approaches to advising redesign: the … to advising redesign: the next frontier in guided pathways...

PATHWAYS TO ECONOMIC OPPORTUNITY

October 21, 2016 Center for Student SuccessNew Jersey Council of County Colleges

APPROACHES TO ADVISING REDESIGN: THE NEXT FRONTIER IN GUIDED PATHWAYS

OVERVIEW OF THE SSC NETWORK

THE NETWORK’S POTENTIAL FOR IMPACT

> Key data points for public, two-year colleges in the 13 states with Student Success Centers:

- 47% of colleges are in these states

- 56% of the fall enrollments were in these states

- 67% of all minority students were in these states

- 53% of Pell grant recipients were in these states

- 54% of the Associate’s degree recipients were in these states

Source: 2013-14 IPEDS data

EFFORTS TO IMPLEMENT GUIDED PATHWAYS AT SCALE

3

Organized National, State, and Regional Efforts to Implement Guided Pathways at Scale

Note. The institutions shown on this map are community colleges and universities involved in organized national, statewide, or regional guided pathways initiatives. A growing number of two‐ and four‐year institutions are implementing pathways on their own.

COMMUNITY COLLEGE RESEARCH CENTER

COMMUNITY COLLEGE RESEARCH CENTERCOMMUNITY COLLEGE RESEARCH CENTER

Progress Implementing the Model

Source: Davis Jenkins & Hana Lahr (CCRC) webinar presentation to AACC Pathways Coaches on September 23, 2016


Guided pathways essential practicesMapping Pathways to Student End Goals

4

1

2

18

20

18

3

6

4

5

3

3

0

0

3

1c. Programs are clearly mapped out. Students know which courses they should

take and in what sequence. Courses critical for success in each program and other progress milestones are identified. This

information is accessible on the college’s website.

1b. Detailed information is provided on the college’s website on the employment and further education opportunities targeted by

each program.

1a. Every program is well-designed to guide and prepare students to enter employment

and further education in fields of importance to the college’s service area.

February 2016(N=30)

0

1

0

3

5

4

3

7

5

19

11

10

0

1

6

September 2016(N=25)

At Scale

Implementation in Progress

Planning for implementation

Not systematic

Not Following


Guided pathways essential practicesHelping Students Enter a Pathways

1

0

7

4

0

12

24

5

23

16

3

2

12

2

7

11

2

2

1

6

3

2

4

0

1

2e. College works with high schools and other feeders to motivate and prepare students to

enter college-level coursework in a program of study when they enroll in college.

2d. Intensive support is provided to help very poorly prepared students to succeed in college-

level courses as soon as possible

2c. Required math courses are appropriately aligned with the student’s field of study

2b. Special supports are provided to help academically unprepared students to succeed

in the “gateway” courses for the college’s major program areas—not just in college-level math

and English.

2a. Every new student is helped to explore career/college options, choose a program of

study and develop a full-program plan as soon as possible.

February 2016(N=30)

0

2

1

1

0

4

3

2

6

3

7

8

6

8

6

10

6

8

9

11

4

6

8

1

5


At Scale

Implementation in Progress

Planning for implementation

Not systematic

Not Occuring


Guided pathways essential practicesKeeping Students on a Path

5

6

4

3

6

22

21

18

21

18

3

2

6

4

5

0

1

2

2

1

0

0

0

0

0

3e. The college schedules courses to ensure students can take the courses they need when they need them, can plan their lives

around school from one term to the next, and can complete their programs in as short a …

3d. Assistance is provided to students who are unlikely to be accepted into limited access

programs such as nursing to redirect to another more viable path to credentials and a

career.

3c. The college is able to identify when students are at risk of falling off their program plans and has policies and supports in place to intervene in ways that help students get

back on track.

3b. Students can easily see how far they have come and what they need to do to complete

their program

3a. The college monitors which program every student is in and how far along he/she

is toward completing their program plan.

February 2016(N=30)

4

2

1

6

12

9

4

9

10

6

8

5

7

9

3

6

11

7

4

2


At Scale

Implementation in ProgressPlanning for implementationNot systematic

Not Occuring


Guided pathways essential practicesEnsuring that Students are Learning

0

11

2

2

1

0

12

15

15

14

11

7

10

3

5

5

9

7

6

1

2

3

5

2

2

0

6

6

4

14

4f. The college assesses effectiveness of educational practice (e.g., using CCSSE

or SENSE, etc.) and uses results to create targeted professional development.

