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Sharing of work, lessons learned among colleges

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Sharing of work, lessons learned among colleges

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Opportunities for colleges to share work, lessons learned - was a feature of the cohort retreats. How can this be done in changed environment.

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Fall, 2021 GP Institute
Plenary - Dr. Baston - Leading
Plenary - GP IDEAL Fellowship - growing ambassadors for change

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How do we want to think about accounting fo r the numerous transitions in college leadership so forward momentum is not lost?

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Is there still a need to determine a technology solution for the system? Has this ship sailed? Just wondering if we need to return to this as CTC Link is wrapping up in Spring 2022.

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- Purpose [revisited]
- Effective College Committee Structure
- Student Centered

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Constructive Conversations - Engaging Leaders

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Constructive Conversations - Engaging Leaders

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Continuing to develop coaches and college leaders understanding of coaching role/ mechanism for uncovering areas of development

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Progress Monitoring & Interventions feels like a major priority to address in the remaining initiative period. Haven't seen a lot of progress here and it's such an important thing to figure out if the goal is completion: enormous focus on what happens first year for students and intake/orentaiton process, dramatically less after that.

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Help colleges think not just about big structural changes (changing prereqs to coreqs, increasing number of students directly enrolling in CL, toxic combinations of courses, etc.) but about how to change the impact of what is happening in the classroom.

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As a growing number of colleges are experimenting with self placement tools, it would be nice to collect samples for new colleges to use as starting points.

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-Intake
-Placement
-Equity Competent Educational Planning - Mandatory/ @ Scale
-Progress Monitoring & Interventions

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Once college priorities for coaches are explored (beyond priorities within the work plans), how can we connect coaches with either other colleges with similar priorities or (and?) up to date (not just reports or examples from pre-Covid) resources specific to those priorities.

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What is a map?  (list of courses by subject, by quarter, by outcome, ordered in some other way) Who is involved in creating the first draft?  Whose input is required to edit and what kind of input?  How are maps communicated to students and how do they inform student ed plans?

Then, how is feedback about first drafts collected?  Who is responsible for analyzing that feedback?  How often are maps revisited?

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Is there a space to support and guide colleges on allocation to connect Guided Pathways work across the colleges with an intentional EDI lens. What would that look like horizontally and vertically based on their uniqueness. What considerations do they need.

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Helping Colleges Build an Effective EDI communication plan that connects Guided Pathways with their strategic institutional plan 

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Helping Colleges Build an Effective EDI communication plan that connects Guided Pathways with their strategic institutional plan 

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- Program Mapping > Scheduling (Flex scheduling models)
- Predictive courses
- Equity competent pedagogy & course design

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Continuing to tend to broad/deep engagement: growing it and maintaining it as fatigue sets in

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Threaded through the student experience. How can we support the colleges in using qualitative data to understand their quantitative data collection for the different priorities. Thus, they have the opportunity to expand on tangible action in the quarter that help is needed.

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How to collect/analyze data about each placement method/instrument to be able to determine if there is equitable access to different placement methods and if some placement instruments result in larger equity gaps than others

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there were a few colleges that had made pretty big strides on this in recent years and others who described plans to tackle this in the coming year.  Timely opportunity to highlight places where there's progress?

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"Exit" focus: career services, employment, transfer, "warm hand offs" Joe

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Time, I think, to tackle in the learning agenda help for colleges on how to think about/identify/improve predictive courses. Deena

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Can we identify completers/transfer/etc from GP colleges and survey them or otherwise measure outcomes, even if only anecdotally? Joe

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Early equity focused exploration for students

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Early equity focused exploration for students

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How can we help colleges remove barriers and encourage Transitional Studies students to consider multiple pathways, including STEM? How can support systems (e.g., STEM pathway IBEST) be set up so students are supported in this?
Deena

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Another key piece of change that needs to be emphasized

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Gateway Actions in the Student Life Cycle

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Gateway Actions in the Student Life Cycle

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How do we help colleges draft their lifecycle from different entry points and examine active approaches to be a gateway college? What does that look like in the onboarding process for different offices and help them think of how the gateway conversation is connected to monitoring and redirection?

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There's been a lot of work around creating maps but there's still a lot of work to do around implementation: using them at scale, building schedules from them, ed planning. I think there are some local examples to highlight in going to the 'next steps' with maps beyond creating them and making them available.

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Integrating advising and career services Joe

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Help colleges focus on what they know and how they know what they think they know. Focus not just on dashboards but on processes that they are using to collect information.

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Can we identify completers/transfer/etc from GP colleges and survey them or otherwise measure outcomes, even if only anecdotally? Joe

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Need to focus not just on design of maps, but issues associated with their use. Bob

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Connecting colleges back to community partners to learn about student needs

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Connecting colleges back to community partners to learn about student needs

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Help colleges reconnect with their community partners to be able to explore student experiences and why students leave, how they can be welcomed back in. Deena

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Develop a research plan for evaluating the effectiveness of multiple placement methodologies.

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Equity competent pedagogy that is not just one-by-one faculty changes but infusing throughout whole college

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Equity competent pedagogy that is not just one-by-one faculty changes but infusing throughout whole college

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Colleges that have funding for Teaching and Learning Centers seem to be able to have a much larger reach into changing systems--faculty evaluations; course assessment and curriculum redesign. How can we help other colleges make these changes in ways that are more pervasive than just individual faculty members here and there?

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Helping the colleges understand -ism sophistication that is implicitly inhibiting their GP efforts

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Colleges are still grappling with this. Bob

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Where do we tackle disconnect of lived realities based on primary identities the implicitly affect GP work

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Where do we tackle disconnect of lived realities based on primary identities the implicitly affect GP work

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The hard and harsh reality is Guided Pathways has an equity focus and requires action. It's hard to understand the policies and procedures, behaviors and practices if you can read the data and research but don't see it connected to your own primary identity. Not just having the research but presenting the research to them within the workplan for action