Redesigning Community Colleges for the New Business Environment Davis Jenkins Community College Research Center Teachers College, Columbia University Rob Johnstone National Center for Inquiry and Improvement NJ Guided Pathways Conference June 3, 2015 Brookdale Community College

New Business Environment State funding cuts  Tuition increases Federal financial aid leveling off High school population declining Pressures to dump dev ed Increased accountability for outcomes (aka performance funding) Increased competition (public 4-years, privates, on-line providers)

New CC Business Model Focus on program recruitment and retention rather than course enrollment Clearly align programs with target career (and further education) requirements Recruit students into programs and closely monitor their progress Collaborate with 4-years, employers, K-12 schools  Regional “talent supply chains”

Student Pathway Analysis CONNECTION From interest to application ENTRY From entry to passing program gatekeeper courses PROGRESS From program entry to completion of program requirements COMPLETION Completion of credential of value for further education and labor market advancement Complete Program, Advance to Further Education and in Career Consider College Education Enter Program of Study

Lost in a Maze

Dev Ed Sorting System Source: CCRC

Dev Ed Sorting System Source: CCRC

Dev Ed Innovations Source: TN BOR.

Tennessee Dev Ed Co-Requisite Pilot: College Math Pass Rate by ACT Dev Ed Innovations Tennessee Dev Ed Co-Requisite Pilot: College Math Pass Rate by ACT Source: TN BOR

Tennessee Dev Ed Co-Requisite Pilot: College Engl Pass Rate by ACT Dev Ed Innovations Tennessee Dev Ed Co-Requisite Pilot: College Engl Pass Rate by ACT Source: TN BOR

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

Unfulfilled Expectations ~1.5 million new cc students per year 80% intend to earn a bachelor’s 25% transfer to 4-year in 5 yrs 36% of transfers earn award before transfer 17% earn BA 6 yrs after transfer Sources: NCES and NSC.

Student Experience of Transfer Confusion about programs, requirements Transfer credits count only as electives Many decide on majors too late Students take excess credits, lose time and money Problems Information inaccurate, inaccessible Well-meaning but overwhelmed advisors  Dysfunctional communication within/ among 2- and 4-years Students blame themselves Recurring Themes

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.

Pathway Models Compared Self-Directed (Status Quo) Guided Pathways Optional career / college planning Required plans, exploratory majors Paths unclear, too many choices Default, full-program maps Students not building skills across curriculum SLOs aligned with end-goal requirements Assessment used to diagnose areas where support needed Assessment used to sort students Pre-requisite remediation focused on Algebra & English composition Integrated, contextualized academic support for program “gateway” courses Students’ progress not monitored, limited feedback Proactive progress tracking, feedback, support

Guided Pathways at Scale Universities Community Colleges Florida State Univ. of Central Florida Georgia State Arizona State TN State Universities Florida International Queensborough (CUNY) Guttman College(CUNY) City Colleges of Chicago Miami Dade College TN community colleges St. Petersburg College Valencia College

Start by demonstrating degree search; use keyword accounting

Drill down on Financial Examiner career

Explain critical tracking system

Analytics Deans and administrators have data to track unit as well as institutional progress. Monitor: The online tracking system follows students as they progress and notifies advisors and students when a student is not completing critical requirements and is not on track for graduation.

Impact: Tracking Overall Student Progress Cohorts are defined by the academic year that the student enters ASU as a full-time freshman On Track Off Track On track by override Completed We continue to improve the process and get students on the right track. Through critical tracking, more than 80% of our students are off to a good start and registered for the right courses.

Gains in First-Time Full-Time Freshman Retention Rates

Add Mark Stratton, accounting MyASU, then his progress report Once a student determines they want to sign up for the pathways program, ASU creates a MyASU account for them.

The Pathway Tracker tool provides a student with individualized information about how courses taken apply to their pathway requirements.

