1. WELCOME to GP Year 2! “Ready. Set. Design.” Bay Area
10 September 2018
8:30 – 3:00 PM

2. Let’s Get Meta: Grounded approaches to meta-majors and program mapping

3. WIFI Username: Password:

4. Introductions and Framing
Presenters & Experts:
Mustafa Popal, Isabel O’Connor, Carolyn Jackson, Becky Morgan, Michelle Pilati, Janet Fulks
Facilitator(s):
Michelle Simotas, Mustafa Popal
9:30 – 11:30 – Breakout
11:30 – 12:00pm – Regional Mixer

5. Outcomes
Understand the foundational role of design principles in meta-major/clustering
Explore meta-major journeys at Cabrillo College and Skyline College
Break the mold – practice student-centered decision-making and consider its structural implications at your college
Carry back learnings to your GP team!
Katherine, Jessica

6. Agenda 9:30 – 9:35am – Welcome and Introductions (Michelle S)
9:35 – 9:55am – ASCCC (Janet F, Michelle P)
9:55 – 10:15am – Cabrillo (Isabel O, Carolyn J, Becky M)
10:15 – 10:30am – Skyline (Mustafa P)
10:30 – 10:40am – Q & A (Michelle S)
10:40 – 10:55am – BREAK
10:55 – 11:20am – Activity (Mustafa P)
11:20 – 11:30am – Reflect and debrief (Michelle S)
11:30 – 12:00pm – Regional Mixer (Michelle S)
Katherine, Jessica

7. Breakout 4 – Meta-Majors
Janet Fulks, ASCCC Faculty Lead, Guided Pathways Capacity Building
Biology, Bakersfield College
Michelle Pilati, ASCCC Faculty Lead, Guided Pathways Tool Development
Psychology, Rio Hondo College
Share that we are at colleges who are at very different places – and that our roles means we are talking to colleges at very different places. Who is in the room?
While we are faculty, we have prepared our part of the presentation to be aimed at a general audience – recognizing that we are unlikely to be talking solely to faculty at an IEPI event on a Monday at the beginning of the term…

8. Why “Meta-Majors”?
Regardless of what you choose to call them, this concept is an integral component of GP work – why? Ask audience..

9. Why Meta-Majors? Clarifies/simplifies options
Provides an organizational structure to students
May provide mores manageable and useful - data
More efficient messaging
Is organization needed?
Meta-majors should clarify, not introduce another layer; can be light or more integrated
Meta-majors are an organizational structure to help students: but can be light or more integrated
Meta-majors can provide manageable useful data
Guiding principles help colleges build relevant groupings for meta-majors
Meta-majors can make messaging more efficient

10. How do students find their pathway?
141 Majors in no order ADTs at bottom
If you think one college or another is worse, this is not consistent with what we have found at our own and many other colleges

11. 160 Options at Glendale Next is selecting options
Glendale Community 160 College Majors- these are not all majors

12. 191 options- Nine screens AA’s at bottom

13. How? Leap into action with MM’s?
Consider:
Potential Reorganization
Guidelines
Inclusiveness
Flexibility
Iterative Nature
Managing
Messaging/communicating
While MM is a visible element many are quick to jump on and some programs suggest doing this first.
But development needs to be planned, thoughtful, inclusive, and flexible. MMs could potentially reorganize programs, dean responsibilities and other territorial aspects
The chances of getting it all right the 1st time are slim. Why?
MMs have to balance the establishment of an organization that makes sense/works for students AND makes programmatic sense. Their development must be informed by the points at which seemingly like majors (or sub-majors) diverge.

14. Designing Meta-Majors & Program Mapping
Many variations and possibilities
Sits firmly in the realm of curriculum and faculty responsibility - Curriculum clean-up and a scheduling analysis should precede this work
Bringing in the student voice
Student Focus groups
Classwork
Surveys
Iterative process
Refinement over time
Meta-Majors/Mapping – which should come 1st and which should drive the work??

15. Designing Meta-Majors
Where will the college begin? With what end in mind?
How do/can MM’s clarify pathways, change on-boarding, and enhance support and learning?
What kind of collaboration is needed?
How will meta-majors be integrated into the college?
How will meta-majors be managed?
How will meta-majors be communicated to faculty, students, and the community?
Where will the college begin? With the what end in mind?
How MM’s clarify pathways, change on-boarding and enhance support and learning?
What kind of collaboration is needed?
How will meta-majors be integrated into the college?
How will meta-majors be managed?
How will meta-majors be communicated to faculty, students and the community?

