Transforming Advising Within a Guided Pathways Context
Transcript of Transforming Advising Within a Guided Pathways Context
Advising reform in a pathways context/ September 30, 2016
1
COMMUNITY COLLEGE RESEARCH CENTER
September 30, 2016
Melinda Mechur Karp, Ph.D.September 30, 2016
Transforming Advising within a Guided Pathways Context
@MelindaKarp@CommunityCCRC
Advising reform in a pathways context/ September 30, 2016
2
COMMUNITY COLLEGE RESEARCH CENTER
A leading independent authority on two-year colleges based at Teachers College, Columbia University. Founded in 1996, CCRC conducts research on the issues affecting community colleges and works with colleges and states to improve student success and institutional performance.
Community College Research Center
Areas of research include:• The role of the community college• High school to college transitions• Developmental education & adult basic skills• Student services and financial aid• Online learning and instructional technology• Student persistence, completion, & transfer• College to career and workforce education• Improving institutional performance
Advising reform in a pathways context/ September 30, 2016
3
COMMUNITY COLLEGE RESEARCH CENTER Advising reform in a pathways context/ September 30, 2016COMMUNITY COLLEGE RESEARCH CENTER
Pathways and advising
Advising reform in a pathways context/ September 30, 2016
4
COMMUNITY COLLEGE RESEARCH CENTER
Guided Pathways Practice Areas
Clarifying curricular paths
Helping students get on a path
Keeping students on
a pathEnsuring learning
Advising reform in a pathways context/ September 30, 2016
5
COMMUNITY COLLEGE RESEARCH CENTER
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
Advising reform in a pathways context/ September 30, 2016
6
COMMUNITY COLLEGE RESEARCH CENTER Advising reform in a pathways context/ September 30, 2016COMMUNITY COLLEGE RESEARCH CENTER
Advising redesign
Advising reform in a pathways context/ September 30, 2016
7
COMMUNITY COLLEGE RESEARCH CENTER
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?
Advising reform in a pathways context/ September 30, 2016
8
COMMUNITY COLLEGE RESEARCH CENTER
Advising as registration
Holistic intake
Sustained, personalized
support
A continuum
Advising reform in a pathways context/ September 30, 2016
9
COMMUNITY COLLEGE RESEARCH CENTER
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
Advising reform in a pathways context/ September 30, 2016
10
COMMUNITY COLLEGE RESEARCH CENTER
Registration clerks
Assigned advisors
Developmental advising
Case management
Student support as an institutional
priority
Personalized, sustainedsupport
Making SSIP a reality
Advising reform in a pathways context/ September 30, 2016
11
COMMUNITY COLLEGE RESEARCH CENTER
• 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
Advising reform in a pathways context/ September 30, 2016
12
COMMUNITY COLLEGE RESEARCH CENTER Advising reform in a pathways context/ September 30, 2016COMMUNITY COLLEGE RESEARCH CENTER
Advising reform is transformative change
Advising reform in a pathways context/ September 30, 2016
13
COMMUNITY COLLEGE RESEARCH CENTER
Structures
Attitudes
Processes
Dimensions of organizations
Advising reform in a pathways context/ September 30, 2016
14
COMMUNITY COLLEGE RESEARCH CENTER
Transformative Change Framework Structural change
Process change
Attitudinal change
Transformative change
Advising reform in a pathways context/ September 30, 2016
15
COMMUNITY COLLEGE RESEARCH CENTER
Registration clerks
Assigned advisors
Developmental advising
Case management
Student support as an institutional
priority
Personalized, sustainedsupport
Shifting from registration-oriented to SSIP advising is transformative
Advising reform in a pathways context/ September 30, 2016
16
COMMUNITY COLLEGE RESEARCH CENTER
Institutional transformation of advising and student support
Structures Focus on enrollment and registration
Policies and procedures that support SSIP
Processes Advisors as registration clerks
Advisors as teachers
Attitudes Norms of efficiency and non‐integrated support
Broad ownership of student supportand SSIP
Advising reform in a pathways context/ September 30, 2016
17
COMMUNITY COLLEGE RESEARCH CENTER Advising reform in a pathways context/ September 30, 2016COMMUNITY COLLEGE RESEARCH CENTER
Transforming advising: How?