Drive Student Completion and Academic Success Priority #1 Drive Student Completion and Academic Success Improve College Readiness Reduce Time and Cost of Degree Completion Encourage Early Connection to Careers Embed Real World Experiences Strengthen Student Support and Engagement Launch Personalized Intervention Stephanie Source: Lorain County Community College

Default Program Maps T&A Co-chairs (all faculty) held work sessions to identify common courses Pivot tables used to find common courses among all programs Gap analysis of LCCC programs with the labor market outlook Created spreadsheets by program of clustered common courses Used flip charts to begin flowcharting common courses Met with Program Coordinators with flowchart info Changes made based on new info and feedback from coordinators Student focused approach to changes Widely accepted by coordinators 75% of coordinator meetings completed – remainder Fall 2015 2015-16 focus will be on default pathways Faculty involvement will be paramount Large # open-ended electives need pared down to a few choices As meta major narrows down to path, programs coordinators will need to be involved in decisions From Claudia: Work with program coordinators usually consists of either one-on-one or small group meetings. The way this was approached was: Jan, Steven and I met for a long several hours on February 5th. We reserved a study room in the iLoft Bldg. so we wouldn't be interrupted and could lay out what we perceived as the meta-majors. Preliminary work up to this point was creating a pivot table to find common LCCC courses among all programs, performing a gap analysis of LCCC programs with the labor market outlook and creating spreadsheets by program of clustered common courses. The preliminary work was done over winter break, so we could keep the momentum going. With this material in hand we met with a flip chart and just started creating flowcharts. We tried to also employ knowledge from other success initiatives and put a course in the major in the first semester.   We used these flowcharts as the basis of our discussions with program coordinators. As we chatted with different coordinators and new information and/or corrections were indicated we made those accordingly. So far, the meta-major notion has been widely accepted by coordinators and any adjustments have been with the student's best interests in mind.  We have met with about 3/4 of the coordinators and will finish this task in the fall. As far as default pathways with the UP. I have only met with Hiram. We will need to bring Dr. Crooks into this more in the fall. The UP partner I met with was Hiram, and although they are willing to accept the 15-20 choices of humanities and/or a natural science with a lab, they did share some insight and thought this was a good idea. They too are interested in student completion and employment. Next year will be more with the guided pathways as opposed to the meta-majors. This will take some serious discussion as large open ended electives will need to be pared down to just a few choices. We see faculty involvement as paramount next year. As the meta-major narrows down to a path, those involved in the programs will need to make the decisions. Source: Lorain County Community College

12 Business Programs Take any of these 7 courses and they will fit into any of the 12 Business Programs (Majors) Accounting - AAB - 0011 Administrative Office Information Systems - AAB - 0209 Business Administration - Entrepreneurship Major - AAB - 0224 Business Administration - Financial Services - AAB - 0018 Business Administration - Human Resource Management Major - AAB - 0229 Business Administration - Management Major - AAB - 0227 Business Administration - Marketing Major - AAB - 0226 Business Administration -- Supply Chain Management - AAB - 0208 Computer Information Systems - Mobile Device Application Development - AAB - 6639 Computer Information Systems - Network Communications Technology Major - AAB - 6649 Computer Information Systems - Software Development - AAB - 6618 Computer Information Systems -- Web Development Major - AAB - 6601 ACTG 151 CISS 121 CMMC 151 ENGL 161 ENGL 162 MTHM 151 SDEV 101 Business example – easiest to define Source: Lorain County Community College

A student who wants to try another accounting class can take ACTG 152 and is still on a path that leads into 10 Business Majors Accounting - AAB - 0011 Administrative Office Information Systems - AAB - 0209 Business Administration - Entrepreneurship Major - AAB - 0224 Business Administration - Financial Services - AAB - 0018 Business Administration - Human Resource Management Major - AAB - 0229 Business Administration - Management Major - AAB - 0227 Business Administration - Marketing Major - AAB - 0226 Business Administration -- Supply Chain Management - AAB - 0208 Computer Information Systems - Mobile Device Application Development - AAB - 6639 Computer Information Systems - Network Communications Technology Major - AAB - 6649 Computer Information Systems - Software Development - AAB - 6618 Computer Information Systems -- Web Development Major - AAB - 6601 ACTG 152 Source: Lorain County Community College