16. Design Principles in Creating Meta-Majors & Program Mapping
Who will lead the creation & implementation?
Committee? Taskforce?
Who should be involved?
How do you bring in student voice?
Which other stakeholders need to know about this?
How does the college’s broader environment (e.g., state or college policy) support or inhibit meta-majors?
This requires collaborative team work and is sustainable only when connected to existing governance and decision making processes.

17. Programs that Require Photography Courses for Degree, Certificate, and/or Transfer
Many colleges are concerned that this pigeon-holes people into careers or transfer
Some colleges worry that students will have no opportunity to change
Some colleges worry that students will accumulate even more useless units
Here are two strategies used to avoid this:
This is mapping the overlap of courses within a program and then metamajor
Kumu Map of Programs & Courses Vizualization

18. Student Course Taking Behavior
Programs with the Greatest Percentage of its Students Successfully Completing Photography Courses who are not Fine Art Photography program completers
This unique analysis looks at student course taking patterns to further inform organization.
Notice the Fire tech students taking photography – why?
This begins the General Education discussion.

19. Sample Meta-majors
Cosumnes River College - 
Long Beach CC - 
Mt. San Antonio College (Program Clusters) -
Pasadena CC (Meta Majors: Career Communities) - 
San Diego Miramar (Schools) -
San Joaquin Delta - 
West Hills Lemoore - Scroll down to mid area of home page to see meta majors shown in our meeting Friday. - 
Meta Majors clearly found within a few clicks

20. Additional Resources
Meta-Majors: An Essential First Step on the Path to College Completion (JFF)
How meta-majors guide students toward on-time graduation (EAB)

21. Cabrillo College’s Adventures with Metamajors and Program Mapping
Carolyn Jackson, Articulation Officer
Becky Morgan, Psychology Faculty
Isabel O’Connor, Dean for Guided Pathways

22. Design Principles Metamajor Philosophy Values and Process
Defined metamajors before embarking on program maps
No “undecided” metamajor
Metamajors as groups of programs with common major prep
Values and Process
Foster campus-wide participation and leadership
Student Services, Counselors, and Instructional Faculty worked together
Defining the Path Workgroup
Flex workshops
Began with exercises, rather than theory. Made it real.
Process requires a lot of work – Re-assign time is needed
Listen, develop trust, communicate, inform where appropriate; make-up of the work group

23. Specific Activities: Metamajors
Creating the metamajors
Sorting the metamajors exercise
Sorting the sorts
Safe semester for the undecided student
Decided on 5 metamajors
Survey of students to name the metamajors
Survey of faculty for a term other than metamajor
Flex presentation of metamajor drafts
Revision of metamajors based on departmental feedback
Be prepared for everything to change – Started with grouping programs in metamajors in terms of “what would be interesting/creative” – then we changed that
Spreadsheet of all sorts; Counselors knowledge of major prep requirements; Surveys: to students for names of metamajors; Faculty what to call instead of “metamajor”. If faculty wanted to move their program to a different metamajor they could document that through major prep requirements. ENGL/COMM/JOURN/WORLD LANG were a separate metamajor and they made the case to incorporate into Global and Human Studies

25. Specific Activities: Program Mapping
Program Mapping Pilot
Not scalable
Revisioning of Program Mapping Process
Counselors created 1st drafts
Flex Workshop to Answer Questions on Maps
Departments are now revising: sequences, specific major recommendations, & some GE
Recommend looking at program outcomes at the beginning when you design your maps to incorporate general education from other departments that could supplement.

26. Lessons Learned
Cross functional teams with counseling and instructional faculty are crucial!
Define terms
What’s a metamajor? How will it be used?
Specificity of GE recommendations for program maps?
Use Data
Embrace GP as an iterative process -- things will change
Data informed where students were transferring and what majors we are actually awarding. ASSIST major preparation courses.
Include IT early on

27. Aligning Mindset, Design and Process:
The integrative nature of design principles
_______________________________________________________________ CASE STUDY OF SKYLINE COLLEGE META-MAJOR & GUIDED PATHWAYS

28. Skyline Definition of Meta-Majors
Ordering Activity
As a group, arrange the post-its with headers in the order you believe necessary to produce Meta-Majors at your school. (4 min.)
Skyline Definition of Meta-Majors
A meta-major is a grouping of related fields of study designed to simplify the process of selecting a major.
A student facing piece.

