1. What's in a name? Academic Maps Interest Groups & Meta Majors Guided Pathways Clusters

2. Problem Statement:
A low percentage of students reach their stated educational goals in a timely manner, or at all.

3. WHAT ARE Student GOALS? Using Sierra as an example
11,000 (60%) TRANSFER to CSU or UC
+ 1,600 ( 8%) TRANSFER with degree or certificate
TOP Majors (as of 9/22/15)
Undecided
5,200
Nursing
4,000
Business
3,600
Biology
2,300
Psychology
2,000
Computer Science
1,400
Engineering
1,100
That’s over 8000 students in search of a program—lots of opportunity for instruction and student services to work together to get students into majors and grow programs.

4. What happens to Our Students
3% complete 30 units 1st year
10% who start in Math 581 pass Math D
Overall, about 30-35% of our students get a degree, certificate, or transfer within six years—and most of those take much longer than two years.
50% leave every year
We have to do better.

5. Behavioral Economics: Choice
Too much choice—especially uninformed choice—
leads to indecision or poor decisions.
Students are …
Taking too much time Taking too many credits Spending too much money Not reaching their goals

6. BiG Ideas for student-focused reengineering
Make navigating the institution user-friendly to all students.
Help students understand, explore, and choose appropriate educational goals.
Give students clear and efficient paths to reach those goals.
Ensure those paths are available.
Provide support and resources to keep students on those paths.
Measure institutional progress toward/success at these goals and respond accordingly.
The task force is forming workgroups—we need you. Generally, serve on a workgroup, come to open forums, respond to surveys. Specifically we need the chairs to be part of the pathways discussion—this will be central to our efforts.

7. Promising Directions Exploring “guided pathways” models
An easy-to-use plan that guides a student into and through college to successful completion of a program of study that leads to transfer or a career. It integrates student services and instruction into a coherent, intentional, and informed student experience.
Many variations, but most include some version of “interest areas” (clusters of related disciplines that steer students into specific majors) and “academic maps” (clearly sequenced paths through programs that can be individualized based on a student’s needs).

8. Guided Pathways Success Stories
Florida State University
Since starting degree maps, FSU has cut the number of students graduation with excess credits in half
Overall graduation rate increased from 62% to 74%
African-American rate to 77%
First-generation Pell students to 72%
Hispanic students to more than 70%

9. The City University of New York (CUNY)
The CUNY Accelerated Study in Associate Programs (ASAP) initiative has produced a graduation rate three times higher than the national average for urban community colleges. 55% of its fall 2007 cohort earned associate degrees in three years.
ASAP students are grouped in cohorts based on a limited set of majors and attend courses during consolidated morning, afternoon, or evening schedules to enable them to better balance school, jobs, and family responsibilities.

10. Increased success leads to more students and college growth
Georgia State University
Implemented degree maps and intrusive advising
Graduation rates up 20% in the past ten years
Graduation rates higher than average for
Pell students (52.5%)
African-American students (57.4%)
Hispanic students (66.4%)
Increased success leads to more students and college growth

11. ACADEMIC MAPS

12. What are Academic maps?
A individualized plan of classes for all four semesters (for a full-time student)
Based on templates and customized according to student need
“Default” path for students—if they stay on it, they will have degree in two years
Major courses logically sequenced
Encourages students to take math and English early (predictors of success)
Enables interventions if students fall off path
Students still have freedom to explore—they will be educated about potential consequences to financial aid, athletic eligibility, etc. “Informed wandering”

13. Fort Lewis College
Colorado

14. Chipola College
Florida

15. University of Central Arkansas
Spanish major

16. Interest Areas

17. Remember what it feels like to start college?

18. Sierra College Degrees and Certificates, 2015-16

19. What are interest Areas?
Interest Areas (sometimes called “meta-majors”) cluster related disciplines into groups.
Students who have a sense of direction but not a specific goal can be placed into an interest area rather than a specific major
Academic maps within an interest area move students along a common path while they settle on a program—no classes that will transfer as excess elective units
College provides intrusive interventions to guide students to a specific program within first semester

21. Career/Major Interest Areas – Lorain County CC
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

22. Broward College Interest Areas

23. How is financial aid treated?
We need to determine that someone is enrolled for the purpose of receiving a degree, certificate, or other credential
They do not have to declare a major
A regular student is enrolled for the purpose of receiving a degree or recognized credential.
Although a student generally must be a regular student [34 CFR (a)] in a degree or certificate program to be Title IV-eligible, a declared major is not a student eligibility requirement, per verbal confirmation from Department of Education (ED) staff.
Sec Student eligibility--general. A student is eligible to receive title IV, HEA program assistance if the student-- (a)(1) (i) Is a regular student enrolled, or accepted for enrollment, in an eligible program at an eligible institution;

24. Change our way of thinking
We know if a student title IV eligible because they choose from a smorgasbord of eligible majors or certificates
What if?
They chose a pathway instead – what does that look like?

26. Are you at the table?

28. How would this operate, beyond theory? It starts with CCCApply!
Group by interests (meta majors)
Intuitive Naming Conventions
Allow students to select the meta major OR the specific certificate or degree listed under the meta major
Shows intent to pursue an eligible program of study
Non-eligible programs would be lumped together in a special interest group

29. Your Student Information System – how would this work?
It depends! (on your system)
Create Programs of Interest (Meta Majors)
Not state-approved; just operationally approved
Allows you to track students who weren’t fully decided
Supports 3SP requirement of identifying a program of study within 15 units
Counselors and academic advisors engage directly with these students

30. The Flow of Information
CCCApply
Student Applicant Selects Area of Interest
SIS
Meta Major Applied as Student Program (or converted to general program)
Reports to Engage Students
Assist Students with Program Selection

31. Option to Convert Meta Major Selected CCC Apply –
ex. Liberal Arts in Math & Science, AA
Imported data converted to an approved general program –
Challenge for Student Engagement: How do you distinguish between students who really want this program and those put into it because of a Meta Major (interest) selection?

32. MIS Reporting – consideration: What happens when a student isn’t in a state-approved program?
Encourage CCCCO’s support of the meta-major concept
Allow creation of “alias” program” reporting to identify students needing eligible program updates
Supports 3SP requirement of identifying a program of study after 15 units

33. How should this idea be expanded?
Include concept, beyond admissions, into
Recruiting
Marketing
Web design
Catalog
Enrollment Management
Degree Audit
Curriculum tracks (preferred sequencing of courses)

34. Why does this matter? Reduces student frustration
Increases ease of admission process
Increases ease of program selection
Allows identification of students who need help picking the program that is right for them
Encourages student engagement by counselors and academic advisers
Supports 3SP initiatives
Allows for more effective enrollment management – projected sections needed based
Reflects more accurate data collection and reporting
Encourages timely completions (translates to less expensive for students)

35. We can make it work!