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Intersegmental Pathways: K12-16 Partnerships and Guided Pathways
Many community colleges have worked with K-12 and four-year partners for years to improve transition points where institutions historically lose students. As we undertake Guided Pathways redesign, how can we build upon earlier work to strengthen student pathways, such as dual enrollment, bridge programs, and strong student supports? Where do our intersegmental partnerships go from here? Join us for this interactive workshop, designed to help you advance your own intersegmental work in the context of Guided Pathways, featuring three partnerships:
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Bakersfield College will talk about how they came to enroll more high school students than perhaps any other college in the state, and how they have integrated early college into Guided Pathways.
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Hartnell College will talk about how their accelerated CSin3 (Computer Science B.S. degree in three years) partnership with area school districts and CSU Monterey Bay laid the foundation for partnerships across the Salinas Valley.
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Long Beach partners (Long Beach Unified School District, Long Beach City College, and CSU Long Beach) will talk about their work over three years on building six broad pathways across all three institutions and aligning math and English.
Lesley Bonds, Bakersfield College; Naomi Castro and Amanda Amal Issa, Career Ladders Project; Aimee Arreygue, California State University, Long Beach; Jackie Cruz and Laurencia Walker, Hartnell College; Lizzette Villegas, Long Beach City College
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Supporting Academic Writing through Deeper Reading and Metacognitive Conversation
Writing pathways have been transformed due to AB 705 (California Community Colleges) and Executive Order 1110 (California State Universities). However, transforming curriculum and pedagogy to meet the requirements of AB 705 and EO 1110 to achieve student success requires more than just structural reform. It requires that educators build knowledge about best practices and bring that knowledge to bear in new courses, programs, and practices. It also requires more conversation across disciplines about the reading and writing expectations students will encounter, and most importantly, it requires more opportunities for disciplinary knowledge sharing and relationship building.
This workshop will invite educators into rich inquiry and dialogue about reading and writing, and it will draw on Reading Apprenticeship routines with an added focus on writing – fostering attendees’ comfort with metacognitive conversation about writing and the connections between reading and writing as complementary problem-solving activities. When we build on students' underestimated strengths as readers and problem solvers and create instructional opportunities for "apprenticing" them into discipline-specific academic literacies, we can create engaged, equitable learning environments that also support robust disciplinary learning.
Kelan Konig, 3CSN/California State University Northridge; Nika Hogan, 3CSN/Pasadena Community College; and Members of the 3CSN Reading Apprenticeship Project and Integrated Reading and Writing Learning Community
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DATA: A Four Letter Word for Middle Leadership
Collecting and understanding data are must-have skills for 21st-century leaders, no matter what level they serve in an organization. Yet, they are skills that continue to be underdeveloped. Community colleges are complex and multi-layered institutions that require leaders to understand what questions need to be asked, what evidence to gather, and how to interpret the answers to those questions. This post-conference workshop will help participants without institutional research background dive deep into collecting useful information to help their institutions respond to the needs of students, faculty, staff, administrators, and community members. Using easy-to-understand modules developed by the RP Group, facilitators from the Leading from the Middle (LFM) Academy will guide participants through a process for data collection, analysis, and dissemination on campus. You will leave with planning tools and experience in data disaggregation to make data actionable on your campus and create more equitable outcomes for students.
Giovanni Sosa, Moreno Valley College; Benjamin Gamboa, San Diego Miramar College; Rachel Antrobus, The RP Group/College of Alameda; and Rebecca Wong, West Valley College
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Critical Reflection for Praxis: Engaging in the Heart and Mind Work of Equity
California community colleges are experiencing profound change; in the name of equity, we are undergoing structural transformations, such as Guided Pathways and AB 705, to address the opportunity gaps that have plagued higher education. How do we build our personal capacity to realize the promise of these institutional changes?
In this session, participants will engage in critical reflection to prepare for the praxis (on-going reflection in action) needed to achieve equity. We will activate our minds in service of equity through text-sets and an equity audit of our practice. We will activate our hearts in service of equity through community-building and story-telling. We will activate mind and heart in the service of equity through dialogue and bearing witness to each other and the student experience.
Participants will leave with a reflective practice, a deeper understanding of the role one’s critical reflection and action play in equity work, and a commitment to bringing the heart and mind work of equity, and the critical reflection and action, into their equity praxis.
Sarah Sullivan, 3CSN/Mission College; Lauren Servais, Regional Coordinator, 3CSN/Santa Rosa Junior College; and Members of 3CSN’s Equity Project
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Keeping the Student Experience Central in Institutional Redesign: Student Support (Re)defined + Guided Pathways
Seeking ways to better understand your students’ experience to inform your college’s Guided Pathways redesign priorities, including determining what issues to address, questions to ask, and evidence to gather? Or, are you ready to dig into improving a specific aspect of the student experience such as onboarding or meta-majors?
The RP Group’s Student Support (Re)defined study offers a useful framework for student-centered inquiry and design, drawing on what ~900 California community college students said they need to succeed. This workshop will show how colleges can act on the factors students indicated were critical to their success through Guided Pathways adoption and share stories from colleges using Student Support (Re)defined to initiate change. We will demonstrate how Student Support (Re)defined can provide a structure for identifying (1) differences between what your college intends and what students actually experience, and (2) where to focus your redesign work to bridge that gap. We will feature new resources recommending data points, student voices activities, and systems/process maps to help you design with the student in mind. Participants will leave with action steps for applying these resources to advance your Guided Pathways work—no matter where your college is in your adoption process.