Full Accounting Curriculum Guide The default pathway was modified slightly to fit the accounting program, but still at the end of the 2nd semester, a student can choose 8 different business majors with nothing lost Accounting - AAB - 0011 Administrative Office Information Systems - AAB - 0209 Business Administration - Entrepreneurship Major - AAB - 0224 Business Administration - Financial Services - AAB - 0018 Business Administration - Human Resource Management Major - AAB - 0229 Business Administration - Management Major - AAB - 0227 Business Administration - Marketing Major - AAB - 0226 Business Administration -- Supply Chain Management - AAB - 0208 Source: Lorain County Community College

Exploratory Majors for Undecided Transfer and Applied Team identified categories and mapped all programs Originally 20 but narrowed down to 12 (based on behavioral economics data – Rob Johnstone) LCCC will brand as Career/Major Interest Areas Imbed in LCCC on-line application Reduces choice from 130 to 12 Students who know what they want can select specific major at 1st required Advising appointment Website redesign that will link ALL pages regarding career and programs to labor market data and these 12 areas Working out details to launch by September 1 VERY rough concept. It still needs lots and lots of work, but this can be a beginning discussion piece. I still have reservations about whether this should be presented. Let’s discuss. Currently, other websites do not link programs or curriculum guides succinctly and the exploratory majors are hard to find (example, ASU has a great visual but hard to find and not linked with programs). If we do this right, we will be one of the first. You could get to this information from Academic Programs (or similar name) from any of the main website pages: Home Page, Current Students, Future Students, Education, etc.  The mock up is in the next few slides…they will launch into a series similar to the mock-up in the attached PowerPoint. I’ve mapped out (so very roughly!) how I envision someone getting to the Associate Degree Nursing Program. (My example shows what they get if they click on the Health Care Career/Major Interest area, although in a complete model, they would also be able to arrive at the same final page by selecting the A-Z list and then one of many options like Nursing, Registered Nursing, Associate Degree Nursing – that list will be extremely inclusive.)   Source: Lorain County Community College

Career/Major Interest Areas Begin with your CAREER in mind… Business and Entrepreneurship Communication and Creative Arts Culinary and Hospitality Education Engineering and Manufacturing Health Care Human and Social Services Information Technologies Sciences Personal / Professional Development Public Safety Sports and Fitness A-Z List of Programs [Click on Health Care]

Health Care Dental Hygiene Medical Assisting Physical Therapist Asst. Many of today’s hottest careers are in the healthcare field, with career opportunities and personal satisfaction unmatched by other professions. Lorain County Community College’s nursing program gets highest accreditation rating – The Morning Journal, April 2015 [Click to read the article] Nursing Clinical Lab Science Dental Hygiene Diagnostic Medical Sonography Medical Assisting Physical Therapist Asst. Radiologic Technology Respiratory Care Sports and Fitness [Click on Nursing]

Nursing Paramedic to RN University Partnership LCCC nursing programs provide an exceptional instructional, laboratory and clinical experience to prepare graduates for a career in nursing or to help working nurses advance in their career. “As a nurse, we have the opportunity to heal the heart, mind, soul and body of our patients, their families and ourselves. They may not remember your name but they will never forget the way you made them feel.” ~Maya Angelou Associate Degree Nursing (RN) LPN to RN (Access in Nursing) Paramedic to RN Practical Nursing University Partnership Bachelor of Science in Nursing Master of Science in Nursing [Click on Associate Degree Nursing]

Admission Requirements Associate Degree Nursing Become a Registered Nurse (list job titles for someone who earns this specific credential) Employment of registered nurses is projected to grow 19 percent from 2012 to 2022, faster than the average for all occupations. – Bureau of Labor Statistics Career Information Curriculum Guide Video Course Descriptions Admission Requirements Image Apply Schedule a Visit Live Chat

Required Plans Tied to Predictable Schedules Piloting block scheduling with SAIL Project (CUNY ASAP Replication with MDRC and OBOR) Partnering with Ad Astra and Platinum Analytics to be more strategic about scheduling from the student success lens eMyCAP provides individualized career and academic plans and help identify courses needed going forward Source: Lorain County Community College