29. Establishing New Mindset
Brutal Truths
14% of students complete their degree/certificate in 3-years
49% of students complete their degree/certificate in 6 years
Approximately 50% of students that start in fall do not return in spring
Students, on average, are attempting 100 units and completing 80 units

30. Establishing New Mindset
Student Ready College
“Every System is perfectly designed to achieve the results it gets.”
--W. Edward Deming and Paul Batalden

32. Designing: Creating Meta-Majors
Looking at the post-its in front of you, which step could help in norming the design thinking for Meta-majors?

33. design principles: Tying Mindset & Design
Focus on Student Perspective/Perception
Ease of identifying where a student’s interest leads them
Don’t bury programs in overly broad categories
Make it easy to understand the clustering of disciplines
Efficiency for Students
Shared/overlapping pre-requisites
Overlapping degree requirements
Reduce excess units
Commonality of Community Contribution and Intellectual Pursuit
Common career goal
Common transfer goal
Stackable certificates stay together
Opportunity to develop shared courses
Shared Ways of Knowing
Shared core content
Shared methodology
Inclusion and Equity
Promotes diversity and equity
CTE programs integrated with transfer programs
Keep an Open Mind
Think outside the box
Freedom from traditional ways of organizing disciplines

34. design principles: Tying Mindset & Design
Focus on Student Perspective/Perception
Ease of identifying where a student’s interest leads them
Don’t bury programs in overly broad categories
Make it easy to understand the clustering of disciplines
Efficiency for Students
Shared/overlapping pre-requisites
Overlapping degree requirements
Reduce excess units
Team Brainstorm
Considering the design principles on the left and the post-its in front of you, what could be a next step in the process of determining the number of meta-majors and what the degrees/certificates reside in them?

35. Design Principles: Informing process Intentional course Sequencing

36. Design Principles: Informing Process
Social Graph

37. Design Principles: Informing Process
Student Feedback & Student Surveys

38. Meta-Majors: Arts, Languages, & Communication
Business, Entrepreneurship, & Management
Society & Education
Science, Technology, & Health

39. Arts, Languages, & Communication
What programs are included in the Arts, Languages, & Communication Meta Major?

41. Q & A
Michelle S.

42. BREAK

43. Activity (25 mins) Student Voices & Guided Pathways Design
Individually, take a minute to read the student quote.
On the sticky note provided, write down what stood out to you while reading the student quote. What challenges or issues is the student bringing to light?
As a table, share out your initial thoughts about the quote and then together determine the student concern you will focus on.
Mustafa

44. Activity (continued)
With the concern in mind, and thinking about Meta-majors and Guided Pathways, work as a table to discuss the following questions:
How have institutional structures helped to create this student concern?
What design process and elements might your Guided Pathways team implement through meta-major or clustering approaches to address the student concern? (Data/People/Communication/Conversations)
What design principles would be most important to consider during the process?
Mustafa

45. Reflection and Closing
11:20 – 11:30am
Michelle S.

46. Regional Mixer
11:30am – 12:00pm
Michelle S.

47. Join the Bay Area Learning Cluster
Naomi (?)

48. Q: How is my college using Strong Workforce resources for Guided Pathways (GP)?
A: We have Regional Joint Venture (RJV) resources through the Bay Area Community College Consortium See BACCC’s description of an RJV at:
Q: For what kind of activities/expenses are we using our RJV resources?
A: Meeting materials, student stipends and release time and/or compensation for CTE faculty and classified staff to participate in GP planning/professional development and design activities.
Q: Who at your college typically would need to request/summit the RJV? Where do I get more information?
A: Please first contact your college’s liaison to the BACCC, likely your CTE Dean or Strong Workforce Lead in collaboration with the GP lead at your college. Your BACCC lead will then be in touch with BACCC leadership:
Rock Pfotenhauer, Chair                      Kit O'Doherty, Director
                                    

49. Strong Workforce Program Potential Funding for GP Development
The Strong Workforce Program provides funding to colleges, K12 and the region to develop and strengthen pathways that lead to careers paying livable wages
~$50M annually to colleges and the region
~29M annually to K12 schools
Development of career-oriented Guided Pathways eligible for these funds
Most of the funding goes directly to colleges. Contact your CTE administrator for more information
~$2M per year from the region for multi-college projects - RJVs Colleges also crowdfund Regional Joint Ventures See rjv.baccc.net for examples Contact if interested in forming an RJV related to GP

51. Lunch (Main Room)
12:00 – 1:00 PM