Darla Cooper, Kelley Karandjeff, Kathy Molloy, and Rogéair Purnell-Mack, The RP Group
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Anatomy of Integrated Support for Student Success
As colleges dive deeper into Guided Pathways redesign, they are finding that beyond clarifying pathways, they need to support students when and where they need support, in order to ensure students can effectively explore their opportunities, choose a major, and reach their goals This is leading to a rethinking of how colleges approach student support services—moving away from models that put the onus on students to understand what services can support them and toward a model where the college actively identifies students’ needs and connects them with resources.
Some questions that colleges are confronting are:
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What does it take to develop clear, coordinated, and integrated student supports from Pillars 1-4?
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How does a comprehensive redesign of key supports strengthen and build effective orientation, maintain momentum, and ensure completion?
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How can colleges ensure this work is centered on equity and clearly addresses the needs of students of color, first-generation students, and low-income students?
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How does a campus begin this deep and wide work? How can it be maintained over the long term?
In this workshop, practitioners will share how their campuses scaled more proactive and integrated student supports for all students. After hearing from colleges around California, participants will assess their own college’s student services through ecosystem mapping, identifying where redesign and better integration of the student journey is needed. Join us for a look into a few campuses that are bravely diving into this work, and begin envisioning your college’s path toward better integration of student services into pathways.
Luis Chavez, Michelle Simotas, and Julian West, Career Ladders Project; Amy Navarez, Chaffey College; Cynthia Olivo, Pasadena City College; Angélica Garcia, Skyline College; Valentin Martinez, West Hills College Lemoore
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AB 705 and ESL: Preparing for Fall 2020 Implementation
With a later implementation date for credit ESL, colleges have focused their AB 705 efforts on math and English, but fall 2020 is rapidly approaching. Join the MMAP Research Team for a discussion of emerging research that can guide your approach to AB 705 requirements for credit ESL. We will share our latest analysis of credit ESL course sequences and throughput to transfer-level English (TLE), successful transitions from Adult Ed or noncredit programs to TLE, and when students do (and should) enter non-credit versus credit ESL coursework. This session will feature what the research says about what placement options maximize completion of TLE within three years and for which students, and will showcase colleges already changing their credit ESL programs to comply with the AB 705 guidelines. This interactive session will inform the work of ESL faculty, as well as all administrators, support staff, and researchers supporting credit ESL programs through the transition.
Craig Hayward, Bakersfield College; Terrence Willett, Cabrillo College; Mallory Newell, De Anza College; John Hetts, Educational Results Partnership; Terra Morris, The RP Group
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From Challenge to Opportunity: How Design Thinking Can Reinvigorate Your GP Redesign
Meta-majors and Steering Committees and Guided Pathways—Oh, my! California community colleges have been actively working in recent years to address challenges to student success – no easy task! And, many institutions now find themselves with a number of great ideas but without the human capital, resources, and time to implement them.
Enter Design Thinking, a way to transform constraints into opportunities. Design Thinking is an approach to problem-solving that’s grounded in building empathy for the end user, unleashing creativity in generating ideas and prototyping, and building comfort in taking risks.
Ready for a fast-paced, collaborative Design Thinking journey? Come join us! Be prepared to participate actively in a co-constructed experience. We will examine and prototype solutions for a Guided Pathways challenge by engaging in a full cycle of design thinking: we will practice empathy through user interviews; craft a problem statement; ideate; prototype; and test. Participants will walk away with strategies, resources, and concrete action steps. Arrive curious and leave re-invigorated to redesign your way to success.
Chase Fischerhall and Sia Smith-Miyazaki, Career Ladders Project; Jessica Hurless, Career Ladders Project/Skyline College; Misty Burrell, Chaffey College; Mustafa Popal, Skyline College
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Leadership 101: Building Capacity for Change Across our Institutions
Acting alone, leaders cannot generate change. Rather, leaders activate change by partnering and galvanizing their community. They create conditions for change through modeling and holding spaces for community members to be engaged and empowered.
Every aspect of campus change, from department meetings to curriculum committees to workshops and institutes, is a learning opportunity that can contribute to relationship building, knowledge building, and capacity building – if effectively facilitated. After a decade of providing ongoing and sustained professional learning opportunities for educators to increase and support their own and their students’ capacity, 3CSN has gotten serious about this kind of facilitation. Recognizing the importance of facilitation in all change efforts, in 2018 we launched a Facilitator Learning Community (FLC) as a year-long intensive learning experience for participants in our annual summer institute (aka BSILI).
Join us for an interactive session facilitated by members of the FLC and focused on how we can use research-based principles about how people learn to more effectively facilitate change, build stronger relationships, establish trust, and create community, coherence, and ownership across the campus for robust and intentional student pathways to success.
Kim Costino, 3CSN/California State University Dominguez Hills; Jessica Cristo and Deborah Harrington, 3CSN/Los Angeles Community College District; Diana Bonilla-Hein, 3CSN/ Los Angeles Mission College
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