4e. The college tracks mastery of learning outcomes by individual students

and that information is easily accessible to students and faculty.

4d. Faculty use the results of learning outcomes assessment to improve the

effectiveness of instruction in their programs.

4c. Faculty assess whether students are mastering learning outcomes and building

skills across each program

4b. Learning outcomes are aligned with the requirements for success in the further

education and employment outcomes targeted by each program.

4a. Learning outcomes are clearly defined for each of our programs (not just

courses).

February 2016(N=30)

1

9

1

1

0

0

5

8

2

2

4

1

6

7

6

6

4

3

6

1

7

5

9

6

7

9

11

8

15


At Scale

Implementation in ProgressPlanning for implementationNot systematic

Not Occuring

JFF’S SSC SURVEY RESULTS: SUMMARY OF ESSENTIAL PRACTICES

EssentialPractice Low Medium High

1.Simplifystudents’choiceswithdefaultprogrammaps 3 2 7

2.Establishtransferpathways 3 6(3) 3

3.BridgeK-12tohighereducation 3 7(5) 2

4.Redesignremediationasan“on-ramp”toa programofstudy 3 4(1) 5

5.Provideacceleratedremediationforpoorlypreparedstudents 2 6(2) 4

6.Supportstudentsthroughastrongadvisingprocess 1 2(2) 9

7.Embedacademicandnon-academicsupportsinprograms 0 5(3) 7

8.Establishprogram-levellearningoutcomes 5 5(1) 2

9.Integrateappliedlearningexperiences 7 2 3

10.Incorporateeffectiveteachingpracticethroughoutpathways 6 4(2) 2

JFF’ SSC SURVEY RESULTS:SUMMARY OF ESSENTIAL CAPACITIES

EssentialCapacity Low Medium High

1.Leadershiptomanageandsustainlarge-scalechange 3 1 8

2.Broadandauthenticengagementoffacultyandstaff 0 3(1) 9

3.Institutionalwillandcapacitytousedataandevidence 1 5(1) 6

4.Appropriatetechnologicaltoolsandinfrastructure 4 2(1) 6

5.Commitmenttoprofessionaldevelopment 3 2(1) 7

6.Policies thatprovideincentives,structures&supports 5 6(1) 1

7.Acontinuingactionresearchagenda 2 6(1) 4

TA SURVEY RESULTS:LEADING PRACTICES & SUB-PRACTICES

Support students through a strong advising process, embedded and ongoing in the pathway experience and supported by appropriate technology.> Creating procedures to assess students’ non-cognitive factors

> Monitoring students’ progress along their academic plan

> Funding and scalability of effective advising models

> Defining the role of the advisor and providing appropriate professional development

> Helping new students explore career and college options

> Making it easier for students to monitor their own progress

> Providing assistance to redirect students who are not likely to be accepted into limited-access programs

TA SURVEY RESULTS:LEADING PRACTICES & SUB-PRACTICES

Embed academic and non-academic supports throughout students’ programs to promote student learning and persistence.

> Revising the application and intake process to include identification of student risk factors

> Making it easier to identify when students are at risk of falling off their program plans

> Providing high-need students with intensive, wraparound supports

> Identifying and providing the distinct supports needed by specific populations

> Developing processes and partnerships to ensure that students have the financial resources they need

Advising reform in a pathways context/ September 30, 2016

15

COMMUNITY COLLEGE RESEARCH CENTER Advising reform in a pathways context/ September 30, 2016COMMUNITY COLLEGE RESEARCH CENTER

Pathways and advising

Source: Melinda Karp (CCRC) “Transforming Advising within a Guided Pathways Context” presentation at Michigan Student Success Summit on September 30, 2016.

The slides draws on Dr. Karp’s recent paper: How Colleges Use Integrated Planning and Advising for Student Success (iPASS) to Transform Student Support


16


Stay

ing

on a

pat

h

Get

ting

on a

pat

h

Ensu

ring

lear

ning

Cla

rifyi

ng th

e pa

thWhat is my path?What will I need to take?Am I on track to graduate? What will I need to take next term?

