1. STUDENT SUCCESS SUMMIT
COMPLETION GUIDES

2. OUTCOMES UNDERSTAND THE COMPLETION GUIDE PROCESS AT OUR CAMPUS01
UNDERSTAND THE COMPLETION GUIDE PROCESS AT OUR CAMPUS 02
RECOGNIZE NEED FOR LIVING DOCUMENT/REVISION IN INITIAL ROLLOUT 03
CLARIFY MISUNDERSTANDINGS

3. OVERVIEW
GUIDANCE PROVIDES PROCESS UNDERSTANDING, PROGRESS ATTAINMENT AND PERSISTENCE REGULATION

4. OUR ROADMAP

5. PROACTIVE PATH DEVELOPMENT: RESTRICTING STUDENT CHOICES
In order to best serve students, the number of choices must be limited.
TOO MANY
TOO FEW
POOR FTW, COURSE CANCELLATIONS
LACKS VARIETY NECESSARY TO MEET DIVERSE NEEDS
BALANCE

6. PROACTIVE PATH DEVELOPMENT
IDENTIFY
WHAT ARE YOUR PROGRAMS SCOPE AND SEQUENCE?
WHAT ARE YOUR PROGRAM SIZES?
WHAT PROGRAMS HAVE SIMILAR GENS THAT CAN ALIGN? (OR COULD BE SWITCHED TO ALIGN?)
DECIDE
HOW WILL PROGRAMS GROUP OR BLOCK CLASSES?
HOW DO ROOM UTILIZATION RATES INFLUENCE BLOCKING?
WHERE IS THE BALANCE BETWEEN DEFINING ELECTIVES AND EDUCATIONAL CHOICE?

7. MATCHING STUDENT DEMOGRAPHICS AND NEEDS: PURPOSEFUL PROGRAM CHOICES
IN ORDER TO BEST SERVE STUDENTS, PROGRAMS SHOULD UNDERSTAND THE NEEDS OF THEIR CURRENT STUDENTS. 01
COURSE TYPE BLOCK SELECTION
16-8-WWW-HYB DOTW-TOD 02
BALANCE

8. MATCHING STUDENT DEMOGRAPHICS AND NEEDS IDENTIFY DECIDE
HOW TO IMPROVE FTE FOR CURRENT GROUP OF STUDENTS?
DO CURRENT OR PROPOSED COURSE OPTIONS ALIGN WITH BEST PRACTICES OF THE ACADEMIC AREA?
HOW WILL ADVISORS BEST UNDERSTAND THE NEEDS OF CURRENT STUDENTS?
DECIDE
HOW WILL PROGRAMS IMPLEMENT COURSE INSTRUCTION TYPE?
HOW DO COLLEGE PRACTICES MATCH WITH PROGRAM DECISIONS?
WHERE IS THE LINE BETWEEN PROGRAM UNIFORMITY AND CUSTOMIZATION?

9. VERTICAL AND HORIZONTAL CURRICULUM ALIGNMENT: UNDERSTANDING CHANGING CHOICES
IN ORDER TO BEST SERVE STUDENTS, EARLY SEMESTERS SHOULD BE AS SIMILAR AS POSSIBLE WHILE STUDENTS LEARN THEIR PROGRAM AND CHANGE ACADEMIC PLANS.
THIS ALSO IMPROVES OUTCOMES ON THE COLLEGE END, AS IT WORKS TO KEEP STUDENTS WITHIN COMPLETION TIMEFRAMES.

10. VERTICAL AND HORIZONTAL CURRICULUM ALIGNMENT
STUDENTS OFTEN MISUNDERSTAND INFORMATION ABOUT A DEGREE
DEGREE TYPE
CAREERS ALIGNED WITH DEGREE
VERTICAL AND HORIZONTAL CURRICULUM ALIGNMENT
STUDENTS WHO MISSTEP IN THESE DECISIONS HAVE HIGHER STOP-OUT RATES
BALANCE – ALIGNMENT=RETENTION

11. ENSURING TRANSFER OF KNOWLEDGE AND BUILDING OF LEARNING OPPORTUNITIES: IMPROVING INSTRUCTION CHOICES
IN ORDER TO BEST SERVE STUDENTS, INSTRUCTORS MUST BE MATCHED TO THEIR BEST PATHWAY.

12. BALANCE BALANCE – COURSE MAPPING
INSTRUCTOR
---
COURSES
INSTRUCTORS IN 8 WK PATHWAYS NEED TO UNDERSTAND THE URGENCY OF THE TIMEFRAME.
THEY ALSO NEED TO UNDERSTAND 8 WKS DO NOT MEAN 16 WKS IN DOUBLE-TIME.
BALANCE – COURSE MAPPING

13. ENSURING TRANSFER OF KNOWLEDGE AND BUILDING OF LEARNING OPPORTUNITIES
STUDENT IS ALIGNED TO THE CORRECT PATHWAY
PATHWAYS ARE ALIGNED TO DEMOGRAPHICS
INSTRUCTOR AND IMPLEMENTATION ARE ALIGNED TO PATHWAY

14. STORIES AND VOICE
HOW - WHY?

15. STUDENT SUCCESS STORIES
EASE OF PLANNING TO COMPLETION
STUDENT SUCCESS STORIES
SOLID TARGETED GOALS KEEPS ON TRACK
AMY WARD, VCSS
TAKES GUESS WORK OUT SO EASES STRESS

16. STUDENT ENROLLMENT STORIES
COORDINATION WITH HOME/WORK SCHEDULE
REALISTIC COMPLETION EXPECTATION
CLEAR DIRECTIONS FOR THE JOURNEY AHEAD
WAYNE JOHNSON, VCES

17. TIMELINE XXXX-10 XXXX-20 Start CURRENT STATE MAP
PROGRAM BLOCKING AND GROUPING

18. XXXX-30 XXXX-10 XXXX-20 COLLECT, CONNECT AND CREATE FIRST RUN DOCUMENT
REVIEW, ADJUST, LOOK AHEAD

19. XXXX-30
COLLECT, CONNECT, ENGAGE IN SECOND RUN
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INNOVATE!

20. CURRENT STATE DEMOGRPAHICS UNDERSTAND NATURE OF PATHS
REVISIONS, FORWARD MOVEMENT
CURRENT STATE MAP
CURRENT STATE DEMOGRPAHICS
ADJUST TO MAINTAIN
UNDERSTAND NATURE OF PATHS
ACCOUNT FOR ERROR
ACCOUNT FOR CHANGE

21. OUR TEAM AMY WARD, VCSS MIA JOHNSON, VCAA WAYNE JOHNSON, VCES
EMERY PECK, NOT A VC
OUR TEAM