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Helping Students Successsfully Complete the PATH
"Connecting Honors for All": Reimagining the Two-Year Honors Program in the Age of Guided Pathways
Over the past three years, honors faculty at South Florida State College, a two-year college offering a limited number of workforce baccalaureates, have reinvented their program. Rather than the themed seminars and exploratory courses popular with an earlier generation, our honors courses now offer students project-based, faculty-guided opportunities for undergraduate research within our general education course sequence. Students thus participate in honors while meeting their state- and program-specific general education requirements, and they do not run the risk of jeopardizing their financial aid by incurring "excess hours." This focus allows us to connect honors education to the vocationally oriented goals most of our students bring to their educations. We use a model of honors education developed in the technical universities of The Netherlands, which we are now adapting to a two-year college in the United States. Our purposes are aligned with theirs: to make honors education available to talented students seeking a career or technical degree rather than a liberal arts baccalaureate. [ABSTRACT FROM AUTHOR]
Guided Pathways, WIOA, and Washington State's I-Best: Blueprints for the Future of Adult Basic Education
The guided pathways approach to community and technical college redesign has significant impacts for adult basic education (ABE). The Workforce Innovation and Opportunity Act (WIOA) and Ability to Benefit provide federal support that complements the work being done in Guided Pathways. Washington state's approach to implementing guided pathways with Integrated Basic Education and Skills Training (I-BEST) as a foundational element can serve as a model for colleges and ABE providers nationwide as they address adult basic education and developmental education redesign. Redesign elements include integration and contextualization of adult learning standards and foundational skills instruction; faculty training and support; and navigational services for students. ABE students are a diverse set of students who can help the nation meet its needs for a skilled and equitable workforce, so long as they are given a structured pathway that will allow them to succeed. [ABSTRACT FROM AUTHOR]
Guided Pathways: Sharpening Career Focus for Community College Students
The article focuses on the Guided Pathways Project implemented by El Paso Community College (EPCC) at El Paso, Texas which results in decline in students declaring multidisciplinary degree plans and an increase in students declaring their intent to pursue associate degrees. Topics discussed include the Pathways Project led by the American Association of Community Colleges (AACC), effort requiring curriculum alignment and program mapping and reconfiguration of developmental education.
Laying the Groundwork: Have Guided Pathways come of Age?
Six years ago, Front Range Community College President Andy Dorsey sat down with his team and looked at the college's completion and graduation rates. Like a lot of colleges, they were in for a shock. It is not that they had expected to see 80 percent completion rates. But they certainly were not expecting to see only 43 percent of their students graduating or completing in three years. They started using the Community College Survey of Student Engagement (CCSSE) to find out what students needed. With that information, they started pilots at the college's three campuses, which spread from near Denver, Colorado, to near Fort Collins. Still, after a few years, these specialized programs were not going to do it. That level of change--at scale and integrated into every corner of the college--is coming to Front Range Community College and 29 others through the Pathways Project, led by the American Association of Community Colleges. Using the framework of guided pathways, the colleges will spend a year revamping everything from student intake to faculty and staff onboarding to marketing, curriculum development and advising to help students find their way, stay on that path and catch them before they fall off. In this article, the author presents guided pathways and the success it can bring to community colleges around the country.
Laying the Groundwork: Have Guided Pathways Come of Age?
Boerner, H. (2016). Laying the groundwork: Have guided pathways come of age? Community College Journal, 86(5). http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eric&AN=EJ1097570&site=ehost-live&custid=socc
Leveraging Guided Pathways to Improve Financial Aid Design and Delivery
To address low completion rates, postsecondary leaders are championing a "guided pathways" approach that puts students on a prescribed route towards graduation. Designing solutions to address low completion rates is complex; in addition to academic roadblocks, insufficient financial resources coupled with a complicated financial aid system can intensify barriers to completion, especially for students whose continued enrollment is highly dependent on financial aid. Without a comprehensive approach that specifically addresses financial aid funding shortages, students will continue to struggle to complete their programs of study. Opportunities exist to redesign the financial aid system so that the current guided pathways movement more holistically addresses the barriers to completion. This paper presents an overview of the guided pathways approach, addresses financial aid policy barriers to enrollment and program completion, and highlights recommendations for strengthening the guided pathways approach, such as forging partnerships with employers to provide training to students while in college, offering Federal Pell-eligible students the opportunity to pay a discounted rate of tuition, and investing in student peer debt advisors. [ABSTRACT FROM AUTHOR]
Quantitative Reasoning: A Guided Pathway from Two- to Four-Year Colleges
In this editorial, I place the Quantitative Reasoning (QR) movement within the national context of math pathways and the broader Guided Pathways initiative. Community colleges in particular are experiencing a radical re-envisioning of their math requirements. Thoughtful reflection on the communication and computation needs of their students for the 21st century has led to state-wide adoption of QR curricula as an alternative pathway to the traditional College Algebra route. These Guided Pathways have shown great promise in boosting graduation rates and addressing equity and the achievement gap for our most vulnerable, first-generation, low-income students. [ABSTRACT FROM AUTHOR]
Approaching Institutional Change with Clarity and Commitment: Guided Pathways at Wallace State Community College. Series on Change Management at AACC Pathways Colleges: Case Study 5 of 5
In fall 2018, Community College Research Center (CCRC) researchers conducted site visits at eight community colleges implementing guided pathways to learn how they are managing the whole-college change process involved. These colleges are among the 30 nationally that were in the first cohort of the American Association of Community Colleges (AACC) Pathways Project, a national demonstration initiative that was launched in late 2015 to show how community colleges could create clearer pathways to program completion, employment, and further education for all students. The full report on this study, "Redesigning Your College Through Guided Pathways: Lessons From Community Colleges in the AACC Pathways Project," synthesizes lessons from all eight colleges visited and shares new findings on how long it takes to implement guided pathways at scale. This report provides a case study of Wallace State Community College in Alabama. During a two-day site visit to the college, CCRC researchers conducted one-hour interviews with 14 faculty members, administrators, advisors and counselors, and other staff. Researchers also held hour-long focus groups with 15 additional faculty members, advisors and counselors, and students at the college. Based on the data collected, this report describes the organizational change work that has enabled Wallace State's exceptional progress in redesigning academic programs, student services, and related support systems using the guided pathways model. [For the full report "Redesigning Your College through Guided Pathways: Lessons on Managing Whole-College Reform from the AACC Pathways Project," see ED598443.]