What are my career options?What if I want to change programs?What if I run into trouble?

Am I on-schedule?How can I get help?

Am I learning what I need to be learning?

Advising and student support are the architecture underneath guided pathways.

Program Planning

Counseling & Coaching Early Alert

Analytics & Integrated LMS


17


Status quo advising

Ad hoc

First year focus

Voluntary

Temporal

Advisor as registration

clerk

What path?

Is this student on a path?

How do I help THIS student?

Is this student learning?


18


Advising as registration

Holistic intake

Sustained, personalized

support

A continuum


19


Sustained Ongoing support rather than an “inoculation” approach

StrategicDifferentiated services to maximize capacity

Intrusive and integratedServices are an integral part of all students’ experiences, and are not viewed as stand-alone interventions.

PersonalizedStudents receive the support they need when they need it, from an individual who knows them well.

What we are driving towards: SSIP


20


Registration clerks

Assigned advisors

Developmental advising

Case management

Student support as an institutional

priority

Personalized, sustainedsupport

Making SSIP a reality


21


• Advisors assume role akin to a teacher; facilitate interactive dialogue

• Scaffold student learning in four areas: – Information (e.g. how to find administrative details like when a FAFSA is due) – Skills (e.g. how to se a web-based tool to register for classes) – Cognitive development (e.g. making meaning of how courses relate to career plans) – Affective support (e.g. helping students identify a connection to the institution)

Advising-as-teaching


22


Structures

Attitudes

Processes

Dimensions of organizations


23


Institutional transformation of advising and student supportStructures Focusonenrollment

andregistrationPoliciesandproceduresthatsupportSSIP

Processes Advisorsasregistrationclerks

Advisorsasteachers

Attitudes Normsofefficiencyandnon-integratedsupport

Broadownershipofstudentsupport andSSIP

DRIVING TOWARD A DEGREE

A Research and Action Collaboration for Advising Reform with Tyton Partners, NACADA, NASPA, and NACAC

drivetodegree.org

DRIVING TOWARD A DEGREE SUMMARY

GET THE LEADERSHIP ALIGNED


MAKE THE BUSINESS CASE TO INCREASE ADVISING CAPACITY


IMPROVE ADVISING COORDINATION WITH ALIGNED COMMUNICATION


USE TECHNOLOGY AS AN ENABLER RATHER THAN A SILVER BULLET


INCREASE STUDENT ENGAGEMENT WITH AGENCY AND SELF-SERVICE


Tyton Partners’ Planning & Advising Product Taxonomy

4DRIVING TOWARD A DEGREE: ESTABLISHING A BASELINE ON INTEGRATED APPROACHES TO PLANNING AND ADVISING

Today’s market is composed of 9 distinct product categories across 4 workflow areas supporting success and retention

We received over 1,400 responses from faculty, administrators, and professional advisors knowledgeable about planning and advising at their institutions. These responses came from a range of institution types and sizes, staff positions, and functional areas. Of the respondents, 58% indicated a functional area of academic advising, tutoring, student services, or student affairs, and 22% were directors of advising or directors of advising administration. In terms of institution type, 38% of respondents were at two-year institutions, 23% were at four-year public institutions, and 39% were at four-year private institutions.

Respondents were asked about the core iPASS solutions as well as six other planning and advising categories. This inaugural publication establishes a baseline for market-wide adoption of the practices and technologies of iPASS and presents actionable steps for all stakeholders interested in improving planning and advising. For institutions, we provide guidance on how best to improve the advising function, based on the current state of planning and advising at the institution. Institutional stakeholders may take our self-assessment survey to identify their institutional profile, and make use of key interventions outlined in this publication for their specific profile. For suppliers, we highlight institutional dissatisfaction with current tools in the marketplace and specific categories where technology may be underutilized in supporting advising.

iPASS TECHNOLOGY CATEGORY GRAPHIC SHOULD BE

REPLICATED IN THE PAPER WITH A FEW ADJUSTMENTS

STUDENT & INSTITUTION DATA

STUDENT PLANNINGTOOLS

CHANGE MANAGEMENT

ANALYTICS & REPORTING

INSTITUTIONALTOOLS

DENOTES iPASS TECHNOLOGY CATEGORY

DIAGNOSTICS

TUTOR &ADVISOR

MANAGEMENT

STUDENTSERVICES

ACADEMICTUTORING

COACHING& ADVISING

RESOURCECONNECTION

TRANSFERARTICULATION

IDENTIFICATIONOF AT-RISKSTUDENTS

iPASS Is Defined as Use of Technology in the Areas of Degree Planning & Audit, Analytics & Reporting, and Alerts.

