WELCOME to GP Year 2! “Ready. Set. Design.” Bay Area

1. WELCOME to GP Year 2!“Ready. Set. Design.”Bay Area 10 September 2018 8:30– 3:00 PM

2. Let’s Get Meta:Grounded approaches to meta-majors and program mapping

3. WIFIUsername:Password:

4. Introductions and Framing Presenters & Experts: Mustafa Popal, Isabel O’Connor, Carolyn Jackson, Becky Morgan, Michelle Pilati, Janet Fulks Facilitator(s): Michelle Simotas, Mustafa Popal 9:30 – 11:30 – Breakout 11:30 – 12:00pm – Regional Mixer

5. Outcomes • Understand the foundational role of design principles in meta-major/clustering • Explore meta-major journeys at Cabrillo College and Skyline College • Break the mold – practice student-centered decision-making and consider its structural implications at your college • Carry back learnings to your GP team!

6. Agenda • 9:30 – 9:35am – Welcome and Introductions (Michelle S) • 9:35 – 9:55am – ASCCC(Janet F, Michelle P) • 9:55 – 10:15am – Cabrillo (Isabel O, Carolyn J, Becky M) • 10:15 – 10:30am – Skyline (Mustafa P) • 10:30 – 10:40am – Q & A (Michelle S) • 10:40 – 10:55am – BREAK • 10:55 – 11:20am – Activity (Mustafa P) • 11:20 – 11:30am – Reflect and debrief (Michelle S) • 11:30 – 12:00pm – Regional Mixer (Michelle S)

7. Breakout 4 – Meta-Majors Janet Fulks, ASCCC Faculty Lead, Guided Pathways Capacity Building Biology, Bakersfield College Michelle Pilati, ASCCC Faculty Lead, Guided Pathways Tool Development Psychology, Rio Hondo College

8. Why “Meta-Majors”?

9. Why Meta-Majors? • Clarifies/simplifies options • Provides an organizational structure to students • May provide mores manageable and useful - data • More efficient messaging • Is organization needed?

10. How do students find their pathway?

11. 160 Options at Glendale

12. 191 options- Nine screens AA’s at bottom

13. How? Leap into action with MM’s? Consider: • Potential Reorganization • Guidelines • Inclusiveness • Flexibility • Iterative Nature • Managing • Messaging/communicating

14. Designing Meta-Majors & Program Mapping • Many variations and possibilities • Sits firmly in the realm of curriculum and faculty responsibility - Curriculum clean-up and a scheduling analysis should precede this work • Bringing in the student voice • Student Focus groups • Classwork • Surveys • Iterative process • Refinement over time

15. Designing Meta-Majors • Where will the college begin? With what end in mind? • How do/can MM’s clarify pathways, change on-boarding, and enhance support and learning? • What kind of collaboration is needed? • How will meta-majors be integrated into the college? • How will meta-majors be managed? • How will meta-majors be communicated to faculty, students, and the community?

16. Design Principles in Creating Meta-Majors & Program Mapping • Who will lead the creation & implementation? • Committee? Taskforce? • Who should be involved? • How do you bring in student voice? • Which other stakeholders need to know about this? • How does the college’s broader environment (e.g., state or college policy) support or inhibit meta-majors?

17. Programs that Require Photography Courses for Degree, Certificate, and/or Transfer Kumu Map of Programs & Courses Vizualization

18. Student Course Taking Behavior Programs with the Greatest Percentage of its Students Successfully Completing Photography Courses who are not Fine Art Photography program completers

19. Sample Meta-majors • Cosumnes River College - https://www.crc.losrios.edu/areas • Long Beach CC - https://www.lbcc.edu/explore-our-programs • Mt. San Antonio College (Program Clusters) -http://catalog.mtsac.edu/programs/explore-your-future/ • Pasadena CC (Meta Majors: Career Communities) - https://pasadena.edu/explore-your-career/index.php • San Diego Miramar (Schools) - https://www.sdmiramar.edu/programs • San Joaquin Delta - https://www.deltacollege.edu/explore • West Hills Lemoore - Scroll down to mid area of home page to see meta majors shown in our meeting Friday. - https://www.westhillscollege.com/lemoore/

20. Additional Resources Meta-Majors: An Essential First Step on the Path to College Completion (JFF) http://www.jff.org/publications/meta-majors-essential-first-step-path-college-completion How meta-majors guide students toward on-time graduation (EAB) https://www.eab.com/daily-briefing/2016/07/26/how-meta-majors-guide-students-toward-on-time-graduation

21. Cabrillo College’s Adventures with Metamajors and Program Mapping Carolyn Jackson, Articulation Officer Becky Morgan, Psychology Faculty Isabel O’Connor, Dean for Guided Pathways

22. Design Principles • Metamajor Philosophy • Defined metamajors before embarking on program maps • No “undecided” metamajor • Metamajors as groups of programs with common major prep • Values and Process • Foster campus-wide participation and leadership • Student Services, Counselors, and Instructional Faculty worked together • Defining the Path Workgroup • Flex workshops • Began with exercises, rather than theory. Made it real. • Process requires a lot of work – Re-assign time is needed

23. Specific Activities: Metamajors • Creating the metamajors • Sorting the metamajors exercise • Sorting the sorts • Safe semester for the undecided student • Decided on 5 metamajors • Survey of students to name the metamajors • Survey of faculty for a term other than metamajor • Flex presentation of metamajor drafts • Revision of metamajors based on departmental feedback

