1. IEBC’s Curriculum to Career Choices (CtCC) SmartPathways Faculty Engagement in Guided Pathways
February 28, 2018
Brad C. Phillips, Ph.D.
Marianne S. Wokeck, Ph.D.
John Yopp, Ph.D.
With Special Guest
Jo-Carol Fabianke, Ph.D.

2. Your Panelists Marianne Wokeck, Ph.D. Director, CtCC SmartPathways,
IEBC
Brad Phillips, Ph.D.
President/CEO
IEBC
John Yopp, Ph.D.
Director, Strategic Partnerships, IEBC  
Jo-Carol Fabianke, Ph.D.
Vice Chancellor for Academic Success, Alamo Colleges, Retired

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4. What We Will Address
Learn about where colleges are struggling with ensuring that students are learning in Guided Pathways and how to overcome those struggles
Introduction to a process that is designed to support engagement in Guided Pathways implementation
Emphasis on and support of General Education faculty in Guided Pathways implementation
How the CtCC SmartPathways process deals with:
Student concerns about career preparation
Employers’ concerns about demonstrable career readiness
Learn from colleagues about how faculty have responded to this work and how you can engage in this important work

5. *IEPI Pathways workshop  
*IEPI Pathways workshop

6. What We Are Hearing About…the 4th Pillar
4th pillar is at the end…victim of placement among the pillars
Easier to engage in the other pillars… it’s perceived as harder to do
In general faculty members en masse have not been fully briefed on Pathways “stuff”
Do not want to “bother” the faculty – they are already maxed out
Expressed concern about faculty pushback
Bottom line – faculty participation will make or break this effort
Colleges still struggle with developing meaningful learning outcomes
Expressed concern about need for assessments that ensure learning
Concern about “vocationalizing” General Education and Liberal Arts curricula

7. What the 4th Pillar Should Address to Be Meaningful
Connection of learning outcomes to career competencies
How students’ demonstration of knowledge, skills, and abilities (KSAs) assessments translate into career-specific expectations
How student learning is ensured by assessments of application/demonstration type SLOs/Competencies

8. Why are we learning this? How will this help me in the future?

9. How Is IEBC’s CtCC SmartPathways Different from Other Pathway Approaches?
Faculty engaged, evidence-based, process, linking education to careers
It supports faculty and their institutions in a thoughtful process for determining how to best consider and integrate career-specific competencies that employers expect into the SLOs of their courses
It has the functionality to align course-specific SLOs with career- relevant competencies through on-site working partnerships among faculty from high schools, community colleges, and 4-year institutions
IEBC’s CtCC process was piloted and has been developed, first involving Odessa Community College, Ector County Independent High School District and Texas Tech University (West Texas CtCC Pathways) and, recently, Alamo Colleges’ CtCC SmartPathways

10. Preparing for the Process—Based on Research, Analysis, and Evidence

11. Preparing for the Process—Based on Research, Analysis, and Evidence

12. Preparing for the Process—Based on Research, Analysis, and Evidence

13. Finding: Virtually all SLOs/career-expected competencies for large numbers of diverse careers and pathways are taught by the faculty in their general education courses

14. Sources of Employer-Expected, Career-Specific Competencies: CareerOneStop Competency Models and O*NET
Faculty determine the equivalencies of the student learning outcomes ( SLOs) in their courses to the academic competencies in the tier 2 levels of the CareerOneStop Competency Models and O*NET
These are the competencies that employers expect college graduates to have attained upon graduation to be successful in selected careers

16. What Are the On-Site Meetings Like?

17. What Do Faculty Focus on in the Meetings?
Determination of Gaps
Discovering where curriculum Overlap occurs
Understanding the role of Recency
Skill-based assessments to ensure learning
Development of a plan for moving forward

18. Meeting #1
Getting to Know Each Other: Collaborations Across General Education Departments

19. Homework #1 Forms the Basis for the 1st Meeting

20. Discussions Within and Across Departments

21. Homework #2: Identifying Gaps, Overlap and Recency
Meetings 2 & 3
Homework #2: Identifying Gaps, Overlap and Recency

22. Meeting 3
Reporting Out

23. How Do the Participating Faculty Benefit from the CtCC SmartPathways Process?
2-3 February 2017
Pathways Project #4__Ensuring Students are Learning and Progressing Along the Pathway

24. How Do Students Benefit from the CtCC SmartPathways Process?

25. How Do Participating Institutions Benefit from the CtCC SmartPathways Process?

26. Spreading the Word and Planning Next Step

27. Jo-Carol Fabianke – Vice Chancellor
Engaged in Pathways for over two years
Alamo Colleges have adopted 6 Institutes (Pathways)
Faculty participation has been challenging
Why IEBC was chosen to help us
How the process went
What we learned

28. 501(C)3 Nonprofit
Staff have decades-long history of working across the US
Founded the Cal-PASS Program
Specializes in data use and faculty engagement
Based in San Diego with staff located across the US
Member of the California Pathways Advisory Committee

29. www.iebcnow.org info@iebcnow.org 760-436-1477
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