1. A COLLABORATIVE APPROACH TO GUIDED PATHWAYS
DAVE PELKEY and STEVE ASHPOLE
SOUTH PUGET SOUND COMMUNITY COLLEGE

2. AGENDA BACKGROUND THE WORK WE HAVE DONE NEXT STEPS
How did South Puget Sound start down the road of building Guided Pathways for students?
THE WORK WE HAVE DONE
What has been accomplished by SPSCC in regards to Pathways? How did we complete that work?
NEXT STEPS
How do we launch Pathways across the college? What measures are being taken to evaluate our work?

3. BACKGROUND TURN OVER IN LEADERSHIP DESIRE TO HAVE A NEW APPROACH
In the past 5 years the college has experienced significant staff turnover.
DESIRE TO HAVE A NEW APPROACH
The college knew we could not continue with business as usual. We were at a fork in the road and needed to make decisions.
DATA TOLD US WE COULD DO BETTER
Graduation numbers were low. CCSSE data we said we weren’t engaging students well. Historically underrepresented student graduated at a 5% lower rate.

4. ASSISTANCE TO DO THE WORK
A five year grant given to five Washington Community Colleges to build Guided Pathways on campus.
Supported by College Spark mentors and quarterly meetings with other grant participants.

5. OUR EMERGING MODEL
During this process we have created the Compass student success model.
Focused on building a team around students.
Included on the team are an educational planner, faculty mentor, financial aid advisor, and members of other services being used.
The communication and support hub for this model is Starfish.

6. COMPASS MODEL PRINCIPLES
Intentional
We have built structure into our advising model that ensures we are reaching out to students when they need support
Inclusive
Focused on meeting the needs of each individual student
Appreciative
This advising model is focused on developing relationships and understanding each student’s individual aspirations and goals

7. FIVE PRINCIPLES FOR CREATING EQUITY BY DESIGN
Principle 1: Clarity in language, goals, and measure is vital to effective equitable practices.
Principle 2: ‘Equity-mindedness’ should be the guiding paradigm for language and action.
Principle 3: Equitable practice and policies are designed to accommodate differences in the contexts of student’s learning – not to treat all students the same.

8. FIVE PRINCIPLES FOR CREATING EQUITY BY DESIGN, continued
Principle 4: Enacting equity requires a continual process of learning, disaggregating data, and question assumptions about relevance and effectiveness.
Principle 5: Equity must be enacted as a pervasive institution- and system-wide principle.
~ Center for Urban Education

9. GUIDED PATHWAYS FRAMEWORK

10. WHO DID WE ENGAGE Developed four committees to do the work
Student Onboarding and Advising
Registration and Scheduling
Curriculum and Contextualization
Marketing and Promotion
All committees were made up of representatives of instruction, student services, marketing, and IT.
Each committee had co-chairs from instruction and student services. The committee chairs meet monthly to discuss progress and overlap of the work.

11. WHAT HAVE WE DONE Launch Starfish Cohorted Advising
Identified roles for Ed Planners and Faculty Advisors
Integrated Canvas into Starfish
Engaged other Student Services partners
Restructured student onboarding process
Staffing changes
Technology position
Doubled size of advising team
Built degree maps (instruction/student services collaboration)
Engaged Marketing Department to promote to faculty and students

12. Collaborate and Track Student Progress

13. Remove Obstacles Between Students and Resources

14. Communicate Effectively: Match Outreach to Concern Level

15. WHAT ARE WE LEARNING? Data Software Role of Faculty
Early Alert notifications tripled in 2 qtrs. (224 to 792)
Waiting to see fall-to-fall retention impact
Software
Focused on meeting the needs of each individual student
Advisors have indicated software increases student interactions (by number and quality)
Role of Faculty
Faculty at SPSCC want to move away from the nuts and bolts of degrees and focus on long-term mentoring of students

16. THE NEXT STEPS COMPLETE THE ACADEMIC PATHWAYS THE WORK WE HAVE DONE
How did South Puget Sound start down the road of building Guided Pathways for students?
THE WORK WE HAVE DONE
What has been accomplished by SPSCC in regards to Pathways? How did we complete that work?
NEXT STEPS
How do we launch Pathways across the college? What measures are being taken to evaluate our work?

17. “Inclusion is NOT simply about proximity
“Inclusion is NOT simply about proximity. It is about intentionally building relationships, planning and supporting the success of all students.”

18. THANK YOU