1. Housekeeping and ASCCC Resources
ASCCC GP Canvas -
ASCCC Guided Pathways RESOURCES
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Jeffrey

2. Orienting Faculty to Teaching in a Guided Pathways Institution
Presenters:
Randy Beach, ASCCC Guided Pathways Lead, Southwestern College
Jeffrey Hernandez, Academic Senate President and Professor of Political Science, East Los Angeles College
Janet Fulks, ASCCC Guided Pathways Lead, Capacity Building
Ty Simpson, San Bernardino Valley College, Guided Pathways Task Force
Jeffrey

3. NEXT WEEK: Partnering with High Schools: Secrets and Good Practices
We only have students for 2 years; reaching out to our high school partners is important to scaffold the concepts and decision making that provide students with the agency and autonomy they need to be successful in the time we have them. This webinar covers a variety of linkages from Summer Bridge to dual enrollment to early counseling interventions. Join us as we reveal secrets colleges have uncovered to increase success.
5/15/2019 Noon – 1:00 PM
Jeffrey

4. THIS WEEK: Orienting Faculty to Teaching in a Guided Pathways Institution
How do we teach differently in a Guided Pathways world? If Guided Pathways redesign is about equity-mindedness and meeting students where they are at, what does that mean for individual classroom considerations and content? While GP requires institutional changes, implementation within the classroom is key. Join us to find examples of the innovative and effective use of classrooms in helping students be successful.
5/8/2019 Noon – 1:00 PM
Jeffrey

5. Pillar Four: Ensuring Learning
Randy

6. Ensuring that Learning is Happening*
Program-specific learning outcomes
Project-based, collaborative learning
Applied learning experiences
Inescapable student engagement
Faculty-led improvement of teaching practices
Systems/procedures for the college and students to track learning outcomes
Intentional development of critical thinking skills
Randy
*Santa Monica College: “Guided Pathways Framework: Four Pillars”

7. Course and Program-Level Assessment
Checking data at the Course Level
Course student learning outcomes
Student surveys
Working with collaborating across faculty groups to support students
Student education plans in the classroom
Assessing learning at the program level
Program learning outcomes
Program review
Institutional student learning outcomes
Randy

8. Faculty Roles Are Changing
Randy

9. Discipline Faculty Experts
The primary role of the Discipline Faculty Expert is to share their discipline area and student pathway expertise with students. Discipline faculty experts will:
Act as a resource for students by becoming experts in the coursework and broader pathway requirements for certificates, degrees, and employment in their pathway;
Explore and stay current on the transfer and career options for their pathway;
Collaborate with high school outreach efforts;
Support programs to ensure student progression and connect students to relevant support services;
Review and promote thoughtful scheduling of courses based on student progression;
Report systemic issues to the completion team (and its administrator).
Randy/Ty - Completion Coaching: Consider financial aid and holistic life issues

10. Counselors and Advisors
The primary role of Counselors and Ed Advisors is to become experts on the coursework, internships and employment associated with the pathway. Counselors will:
Counsel students in educational planning and transfer decisions
Recommend effective course placement;
Develop and conduct co-curricular activities, workshops, forums, etc. relevant to Affinity Group or pathway areas in collaboration with career center, job placement specialists, transfer center, etc.;
Work with students flagged as needing intervention (i.e. probation, SOC, early alert, etc.).
Randy/Ty - Completion Coaching: Consider financial aid and holistic life issues

11. Academic Development & Support Faculty
The primary role of the Academic Development (ACDV) faculty expert is to support students through the remediation and academic development component of their pathway. ACDV faculty coaches will:
Guide and support students through their applicable remedial courses and course sequences;
Connect individual students to appropriate support services;
Provide workshops and coursework addressing academic development and study skills;
Demonstrate knowledge of pathway courses and the broader pathway program requirements;
Design and coordinate support services, such as Extend the Classroom, for pathway courses.
Randy/Ty - Completion Coaching: Consider financial aid and holistic life issues

12. Instruction, Faculty and GP Alignment
Cross Disciplinary
Program Minded not course or discipline minded
More connected to Work and transfer
Reminder of no direct transfer (Biology to Biology or Sociology to Sociology or English to English) Relook at Degrees with a Guarantee
Contextualized coursework, e.g., assessment prompts linked to transfer/career
Know the curriculum value of what you teach
IGETC, CSU Breadth, Degree Applicable
Consider introductions to the program with options for students
Re-evaluate course SLOs in light of program (transfer and career) outcomes
Janet

13. Tips from Guided Pathways Teaching Faculty Workshop*
In project-based learning, where the instructor is a “Guide on the Side” vs. “A Sage On the Stage.”
Students work in teams or individually throughout the semester to produce a project that is the culmination of everything they have learned.
Project-based learning teaches students critical thinking, time management, teamwork and contextualizes the class material for them.
Another aspect of teaching differently is to be intrusive, to contact students when they miss more than one class or do poorly on an exam.
Set a tone for the course with a syllabus centered on the students learning experience, building more flexibility.
Jeffrey
* Source: Nora Zepeda, Guided Pathways Teaching Faculty Workshop Series,
East Los Angeles College

