Achieving the Dream - Academic Affairs



Part II: Institutional Case Statement for Guided Pathways at ScaleInstructions: With your college team, develop a “case statement,” answering the question, “What is the evidence and the experience that convince us it is both urgent and important to commit to work as challenging and transformational as implementing guided pathways at scale, for all of our students? Maximum length: 750 words. Return this completed Case Statement to Raquel Garza (rgarza@) by November 23, 2016.To be completed during College Team Session #1 at the Texas Pathways Institute30480418465In accordance with our institution’s comprehension mission and core values of student success, opportunity, excellence, innovation, community, professionalism, collaboration, and integrity, we believe that we need to implement guided pathways at scale to impact the success of all students. Our Texas Pathways KPI student outcomes data indicates that students are taking extended time to complete their degrees and are completing excess credits. Students who graduate with Associate degrees take 4.1 years to graduate and complete 84 semester credit hours (on average, Fall 2015 data). Additionally, the majority of our students are not college-ready. During the Fall 2015 semester, only 22% of the FTIC cohort (part-time & full-time, credential seeking, entering in the fall) were identified as college-ready in math, reading, and writing. Students are also not completing college math and English courses early in their pathways. During the Fall 2015 semester, 31% of the FTIC cohort completed college math within one year, 39% of students completed college English within one year, and 13% of students completed both math and English in one year. For these reasons, we believe that our institution needs to take a critical look at our educational structures and supports and implement transformational change through guided pathways. By implementing guided pathways at scale, South Texas College will strive to reduce students’ time to degree and number of credit hours taken to complete their degrees. The institution will also strive to assist students who are not college ready in any of the three areas to become prepared to take college-level courses as quickly as possible. The institution will also promote the completion of college math and college English early on in students’ pathways. The institution will utilize various strategies to impact these measures as part of its overall pathways plan, which in other sections of the Short-Term Action Plan. 00In accordance with our institution’s comprehension mission and core values of student success, opportunity, excellence, innovation, community, professionalism, collaboration, and integrity, we believe that we need to implement guided pathways at scale to impact the success of all students. Our Texas Pathways KPI student outcomes data indicates that students are taking extended time to complete their degrees and are completing excess credits. Students who graduate with Associate degrees take 4.1 years to graduate and complete 84 semester credit hours (on average, Fall 2015 data). Additionally, the majority of our students are not college-ready. During the Fall 2015 semester, only 22% of the FTIC cohort (part-time & full-time, credential seeking, entering in the fall) were identified as college-ready in math, reading, and writing. Students are also not completing college math and English courses early in their pathways. During the Fall 2015 semester, 31% of the FTIC cohort completed college math within one year, 39% of students completed college English within one year, and 13% of students completed both math and English in one year. For these reasons, we believe that our institution needs to take a critical look at our educational structures and supports and implement transformational change through guided pathways. By implementing guided pathways at scale, South Texas College will strive to reduce students’ time to degree and number of credit hours taken to complete their degrees. The institution will also strive to assist students who are not college ready in any of the three areas to become prepared to take college-level courses as quickly as possible. The institution will also promote the completion of college math and college English early on in students’ pathways. The institution will utilize various strategies to impact these measures as part of its overall pathways plan, which in other sections of the Short-Term Action Plan. Part III-b: Pathways Implementation at Scale – PRE-MORTEM ANALYSIS Instructions: Assume that your institutional goal is to implement guided pathways at scale. Now assume that you fail to achieve that goal. Identify below the major causes of that mortality. Then, for each cause, delineate the specific leadership strategies you will employ to anticipate and avert or address the challenges. Add more rows as needed.To be completed during College Team Session #2 at the Texas Pathways Institute“Why We Failed to Implement Pathways at Scale”Leadership Strategies to Anticipate and Avert Failure1. Developing a pathways plan for all students (including both traditional and dual credit students) that is not widely understood by stakeholders, both internal and external. Similarly, implementing a pathways plan that is not faculty lead, administratively supported, and policy enabled. We will implement broad engagement strategies, including:Participation from all areas of the collegeCreating a shared vision for the pathways projectProfessional development around pathwaysDistributed leadership; representatives will be identified to lead pathways efforts from all college areasFrequent communication and updates to stakeholders2. Competition over control/ownership of the dual credit program; high schools may fail to comply with pathways requirements, and program may suffer from a lack of structure and purpose. We will develop a comprehensive plan for the dual credit program that crosses organizational boundaries. 