1. Change Leadership: Designing and Implementing Pathways
Dr. Kathleen Cleary
Associate Provost for Student Completion

2. What are Guided Pathways?
Redesigning … offerings to simplify students’ decisions, creating more highly structured programs with default schedules and built-in feedback and supports that help students make better choices that will lead them toward their end goals, but without limiting their options.
Davis Jenkins, and Sung-Woo Cho, Get With the Program…and Finish It: Building Guided Pathways to Accelerate Student Learning and Success. In Phillips, B., & Horowitz, J. (Eds.), New Directions for Community Colleges (Special Issue: The College Completion Agenda: Practical Approaches for Reaching the Big Goal.), Winter 2013(164):

3. Design with the End in Mind
© 2011 Completion By Design Assistance Team.

4. Major Elements First year/front door supports Pro-active advising
Acceleration into programs of study
Structured programs of study
Policies that support completion
Technology to strengthen advising

5. First Year/Front Door Experiences
Orientation and first advising session
Multiple Measures
Career Exploration
Goals: Implement proven and promising processes and programs that increase student success

6. Proactive Advising Team Approach to helping students
Academic, Personal, Career and Financial Advising
Technology to support caseload and academic planning

7. Acceleration into Programs of Study
Dev Ed (Boot camps, Math Modules, Co-requisite remediation, Reduce number of courses in sequence)
Career Exploration and Development
Goals: 1) Reduce the amount of time to get students college-ready 2) Reduce the amount of time for students to begin stacking credits toward their credentials

8. Structured Programs of Study
Reduce program hours
Sequenced courses
Default Electives chosen by faculty

9. Sample Pathways: Sinclair.edu/pathway
Digital Marketing: Full-time, two year
Music/Voice: Part-time, three year
Medical Assistant Technology: program with prerequisites
Engineering Transfer Degree: full-time
Associate of Arts: 15 month

10. Providing Critical Program Context Example: Nursing
Admission requirements
Wait lists
Basics about the profession

11. Nursing meme

12. Policy, Technology and Evaluation
State policy/funding formula
Institutional policy
Software supports management, early alerts and academic planning
13 Key Performance Indicators:
College readiness, course completion, credit accumulation, program completion

13. How We Got There Engagement Identify Champions/Key Stakeholders
Data Analysis
Making the Case for Change
Articulating the Vision
Evolution and Pivots
Implementing on the Fly

14. Authentic Engagement
Use it or lose it!

15. Identify Champions in Key Stakeholder Groups
Students
Board of Trustees
President
High Level Administrators
Deans
Directors
Department
Managers
Faculty
Staff

16. Faculty and Staff Engagement
Completion Game
Cost of Poverty Simulation

17. Making the Case for Change: Why It’s Necessary
Start with a Story
Gather Qualitative Data
Show Data

18. Low-Income High School Graduating Class Outcomes (Montgomery County, Ohio)

19. Discern Hopes and Fears of Key Stakeholder Groups
Trustees
Administrators
Faculty
Staff
Students

20. Pair and Share What are different stakeholders afraid of?
Administrators
Faculty
Staff
Students

21. Articulating the Vision
Focus on Teaching and Learning
MAPs/pathways to career and transfer
Accelerate Dev Ed/Placement
Creating a Sense of belonging/integration
Policy and Practice
Data Analytics that are Actionable

22. The Evolution of Student Services

23. Balance the Team Emotional Intelligence and Analytic Ability
Stakeholder group representatives
50% new and 50% veteran employees

24. Implementing on the Fly: Continuous Improvement
Multiple Iterations: Change is the new normal
Control for Fatigue
Positive Reinforcement
Communicate Early Wins
Communicate Changes
Plan Do
Study
Act
Scale

25. Pair and Share What did you hear so far that is helpful or exciting?
Is there anything that concerns you or you think would be a challenge at your institution or organization?

26. Sinclair is Moving the Needle on Student Success: The Results

27. Degrees & Certificates Earned by Sinclair Students (by Fiscal Year)

28. Degrees & Certificates Earned by African Americans at Sinclair College

29. Sinclair Graduation Rates Official U. S
Sinclair Graduation Rates Official U.S. IPEDS Rate (first-time, full-time, degree seeking students after 3 years)
2003 = 6% 2017 = 26% (333% increase and for African Americans a 900% increase) (Those students entering Sinclair college-ready have a graduation rate of about 65%)

30. WHAT’S NEXT FOR SINCLAIR?

31. Three Strategic Priorities
Alignment
Growth
Equity
Southwestern Ohio citizens, communities, and businesses will be served with educational programs and services that are aligned to the economy and the social needs of this region.
The number of college students will grow, as will their rate of success. More businesses and community organizations will receive more training and development services. Efficiency and effectiveness will grow.
The student body, faculty, and staff will reflect the holistic diversity of the region, and success achievement gaps between groups will be eliminated.

32. Recipe for success

33. Data to Support Selected Milestones
Three-year completion rates for full- and part-time students who began in AY

34. Milestone 1: Graduates with MAPs
Students who were mapped had a 3-year graduation rate of 26% vs. 12% for those who weren’t mapped.

35. Milestone 2: Completed College-Level English & Math in First Year
Students who completed college-level English and Math in the first year had a 36% 3-year graduation rate compared to 10% for those who didn’t complete both courses.

36. Milestone 3: Completed 9 Hours in their Program in First Year
Students who completed 9 credit hours in the first year had a 35% 3-year graduation rate compared to 6% for those who didn’t

37. Milestone 4: Completed 30 Hours in First Year
Students who completed 30 credits in the first year had a 56% 3-year graduation rate compared to 13% for those who didn’t

38. Cumulative Effect of Achieving All First Year Milestones
Students who completed all first-year milestones had a 58% 3-year graduation rate compared to 15% for those who didn’t

39. Back to your institution….
So What Can I Do With All of this Information?

40. Final Thought
..in the post-modern economic, social and cultural milieu

41. Questions?