14. Classroom Faculty as Institutional Agents*
The Guided Pathways mindset involves rethinking institutional systems and practices with the student experience in mind.
This mindset should help non-traditional students who often find it difficult navigating institutional resources to support their learning.
Classroom faculty can use their knowledge and position to transmit institutional opportunities, privileges, and services to students who are experiencing social marginalization.
Jeffrey
* Source: Presentation by USC Center for Urban Education at ELAC Academic Senate Retreat, November 30, 2018

15. Classroom Faculty as Institutional Agents*
Classroom faculty can…
assess their student’s needs,
identify resources to address these needs,
facilitate access to these institutional resources,
and help ensure their students utilizes resources
Jeffrey
* Source: Presentation by USC Center for Urban Education at ELAC Academic Senate Retreat, November 30, 2018

16. Please place your responses in the chat
What changes have you seen in instruction at the course level because of your guided pathways work?
Please place your responses in the chat
Randy

17. A Mind at Work: Maximizing the Relationship Between Mindset and Student Success
New findings indicate that community college student success is related to productive mindsets.2019 CCSSE National Report
Components of an Academic Mindset
Growth vs fixed mindset
Self-efficacy
Relevance of academic experience
Sense of belonging
Janet/Ty

18. Components of Academic Mindset
Janet/Ty

19. Growth Mindset & Self- Efficacy related to GPA Define Growth mindset & Self- efficacy
Components of Academic Mindset The Center identified four components of academic mindset and surveyed students about each of them. Based on their responses, students were placed along a scale from a nonproductive to a productive mindset. For example, agreeing or strongly agreeing with statements such as “I can become more intelligent by working hard on my studies” indicates a productive mindset. The four components of academic mindset explored in this report are:
1. Growth vs. fixed mindset: students’ perceptions of the potential for change in their intelligence.
2. Self-efficacy: students’ confidence in their ability to be successful in their coursework.
3. Relevance of academic experience: students’ views of whether their college work is preparing them for future success.
4. Sense of belonging: students’ perceptions of whether they are accepted members of their college community

20. Institutional Planning / Administration
Consider whether the institution will create gateway and/or capstone courses.
The institution should determine the effect of courses or classes that have high failure and withdrawal rates.
Design professional development for various employees regarding helping students develop more productive mindsets.
Evaluate where students report learning about a growth mindset, particularly with regard to test-taking and math.
Create training and opportunities for employees to specifically address mindset and self-efficacy.
Janet

21. Counseling and Learning Support
Mindset can be incorporated into orientation, student success courses, gateway courses.
Consideration should be providing professional development for advisors so they can help students develop more productive mindsets.
Encourage people staffing learning labs to talk to students about how to have a growth mindset, particularly with regard to test-taking and math.
Janet
Having a productive academic mindset is correlated with use of academic advising.

22. Please place your responses in the chat
What changes have you seen in counseling and learning support practices because of your guided pathways work?
?????
Please place your responses in the chat
Randy

23. Instruction
Ask students about their career goals and how they might see connections with their current coursework?
Integrate career and transfer goals into course assignments.
Talk to students about success and failure, how it applies to education and life pursuits.
Provide regular and meaningful feedback to students about their performance and progress, specifically calling skills consistent with career goals.
Help students navigate support and resources on campus by identifying specific supports related to the course.
Janet

24. Instruction and Developing Self-Efficacy
Faculty members should provide examples of what strong work looks like and what it entails versus just doing the work.
Course expectations should be clearly communicated.
Consider how to build confidence that students can learn anything.
Create professional development to help students address their fears of failure with new and intimidating content.
Janet/Ty

25. Student Agency and Empowerment
Student agency refers to learning through activities that are
meaningful and relevant to learners,
driven by their interests, and often
self-initiated with appropriate guidance from teachers.
Student agency gives students voice and often, choice, in how they learn.
Ty/Janet

26. Strategies for Creating Relevance for Students
Connecting to careers
Connecting to transfer
Connecting general education
Field Trips
Guest Speakers
Cooperative Work Experience
Ty/Janet

27. Questions and Comments
Jeffrey

28. Additional Resources ASCCC GP Canvas - https://tinyurl.com/CCC-GP2018
ASCCC Guided Pathways RESOURCES
A Mind at Work: Maximizing the Relationship Between Mindset and Student Success
Santa Monica College: “Guided Pathways Framework: Four Pillars”
Jeffrey

29. NEXT WEEK: Partnering with High Schools: Secrets and Good Practices
We only have students for 2 years; reaching out to our high school partners is important to scaffold the concepts and decision making that provide students with the agency and autonomy they need to be successful in the time we have them. This webinar covers a variety of linkages from Summer Bridge to dual enrollment to early counseling interventions. Join us as we reveal secrets colleges have uncovered to increase success.
5/15/2019 Noon – 1:00 PM
jeffrey