3. Internal stakeholders will suffer from initiative/innovation fatigue. We will leverage existing structures and efforts to support the Pathways Project and communicate to stakeholders that the project aligns with previous and current efforts. 4. Caving into push back from individuals who are not on-board with reform efforts. We will make student success the highest priority and make will utilize data to make decisions that are in the best interest of students. 5. Lack of resources, such as: time, personnel, and funding to implement pathways. Similarly, often the same individuals are asked to participate in and lead reform efforts. We will allocate the necessary resources to ensure that the pathways project efforts are successful, including allocating resources for project management and coordination. 6. South Texas College’s departments will design associate degree programs first, and then will negotiate transferability with 4-year institutions. Departments will implement “backwards design” whereby they identify the courses that the transfer institutions require and work backwards to build associate degrees. 7. Stakeholders may not be familiar with student success data and understand the need for pathways. Conflicts with I.S.D.s may occur over data ownership. Revive STC’s Data Standards Committee and promote data literacy among stakeholder groups, both internal and external using the “case statement” for pathways. 8. Lack of pathways past the AAS degree and lack of legislative support to offer more bachelor’s degrees at community colleges. We will work collaboratively with the Texas Higher Education Coordinating Board to make the expansion of community college baccalaureate programs a legislative priority. Part III: Making Sense and Moving ForwardInstructions: Use the following questions to guide team discussion. Identify divergent and convergent perceptions within your team, as you seek team consensus. To be completed during College Team Session #3 at the Texas Pathways InstituteGuiding Questions Response1. Which issues/approaches/strategies discussed in the day’s sessions are potentially of greatest interest and relevance to the college?The following ideas and strategies were identified as helpful and relevant to the South Texas College team:The availability the HB5 College Prep course – questions arose regarding what opportunities are currently available to students in the RGV Institutions can imbed thorough explanations of available pathways within the curriculum of college success classesFlexible math pathways: not all students need to take algebra. (The team noted that the institutions math pathways should be in alignment with what is required at UTRGV)The development of Meta-Majors: create curriculum maps and extend the maps all the way to job placementIdea - Color code materials for each meta-major so that relevant information is easy for students to identify (advising sheets, banners, etc.) Offer dual credit opportunities only in terms of program pathwaysPrince George CC offered buy-outs in employment contracts when implementing pathways: Administrators assured staff and faculty that they will still have jobs, but their jobs may be repurposed as part of pathwaysTransferability – does it benefit the student to leave before they earn an associate degree? A condition of transfer at some universities is that a student must have an associate degreeWhat is the value of the associate degree? How robust are our reverse transfer pathways?Importance of communication – within the institution and outside institutionUTRGV: put all important players in the same room Keep faculty informedMove PAS and PDC meetings to Monday mornings – to leave more time for meetings with faculty members on FridaysCareer ExplorationStudents need to explore careers as part of the meta-major, outside of curricular activitiesStudents should be assigned an advisor within the meta-majorCollege Success courses contextualized with each meta-major2. What existing knowledge or college work has been reinforced? Are there any ways we would consider modifying our approaches to strengthen or add momentum to our pathways work? Re-purposing Time: Move PAS and PDC meetings to Monday mornings – to leave more time for meetings with faculty members on FridaysDesignate time within the PDC meetings to discuss pathways work and student successGroup 2+2 agreements into Meta-majorsGroup according to required first-year creditsMap backwardsWe must serve students who do not know what they want to do3. What insights the team has gained from the institute sessions and team conversations? List 3–5 as a team. The value of working backwards, from university requirements instead of the other way aroundRepurpose existing structures for this work (PDC, Academic Council, Cabinet)We need to develop a strong case for pathways (visually, descriptively, etc.)Part IV-a: Action Planning and Next StepsTo be initiated during College Team Strategy Session #4 and finalized with other college personnel.Instructions: At this point, your team has reviewed and discussed a) data depicting student progress; b) your progress on pathways reforms and ways to integrate current initiatives; c) the case tailored to your institution for guided pathways at scale; and d) what you have learned and can act upon based on experience at the institute. Now comes an opportunity for the team to reflect on its learning, think through options for the college’s strategic approach to designing and implementing guided pathways at scale, and establish new or refined priorities for the work on campus. The college team should discuss next steps: whom to involve, how to communicate findings and broaden engagement on campus (see part IV-b), and how, when, and by whom follow-up steps will be taken. Once you’ve engaged key college constituencies in discussion of the action plan components, return the completed