Career Advantage for Students Importance of selecting a major to ensure that students maximize their time and efforts and meet their objectives 1. Clarify Career Goal Provide students with immediate experience with selected program to engage them more fully beginning with their first semester and continuing through their certificate or degree completion. Include work-based learning opportunities. 2. Apply career goal to educational program Work proactively with students by major to provide enhanced job placement opportunities that meet the students’ career goals. 3. Place graduates in careers Source: Lorain County Community College

Career Services: An Opportunity At All Points of the Loss – Momentum Framework CONNECTION Interest to Application ENTRY Enrollment to Completion of Gatekeeper Courses PROGRESS Entry into Course of Study to 75% Requirements Completed COMPLETION Complete Course of Study to Credential with Labor Market Value POTENTIAL STUDENTS Leverage results of Noel Levitz CSI to identify undecided students Team approach with Student Success Coaches, Advisors, Academic Counselors, & Career Specialists at the front end Follow up to ensure on correct path Referral to more in-depth career coaching, as needed Redesigning admission process from major selection to Career Interest Areas (from 106 choices to 15) Experiential educational opportunities available to help in career decision Curriculum Council Approved Experiential Education in all programs of study 11/14 Received second 2-year Ohio Means Internship and Co-op (OMIC) grant in 2014 – 26 new internship placements since July 2014 Service Learning offerings in every Division Annual Job Fair and Internship Fair VIP program prepares students for Job Fair by assisting them with resume building and interviewing skills TRANSFER AA/AS UNIVERSITY/ COLLEGE PARTNERS JOB & CAREER AAS INDUSTRY PARTNERS Stronger Connection between Career Services and Enrollment Services Robust Career Decision tools: MyPlan, Career Coach and OhioMeansJobs.com Embedded into SDEV course outcomes Career Week, March 3-7: Career exploration activities, workshops, faculty presentations, and employer tours Source: Lorain County Community College

Earn bachelor’s degree by age 20 to prepare for Careers in High-Demand, Well-Paying Jobs Pathways to University Partnership Bachelor’s Degrees Business Administration 3+1 Computer Science and Engineering Psychology 3+1 Education Biology 3+1 Accounting 3+1 IT 3+1 After earning the Associates Degree students continues at LCCC for 13th year – in most cases as part of the 3+1 at LCCC rates – or in many cases with their LCCC Foundation Scholarship (Trustee, Presidential, DIA) Year 14 is with the University Partner at their rates, however, UP Inspiration Award, partners often have scholarships (i.e. UA’s PTK award is $1,000) Point is there are ways to make this even more affordable than we’ve promised. These are the 7 that Dr. Crooks, Assoc Provost UP Accounting -- very close to being 3+1 Of course, we will be working on other UP degrees that are coming on board to create these pathways Source: Lorain County Community College

Freshman = 6 college credits + HS courses Earn an Associate’s Degree and High School Diploma simultaneously – But Flexible to Join When Ready Freshman = 6 college credits + HS courses Sophomore = 7 college credits + HS courses Junior = 30 college credits + (1 or 2) HS courses Senior = 34 college credits (16-18 each semester with the remainder of HS requirements met through college coursework) Ease into to College Learn what it takes to be successful in college courses Ratchet up the college experiences as student builds success and begins to define career and academic goals. Source: Lorain County Community College

College & Career Readiness Associate of Arts / Science @ HS Campus 9th Grade HS CU Credit HS Course LCCC Course College Credit 1 English 9 1  Algebra I or Geometry   Physical Science  College & Career Readiness SDEV 102: Strategies for College Success CISS 121: Microcomputer Applications 3 Foreign Language Elective/Open 8 6 10th Grade 1  English 10   Geometry or Alg. II 1 Biology or Chemistry Social Studies II HSTR 161: US History I HSTR 162: US History II 3 .5 .25 Health Physical Education Foreign Language Elective 7.75 6 Tremendous amount of flexibility here These are just samples Can and will be individualized for each school building on the needs and strengths of each district