25. Specific Activities: Program Mapping • Program Mapping Pilot • Not scalable • Revisioning of Program Mapping Process • Counselors created 1st drafts • Flex Workshop to Answer Questions on Maps • Departments are now revising: sequences, specific major recommendations, & some GE

26. Lessons Learned • Cross functional teams with counseling and instructional faculty are crucial! • Define terms • What’s a metamajor? How will it be used? • Specificity of GE recommendations for program maps? • Use Data • Embrace GP as an iterative process -- things will change

27. Aligning Mindset, Design and Process: The integrative nature of design principles _______________________________________________________________ CASE STUDY OF SKYLINE COLLEGE META-MAJOR & GUIDED PATHWAYS

28. Ordering Activity • As a group, arrange the post-its with headers in the order you believe necessary to produce Meta-Majors at your school. (4 min.) • Skyline Definition of Meta-Majors A meta-major is a grouping of related fields of study designed to simplify the process of selecting a major. A student facing piece.

29. Establishing New Mindset Brutal Truths 14% of students complete their degree/certificate in 3-years 49% of students complete their degree/certificate in 6 years Approximately 50% of students that start in fall do not return in spring Students, on average, are attempting 100 units and completing 80 units

30. Establishing New Mindset Student Ready College “Every System is perfectly designed to achieve the results it gets.” --W. Edward Deming and Paul Batalden

32. Designing: Creating Meta-Majors Looking at the post-its in front of you, which step could help in norming the design thinking for Meta-majors?

33. design principles: Tying Mindset & Design • Focus on Student Perspective/Perception • Ease of identifying where a student’s interest leads them • Don’t bury programs in overly broad categories • Make it easy to understand the clustering of disciplines • Efficiency for Students • Shared/overlapping pre-requisites • Overlapping degree requirements • Reduce excess units • Commonality of Community Contribution and Intellectual Pursuit • Common career goal • Common transfer goal • Stackable certificates stay together • Opportunity to develop shared courses • Shared Ways of Knowing • Shared core content • Shared methodology • Inclusion and Equity • Promotes diversity and equity • CTE programs integrated with transfer programs • Keep an Open Mind • Think outside the box • Freedom from traditional ways of organizing disciplines

34. design principles: Tying Mindset & Design • Focus on Student Perspective/Perception • Ease of identifying where a student’s interest leads them • Don’t bury programs in overly broad categories • Make it easy to understand the clustering of disciplines • Efficiency for Students • Shared/overlapping pre-requisites • Overlapping degree requirements • Reduce excess units Team Brainstorm Considering the design principles on the left and the post-its in front of you, what could be a next step in the process of determining the number of meta-majors and what the degrees/certificates reside in them?

35. Design Principles: Informing process Intentional course Sequencing

36. Design Principles: Informing Process Social Graph

37. Design Principles: Informing Process Student Feedback & Student Surveys

38. Meta-Majors: Arts, Languages, & Communication Business, Entrepreneurship, & Management Science, Technology, & Health Society & Education

39. Arts, Languages, & Communication What programs are included in the Arts, Languages, & Communication Meta Major?

41. Q & A

42. BREAK

43. Activity (25 mins) Student Voices & Guided Pathways Design Individually, take a minute to read the student quote. On the sticky note provided, write down what stood out to you while reading the student quote. What challenges or issues is the student bringing to light? As a table, share out your initial thoughts about the quote and then together determine the student concern you will focus on.

44. Activity (continued) With the concern in mind, and thinking about Meta-majors and Guided Pathways, work as a table to discuss the following questions: How have institutional structures helped to create this student concern? What design process and elements might your Guided Pathways team implement through meta-major or clustering approaches to address the student concern? (Data/People/Communication/Conversations) What design principles would be most important to consider during the process?

45. Reflection and Closing 11:20 – 11:30am

46. Regional Mixer 11:30am – 12:00pm

47. Join the Bay Area Learning Cluster

48. Q: How is my college using Strong Workforce resources for Guided Pathways (GP)? A: We have Regional Joint Venture (RJV) resources through the Bay Area Community College Consortium http://www.baccc.net. See BACCC’s description of an RJV at: https://sites.google.com/a/baccc.net/baccc/swp/2017-18-regional-joint-ventures. Q: For what kind of activities/expenses are we using our RJV resources? A: Meeting materials, student stipends and release time and/or compensation for CTE faculty and classified staff to participate in GP planning/professional development and design activities. Q: Who at your college typically would need to request/summit the RJV? Where do I get more information? A: Please first contact your college’s liaison to the BACCC, likely your CTE Dean or Strong Workforce Lead in collaboration with the GP lead at your college. Your BACCC lead will then be in touch with BACCC leadership: Rock Pfotenhauer, Chair                      Kit O'Doherty, Director rock@baccc.net                                   kitodoherty@gmail.com   

49. Strong Workforce Program Potential Funding for GP Development The Strong Workforce Program provides funding to colleges, K12 and the region to develop and strengthen pathways that lead to careers paying livable wages • ~$50M annually to colleges and the region • ~29M annually to K12 schools Development of career-oriented Guided Pathways eligible for these funds • Most of the funding goes directly to colleges. Contact your CTE administrator for more information • ~$2M per year from the region for multi-college projects - RJVsColleges also crowdfund Regional Joint VenturesSee rjv.baccc.net for examplesContact rock@baccc.net if interested in forming an RJV related to GP