action plan to Raquel Garza (rgarza@) by November 23, 2016.PRIORITIES: NEXT STEPSBY WHOMBY WHENConduct research on meta-major models at other institutions in order to identify a structure that will meet the needs of STC. Dr. Christopher Nelson, Assistant Dean for Humanities Dr. Murad Odeh, Biology Department Chair Before Institute 2 in March 2017.Begin “backwards” curriculum mapping by starting with top transfer programs – Psychology, Criminal Justice, Education, and Biology. Focus on the universities that students are most likely to transfer to (UTRGV, TAMUK). Dr. Kelli Davis, University Relations OfficerBy November 2017. Restructure course offering at the high schools: offer dual credit opportunities only in terms of program pathways.Otoniel Matamoros, Director of College Connections and Admissions – Dual EnrollmentDr. Anahid Petrosian, Interim Vice President of Academic AffairsBy December 2017.Providing opportunities for accelerated remediation to students who are not college ready. Examples:Development of INRW courses at the beginning remediation levelParticipation in the ERP Study – Holistic placement based on GPAImplementing contextualized curriculumDr. Ety Bischoff, Dean for Liberal Arts and Social SciencesDr. David Plummer, Interim Vice President of Information Services and PlanningBy December 2017.Offer multiple math pathways and accelerate access to the pathways: Contemporary Math, Statistics, and Algebra. Mario Morin, Mathematics Department ChairPablo Cortez, Developmental Mathematics Department ChairRevise college readiness prerequisite for Contemporary Math by Fall 2017. Collaborate with program chairs to determine what form of math is required for each field/career by Fall 2018. Implement mandatory advising for FTIC Developmental Students as part of the institution’s ESSI (Entering Student Success Institute) plan. Dr. Nancy Garcia, Director of Comprehensive Advising and Mentoring ServicesDr. Fernando Chapa, Director of Institutional Effectiveness and AssessmentBy the Fall 2017 semester. Part IV-b: Action Planning – Engagement StrategyTo be initiated during College Team Strategy Session #4 and finalized with other college personnel.Instructions: In this section, delineate specific strategies for intentional engagement of college stakeholder groups as follow-up to this institute and preparation for Institute #1. Return this completed action plan to Raquel Garza (rgarza@) by November 23, 2016.ENGAGEMENT STRATEGIES: NEXT STEPSBY WHOMBY WHENCommunicate the work of the Institute Team to the President, VPs, and Texas Pathways Project Team at large. TX Pathways Project Institute 1 AttendeesBefore November 23Begin to discuss pathways reform with external stakeholders such as dual credit and university partners at the Summit on College Readiness in April 2017. Dr. Shirley ReedDr. Kristina WilsonDr. Lee GrimesDr. Maricela SilvaApril 2017Part IV-c: Action Planning – Professional Development and Technical AssistanceTo be initiated during College Team Strategy Session #4 and finalized with other college personnelInstructions: In this section, delineate your institution’s needs for targeted professional development and/or technical assistance at this stage in your work on designing and implementing guided pathways at scale. Return this completed action plan to Raquel Garza (rgarza@) by November 23, 2016.PROFESSIONAL DEVELOPMENT OR TECHNICAL ASSISTANCE PRIORITIES TIMEFRAMEPERSON(S) RESPONSIBLE FOR FOLLOW-UPHost a Pathways-themed convocation for the Academic Affairs division in February 2017. Invite Rob Johnstone to provide the keynote address and to meet with key leaders of the college to discuss pathways implementation. February 2017Dr. Lee GrimesSeek technical assistance regarding the development of Meta-majors. Spring 2017Dr. Kristina WilsonPart IV-d: Action Planning and Next Steps (cont.) — Working the PlanTo be completed and augmented with other college personnelNext Steps: This template is provided for more detailed planning in regard to identified priorities/strategies for designing and implementing guided pathways at scale. Once you’ve identified and collaborated with key people on your campus, return this completed action plan to Raquel Garza (rgarza@) by November 23, 2016. Add rows as necessary.PriorityGoal(s)Activities TasksResponsible Person(s)TimelineResourcesPotential Issues or ConcernsIdentify the top priorities for next steps in the work Based on these priorities, name specific desired student outcome List the steps required to accomplish these prioritiesWho will assume leadership responsibility?Implement dateFormative evaluation dateWhat resources (time, people, facilities, and money) need to be allocated/reallocated?What challenges do you anticipate?Conduct research on meta-major models at other institutions in order to identify a structure that will meet the needs of STC. Identify a comprehensive meta-major structure that will accommodate pathways needs for all divisions, as well as dual credit and developmental educationResearch other institutions of higher ed., and generate 3-5 distinct meta-majors structures in use therein Dr. Christopher Nelson & Dr. Murad OdehDecember 2016 (first meeting of representatives from each of the four divisions at STC) March 2017 (recommended structure identified and presented to larger group) Time for at least three meetings (Dec 2016, Jan 2017, Feb 2017); four people (representing LASS, MS, BT, and NAH); one room for meetings; no money Work spanning the Winter Break (including weeks at end of Fall term and beginning of Spring term) is always tricky Begin “backwards” curriculum mapping by starting with top transfer programs – Psychology, Criminal Justice, Education, and Biology. Focus on the universities that students are most likely to transfer to (UTRGV, TAMUK). Align South Texas College curriculum with that of our largest four-year transfer partners so that more field of study classes will transfer.Convene meeting with department