Planning and Advising Product Taxonom

y

COURSE PLANNING &

DEGREE AUDIT

iPASS – A PROMISING APPROACH TO ADVISING REDESIGN

Integrated Planning and Advising for Student Success (iPASS) -an approach to technology-mediated student advising

iPASS enables college personnel to engage in advising and student support relationships that:

(1) approach student support as a teaching function,

(2) touch students on a regular basis, and

(3) connect students to the information and services they need when they need them in order to keep students on track to program completion

(Karp, Kalamkarian,Klempin, & Fletcher, 2016)

iPASS – A PROMISING APPROACH TO ADVISING REDESIGN

CCRC’s Readiness for Technology Adoption framework

2

COMMUNITY COLLEGE RESEARCH CENTER / TEACHERS COLLEGE, COLUMBIA UNIVERSITY

Our previous research and validation fieldwork suggest that successful adoption requires more than technological and project management capacity. Therefore, the RTA framework focuses on the cultural context of a college as well as its infrastructure and management.

READINESS FOR TECHNOLOGY ADOPTION FRAMEWORKTechnology Culture

Institution Level

Technological Readiness

• IT system maturity• IT system stability• Compatibility of new and existing IT• Current patterns of IT use• Past experience with IT implementation

Organizational Readiness

• Clarity of mission• Communication• Decision-making process• Openness to change

Project Level Project Readiness

• Administrative and technical resources• Training• Ongoing support• Incentives

Motivational Readiness

• Need for reform• Vision of benefits• Perception of functioning

How to Use This Self-Assessment ToolThis self-assessment is designed to encourage conversations among individuals within your insti-tution. It aims to help you identify additional steps your college may need to take before beginning a technology-related reform. This tool does not provide a definitive assessment of readiness; rather, it presents a set of research-based indicators that are related to the likelihood of successful reform.

The self-assessment is organized into four areas of readiness: technological readiness, project readi-ness, organizational readiness, and motivational readiness. For each area, we provide a rubric listing the components of readiness and describing the features of institutions that are minimally ready and those that are poised for action. Colleges that exhibit some readiness characteristics but not oth-ers can be considered moderately prepared.

Looking at your readiness scores across the components will provide a sense of your college’s readiness in each area overall. If most of your component scores in an area are high, your college is probably poised for action in that area. If they are low, you are minimally prepared and may want to consider strategies to improve your college’s functioning in that area prior to embarking on a reform.

We recommend that you complete the self-assessment in small, cross-functional and cross- hierarchical groups and discuss where you would place your college on each rubric. The inclu-sion of stakeholders from across the organization is essential. The RTA framework assumes that colleges are made up of what sociologists call “microcultures,” subgroups of individuals who share underlying attitudes and values. Different microcultures have different propensities to adopt new technologies. If various microcultures are not represented in your self-assessment process, you will probably not get an honest and accurate view of your readiness.

Most likely, your college will be ready in some areas but not others. A low readiness score in a par-ticular area does not necessarily mean that you need to postpone your reform efforts. Instead, you should use what you have learned from your self-assessment to target areas that would benefit from additional planning, either prior to or as part of your technology-based reform effort.

Including stakeholders from across the organization in the self-assessment process is essential.

CHRIS [email protected]

ANDREA [email protected]

TEL 617.728.4446 FAX 617.728.4857 [email protected] Broad Street, 8th Floor, Boston, MA 02110 (HQ)

122 C Street, NW, Suite 650, Washington, DC 20001505 14th Street, Suite 900, Oakland, CA 94612WWW.JFF.ORG

approaches to advising redesign: the … to advising redesign: the next frontier in guided pathways...

Documents