Advising reform in a pathways context/ September 30, 2016
18
COMMUNITY COLLEGE RESEARCH CENTER
• Case Study: a qualitative research approach that involves in-depth exploration of individual cases (e.g., instances, systems, colleges, etc.) and identification of patterns across multiple cases.
• Pre & Post Implementation Design: site visits near the beginning and end of the project in order to asses changes over time.
Research Design
Fall 2013: 1st
Site Visit
Jan. 2014: Site reports
Spring 2014: Mid-project phone calls
Summer 2014: Issue briefs
Jan. - Feb. 2015: 2nd site
visit
Advising reform in a pathways context/ September 30, 2016
19
COMMUNITY COLLEGE RESEARCH CENTER
Organizational characteristics of transforming colleges
Advising reform in a pathways context/ September 30, 2016
20
COMMUNITY COLLEGE RESEARCH CENTER
Supporting transformation: College culture
Student success is everyone’s
responsibility
policies
practices
Decision-making
Mission
roles
professional identity
Advising reform in a pathways context/ September 30, 2016
21
COMMUNITY COLLEGE RESEARCH CENTER
• Community members agree that it’s time to try something different.
• Community members hold a clear, actionable, uniform vision of what they want to accomplish—and how to get there.
Supporting transformation: Urgency and Vision
We’re doing all this—muscle. It’s supposed to be something, you know,
return on that investment, and I think we’ve gone up just about two points…”
That way they will sit down with the advisor and they won't have to start from scratch. They can open it up and go, “Okay yeah,
it looks like you are taking this class, why?”
Advising reform in a pathways context/ September 30, 2016
22
COMMUNITY COLLEGE RESEARCH CENTER
Four leadership types• Visionary: Both institutional leaders and project leaders focused on
transformation.
• Presidential: Institutional leaders were transformation-focused, but project-leaders were technically-focused.
• Divided: Institutional leaders were technically-focused, but project leaders were transformational.
• Technological: Both institutional leaders and project leaders were technically-focused.
Advising reform in a pathways context/ September 30, 2016
23
COMMUNITY COLLEGE RESEARCH CENTER
Digging into transformation
Advising reform in a pathways context/ September 30, 2016
24
COMMUNITY COLLEGE RESEARCH CENTER
Coaching and advising (example from Civitas Degree Map)
Technology serves as an enabler.
Advising reform in a pathways context/ September 30, 2016
25
COMMUNITY COLLEGE RESEARCH CENTER
Structural change
• Assigned advisors• Procedures for case notes• Sharing information across silos
Procedural change
• Advising as teaching• Problem solving and
metacognitive development
Attitudinal change
• What it means to advise• Who is supposed to advise
Technology supports….
Advising reform in a pathways context/ September 30, 2016
26
COMMUNITY COLLEGE RESEARCH CENTER
• How do we conceptualize “advising as teaching” in practice?
• Use codified tools to guide advising practice– Learning objectives
• Guide students to develop the critical thinking skills to select a program of study based on their interests, abilities, and career and life goals
– Script with guiding questions • “What are you passionate about outside of the classroom?” • “How has enrollment in xxx college changed your relationships at home or work?”
• Use technology-based information for strategic, personalized advising • E.g. Reference risk information to develop plan for improving students’ academic behaviors
Process change is the hardest part
Advising reform in a pathways context/ September 30, 2016
27
COMMUNITY COLLEGE RESEARCH CENTER ADVISING REFORM IN A PATHWAYS CONTEXT / SEPTEMBER 30,2016COMMUNITY COLLEGE RESEARCH CENTER
Please visit us on the web at
http://ccrc.tc.columbia.edu
where you can download presentations, reports, and briefs, and sign-up for news announcements. We’re also on Facebook and Twitter.
Community College Research Center Teachers College, Columbia University 525 West 120th Street, Box 174, New York, NY 10027 E-mail: [email protected] Telephone: 212.678.3091
For more information