1. Considerations for Program Mapping
Dr. Joyce Walsh-Portillo
AACC National Pathways Coach
Oregon Student Success Center Presentation
May 11, 2018

2. Expected Outcomes
Participants will learn about successful strategies in program mapping implemented at other colleges that have taken on this work
Participants will understand the importance of involving all stakeholders, from advisory boards, to faculty and students in creating effective maps
Participants will examine the pipeline of students matriculating and those moving on to transfer and/or employment to consider efficient on and off ramps along the way

3. Guided Pathways Defined*
These highly structured student experiences encourage completion by:
• Establishing clear roadmaps to students’ end goals that include articulated learning outcomes and direct connections to the requirements for further education and career advancement • Incorporating intake processes that help students clarify goals for college and careers • Offering on-ramps to programs of study designed to facilitate access for students with developmental education needs • Embedding advising, progress tracking, feedback, and support throughout a student’s educational journey
*(Jenkins & Choo, 2014; Bailey, Jaggers, & Jenkins, 2015)

4. Mapping Pathways through the Institution
The purpose of this institute was to provide the colleges with the foundation necessary to develop clear, efficient and coherent maps for all of the programs at the institution. Sessions focused on the organization of programs into broad program areas, often called meta- majors or communities of interest. Building from those broad program areas, the colleges were provided examples of how to specifically map all programs with recommended general education and elective courses included in the maps. Faculty and staff from the field shared how their institutions have implemented program maps and their next steps in advancing the pathways model.

5. Planning, Educating and Engaging
Why are you creating maps?
What goals have you established regarding mapping?
How have you prioritized your goals regarding mapping?
How will you engage all stakeholders?
This transformational work is complex and we need all the existing positive and collaborative relationships in the institution to build the foundation.

6. Collaborative Partnerships
Student Affairs and Academic Affairs
CTE and AA
Your Institution and Transfer partners
Your Institution with K-12
Curriculum Designers and Advisory Boards

8. How do I start grouping programs?
We created a grid with all degree programs listed from top to bottom and then found a “common” theme or cluster and listed those across the header row. We have about 140 programs grouped into 8 Pathways. (There is some course overlap in a few cases.)
Program Title
Art Comm
Design
Human.
Business
Health Sciences
Public Safety
Industry,
ManufacturConstruct.
Transporta.
STEM
Education
Social and
Behavioral
Sciences
Aviation Maintenance
Graphic Design
Nursing

10. State Curriculum Frameworks and Credit Limits
General Education Requirements Regional Accreditor
Other Graduation Requirements
Transferability
Additional Elements to Consider

12. Some mapping considerations
Involve your discipline experts and identify champions
Identify gateway courses in transfer majors
Avoid toxic combinations
Include recognition for milestones
Successful completion of gateway courses
% completion rates
Certificate completions within degrees

13. Consider adding a “warning box” to students who self-register to keep them on track
“The course you are about to register for in not within your designated program and may not be eligible for financial aid; and may result in excess credits. Taking this course may also delay your expected graduation date.”

14. Directives (we gave) to the Academic Deans
Remember to include colleagues from other campuses who are discipline experts
Try to develop a default schedule for the pathway first and then look at specific majors differences for transfer students
Think about the presentation from a student’s perspective-make it clean and easy to follow
Include milestones along the way and encouraging messages:
“Congratulations! You are halfway there!!”
Pay attention to course combinations-don’t put notoriously difficult courses together in the same semester if you can avoid it.
Give students options in the elective areas whenever possible

15. What does the course dictionary have to do with “California Closets?”

16. On-going course review and program management
Upkeep and archiving of maps from year to year will require additional attention as students come in on new calendar years

17. Some very positive possibilities
Greater collaboration, understanding and empathy throughout the institution
Focused and spontaneous creative work groups forming within a discipline across campuses
Motivated students (and faculty and staff) working toward clear common goals
Greater retention
Higher graduation rates
Better employment opportunities for our students

18. We are all on the same side: the student’s side!
Early alert is useful but only if it is full circle; is there communication regarding follow up to the faculty member who initiated the alert? Faculty engagement in the classroom is key to developing stronger ties to individual students. Sometimes all it takes is one dedicated faculty member following up with a student who is absent, struggling or confused. Careful and consistent case management is critical on the part of academic advisors. Intrusive advising helps students know you are aware and that you care. Milestones along the path provide students with encouragement and foster a sense of accomplishment. ★ Joyce Walsh Portillo