1. December 2014 Sponsored by MCCA Center for Student Success

2.  Opportunities to explore fields of study  See the connections between what they are learning to what they need for a career  See the program as a whole, not just a collection of courses  A clear two- or three-year calendar of courses to take  Knowledge of milestones to know they are on track

3.  Students have too many choices; requirements confusing  41 Associate Degree options  35 Certificate options  75+ Gen Ed Classes  Paths unclear  Students have limited ability to choose well a career option up front  Developmental diversion  Students can spend multiple semesters in DE

4.  Students’ progress minimally monitored  All students receive two official communications from Jackson College: Financial Aid warning and graduation  Limited ongoing feedback and support  Students choose courses based on need for full- time load or convenience, not program requirements  Pell Grants have life time limits based on credits and semesters

9. SELF-SERVICE (STATUS QUO)GUIDED PATHWAYS  Program paths unclear  Too many choices  Opt-in career and college planning  Dev ed narrowly focused on Math & English 101, no “soft skills” prep  Students’ progress not monitored  High School, ABE/ESL, non- credit poorly aligned with college  Clear roadmaps to student end goals  Default, whole-program schedules  Required academic plans  Intake system redesigned as “on-ramp” to program of study  Progress tracking, regular feedback & support  Bridges to college programs from High School, ABE/ESL, non-credit

10.  Establish career/college goal-setting from the start  Require use of program maps  Help undecided students explore majors  Use predictable “block” scheduling

11.  Academic support is integrated into program gatekeeper courses (not just MATH & ENG)  Progress is tracked through feedback and support  Bridges are built from high school (dual enrollment) to college

12.  The career clusters should/could be different for each geographic area because they should mirror the growth areas in our communities.  Need to change the measure of successful progression from course to program

13.  Four essential components  Narrative  Sample schedule  Milestones  Employment opportunities

14.  Since beginning to use degree maps:  Increased graduation rate by 12% to 74%  Increased graduation rate for African Americans to 77%,  for first-generation Pell students to 72%,  for Hispanic students to more than 70%.  Cut the number of students graduating with excess credits in half. http://www.academic-guide.fsu.edu/

15.  First-time, full-time freshman retention rates have climbed to 84% since its implementation, and 91% of all students are deemed to be “on track” in their programs, up from 22% three years before.  https://webapp4.asu.edu/programs/t5/underg rad?init=false&nopassive=true https://webapp4.asu.edu/programs/t5/underg rad?init=false&nopassive=true

16. Students required to pick 1 of 5 “academies”:  Business  Health Related  Liberal Arts  STEM  Visual and Performing Arts  http://www.qcc.cuny.edu/academics/index.ht ml http://www.qcc.cuny.edu/academics/index.ht ml

17.  Plan of action for student pathways with milestones  Who will be involved? Everyone  General education decisions – Gen Ed Committee  DE needs and development – FS Faculty  Pathway Mapping – Program Faculty

18.  Standard template created for academic maps  Should include further education and employment opportunities with employment demands, salaries, transfer opportunities, etc.  Clear sequence of courses for each program with specific timing and a block schedule

19.  Milestones identified for each semester  Need to be able to identify the specific grades required in specific gateway courses in order to predict success.  Less options for Gen Eds specific to the program.  Prereqs need to be reviewed for necessity.

20.  Need to further refine placement process to ensure the right students are placing into DE.  Consider moving the placement test to a different point in the intake process so students have further preparation and conversation opportunities.  Need to streamline, accelerate and contextualize DE offerings

21.  January – April 2015  Map programs (broad strokes)  May – August 2015  Begin adding details, design intake and monitoring processes  September-December 2015  Refinement of details of Program maps

22.  January – April 2016  Finalize default pathways  April - August 2016  Register students  September 2016  Students start pathways