requirements for further education and career advancement Students’ progress not monitored Limited on-going feedback and support

COMMUNITY COLLEGE RESEARCH CENTER Placement Testing Voluntary Orientation Meet with Advisor (1 st Term Schedule ) Dev Reading Dev Reading Dev ENGL Dev ENGL Dev Math Dev Math Transfer as Junior in Major Career-Path Employment General Ed Math 101 ENGL 101 Health Prereqs A.A. Electives Business Electives Business Electives A.S. Pre-major A.S. Pre-major Nursing Allied Health Certificates A.A.S. ABE ESL GED ABE ESL GED Strong connection - Weak connection - Intake

COMMUNITY COLLEGE RESEARCH CENTER Promising Practices Placement testing –Early assessment, test prep –Multiple measures (e.g., high school GPA) Curriculum, Pedagogy, Assessment –Non-academic skills, goal-setting, planning –Acceleration (eg., co-requisite with support, modularization, fast track courses) –Curriculum alignment (e.g., Statway) –Contextualization, “productive persistence” –Using SLO assessment to improve teaching

COMMUNITY COLLEGE RESEARCH CENTER Rethinking Dev Ed as On-Ramp Goal: prepare students to choose and enter a college-level program of study –Upfront career/college exploration, planning –New students required to choose “meta-major” or “exploratory major” for undecided –Instruction in academic fundamentals and “soft skills” customized to particular field –Collaborative professional development to ensure program coherence, quality teaching

COMMUNITY COLLEGE RESEARCH CENTER Guided Pathways to Success  Program learning goals clearly defined and aligned with outcome requirements  Program paths well structured, prescribed  Students’ progress closely monitored; timely feedback provided  “On-ramps” help students choose and enter a program of study  Strong alignment with high school and adult basic education

COMMUNITY COLLEGE RESEARCH CENTER Required Initial Orientation Transfer as Junior in Major Career-Path Employment English, Arts, Humanities English, Arts, Humanities Certificates A.A.S. Contextualized Basic Skills (e.g. I-BEST) Strong connection - Weak connection - Required Career Interest and Academic Readiness Testing Meet with Advisor (Choose initial program stream; plan full program schedule) Social/Behavioral Science Social/Behavioral Science STEM STEM Business Business Health Sciences Health Sciences Program On-Ramp Education, Child Care Social Services Education, Child Care Social Services First-Year Experience First-Year Experience Program On-Ramp Program On-Ramp Program On-Ramp Program On-Ramp Program On-Ramp

COMMUNITY COLLEGE RESEARCH CENTER Pathway Redesign Process CONNECTION From interest to enrollment ENTRY From enrollment to entry into program of study PROGRESS From program entry to completion of program requirements COMPLETION Completion of credential of value for further education and (for CTE) labor market advancement Market program paths Build bridges from high school and adult ed. into program streams (e.g., strategic dual enrollment, I- BEST) Help students choose program pathway and track entry Build prescribed “on-ramps” customized to largest program streams Clearly define and prescribe program paths Monitor students’ progress and provide feedback and supports JIT Incentivize progress Align program learning outcomes with requirements for success in further education and (for CTE programs) in the labor market START HERE STEP 2 STEP 3 STEP 4

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