chairs from each institution as well as the official dedicated to transfer at each institution (Dr. Kelli Davis at South Texas College, Dr. Kristin Croyle at UTRGV and Tara Schulze at TAMUK) to look at the curriculum at both institutions to determine which courses at South Texas College are essential for degree completion at each of the partners.If necessary, make curriculum changes so that the curriculum that students are taking at South Texas College is aligned with the expectations of our four-year partners.Dr. Kelli DavisThis year, South Texas College will be signing agreements with these institutions for most of these programs based on the current curriculums at each institutionsBy May 2017, convene two meetings, one with TAMUK and one with UTRGV, where the department chairs each bring the syllabi of each of the courses so that learning outcomes can be compared and with the guidance of the transfer representatives, the two institutional representatives come to an agreement on how the courses transferBy November 2017, sign new agreements if needed.N/ANeeded resources: time, participants willing to come to the table and honestly review courses, a place to conduct the meeting, and mutually available time.Some instructors (both at four-year and two-year schools) are very resistant to change and may not be willing to negotiate.Four-year partners may not be willing to change 3000-level courses to 2000-level courses to assist with transfer even If they have similar outcomes. Restructure course offering at the high schools: offer dual credit opportunities only in terms of program pathways.Fewer excess courses taken outside of degree plan. During Fall 2016 - Conduct an audit of current course offered for Fall 2015 and Spring 2016 to determine alignment of courses with declared majors and degree plans. Analyze the audit report. Spring 2017 - Realign course offering to STC Core, certificates, and associate degrees. Dr. Anahid Petrosian &Otoniel Matamoros By December 2017.May 2017. Staff time – VPs of Academic Affairs and Student Affairs and Enrollment Management, Administrators that oversee the Dual Credit Program. Facilities – N/AFunding – N/AGaining buy-in and support from the school districts. Providing opportunities for accelerated remediation to students who are not college ready. Examples:Development of INRW courses at the beginning remediation levelParticipation in the ERP Study – Holistic placement based on GPAImplementing contextualized curriculumAccelerated remediation; increased number of students completing first college level math and English within the first year of college. Begin planning stage for development of new INRW courses; communicate information regarding ERP project to stakeholders; seek additional opportunities for contextualization. Dr. Ety Bischoff & Dr. David PlummerFall 2017Spring 2018Staff – Dean of LASS and Math and Science, Program Chairs overseeing developmental educationFacilities – N/AFunding – possible funding needed for new initiatives. Offer multiple math pathways and accelerate access to the pathways: Contemporary Math, Statistics, and Algebra. Increased number of students completing college-level math coursesHost meetings with multiple departments to determine appropriate math for the degree; revise pre-reqs for math courses to promote acceleration. Mario Morin & Pablo CortezFall 2017 – new math pre-requisitesSpring 2018Staff – Program Chairs for Math & Dev. Math and other departmentsFacilities – N/AFunding – resources for meetingsCreating buy-in among math faculty, creating buy in among departments regarding the fact that not all programs/careers require algebra. Develop clear and coherent processes for all entering FTIC students Clear and concise process map for student intake and advising processes; Will need one for TSI ready students and another for TSI not ready studentsDirectors meet and develop process map and decision tree documents; Review with staff and finalizeLarry Barroso, Nancy Garcia, Cindy Blanco, Mike Carranza, Paul Hernandez, Matt HebbardMid-January 2017Staff to assist with building process map; Scheduled time for meetingsLack of communication within Division and with other departmentsImplement technology programming to control the holds processStudent registration holds are placed daily as soon as students are cleared for registration and removed once students complete the mandatory advisement processDivision Leaders meet with IT staff to review process and programming needs in Banner to manage student registration holds; Test holds process and ensure process is updated daily and is efficientLarry Barroso, Nancy Garcia, Cindy Blanco, IT StaffFebruary 2017IT staff support to assist with holds programming; Test area in Banner to test holds processAdditional advisor capacity (new staff? Existing faculty advisors?). Lack of buy-in from leaders and staff. Recovery plan for students who do not complete mandatory advising requirement. Begin to discuss pathways reform with external stakeholders such as dual credit and university partners at the Summit on College Readiness in April 2017.Increased stakeholder buy-inDevelop an agenda for the Summit that is centered on Pathways reform. Dr. Kristina Wilson, Dr. Lee Grimes, & Dr. Maricela SilvaApril 2017May 2017Staff – Pathways Leaders, Executive LeadershipFacilities – location for meetingFunding – resources for the meeting. None. Host a Pathways-themed convocation for the Academic Affairs division in February 2017. Invite Rob Johnstone to provide the keynote address and to meet with key leaders of the college to discuss pathways implementation.Increased stakeholder buy-inDevelop an agenda and activities that are centered on Pathways reform. Dr. Lee Grimes & Darci CatherFebruary 2017March 2017Staff – Academic Affairs Leadership and Program ChairsFacilities – location for meetingFunding – resources for the meeting.None. ................
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