Economics/Personal Finance Associate of Arts/Science @ HS Campus 11th Grade HS Credit HS Course LCCC Course College Credit 1 English 11 ENGL 161 & 162: College Composition I & II 3 Alg. II or Pre Calculus MTHM 171: College Algebra MTHM 172: Precalculus 4 Chemistry CHMY 161 & 162 General, Organic & Biochemistry I & II Social Studies 3 PLSC 156: American National Govt. PLSC 151: Comparative Politics 1  Economics/Personal Finance   Foreign Language 10 27 12th Grade 1 English 4 ENGL 255: Intro to Fiction HUMS 151: Intro to Humanities 3 1  1 Math 4 MTHM 181: Calculus MTHM 168: Statistics 5 Advanced Science BIOG 161 & 162 or PHYC 151 & 152 4/5 1  Social Studies  PSYC 151 and SOCI 151 ECON 151/152 (choose 2) Foreign Language   Elective/Science PHLY 165: Bioethics or Science 10 31/33 Tremendous amount of flexibility here These are just samples Can and will be individualized for each school building on the needs and strengths of each district

Save 80% of the cost 79% 84% 85% 83% 81% Savings! College/University University Costs 4 Years With Room & Board Bachelor’s Degree Completion Cost through MyUniversity Savings! Ashland University B.S. in Education $157,416 $32,798 79% Bowling Green State University B.S. in Biology $75,400 $11,745 84% Cleveland State University B.A. in Psychology $85,227 $12,525 85% Hiram College B.A. in Accounting & Fin. Mgmt $160,600 $24,554 Kent State University Bachelor of Bus. Admin. $77,408 $12,893 83% University of Akron B.S. in Sport Studies $80,578 $12,811 University of Toledo B.S. in Computer Science & Eng. $83,177 $15,726 81% Percent savings based on Bachelor’s Degree with LCCC’s MyUniversity Guarantee versus all 4 years at the university rates and incurring room & board. Clearly quite a significant savings at a time when the average debt for a graduate of 4 year universities is nearing $30,000 in Ohio with many well beyond the average. ** LCCC’s in county tuition is $3,077 per year for a full-time student Percent savings based on Bachelor’s Degree with LCCC’s MyUniversity Guarantee versus all 4 years at the university rates and incurring room & board.

GPS Design Principles Require students to explore careers, set goals and develop academic plans from the start Simplify their choices with default roadmaps Redesign intake with goal of helping students choose and successfully enter a POS Assess learning and improve teaching across programs, not just courses Monitor students’ progress, giving frequent feedback and support as needed

For more information Please visit us on the web at http://ccrc.tc.columbia.edu where you can download presentations, reports, and briefs, and sign-up for news announcements. We’re also on Facebook and Twitter. Community College Research Center Institute on Education and the Economy, Teachers College, Columbia University 525 West 120th Street, Box 174, New York, NY 10027 E-mail: ccrc@columbia.edu Telephone: 212.678.3091

Top 10 Frequently Asked Questions About Redesigning Colleges to Improve Completion

Top 10 FAQs - Redesigning for Completion Won’t we lose enrollment when we get rid of the swirl with increased structure? Isn’t college a meritocracy, where the strong / smart succeed, and the weak / underprepared / unmotivated don’t succeed?

Top 10 FAQs - Redesigning for Completion Isn’t free choice the cornerstone of American higher education? Don’t students benefit when they “find themselves” by what looks like wandering to the observer?

Top 10 FAQs - Redesigning for Completion Aren’t we going to sacrifice quality when move to more structured pathways? Don’t we lose a liberal arts education when we make things more structured? Isn’t all of this “hand-holding” going to create graduates that can’t navigate the workplace and the “real world”?

Top 10 FAQs - Redesigning for Completion How can students be expected to make career decisions when they are 18 or 19? Don’t students change careers four to seven times? Given this, why would we put them on structured pathways? Won’t faculty lose control over what is taught in their discipline?