1. BUILDING GUIDED PATHWAYS: MDC’S SHARK PATH 1

2. Objectives for Today Learn how one large college deployed resources to Institutionalize a new integrated pathways model Drive action and results Build organizational capacity and flexibility Create and sustain change Identify strategies, processes and structures you can implement 2

3. Agenda Overview Shark Path Strategies, success indicators and continued improvement Lessons learned 3

4. Miami Dade College: A Brief Overview The challenges of a large, urban and diverse institution 7 campuses and 3 centers 67K degree seeking students 90% minority 67% low income 70% employed Historically, more than half placed into at least one level of Dev Ed Completion rates ranging from 13-39% at start of CBD 4

5. Aggressive College-wide Goals Improve Progression and Completion Rates via increased Enrollment Progression, persistence and retention Benchmark (25%, 50%, 75%, 100% ) achievement 5

6. 6 The MDC Student Pathway Integrated academic and student services support from high school through graduation/transfer

7. Pre- College Advising: Strategies Pro-active outreach and case management Connecting HS career academies to MDC programs Target reminders about registration requirements Shark Academy summer enrichment program Scholarship opportunities Relevant on-campus events and workshops Financial Aid Program of Study Career Exploration Collaboration with academic affairs for recruitment 7

8. On-site advising at 53 high schools covering 88% enrollment Applications increased 22% since 2012 Enrollment increased 10% over same period High schools with PCAs have a 56% conversion rate, compared to 52% overall 8 Pre- College Advising: Success Indicators

9. Expand career assessment and exploration activities Recruit career academy students for AS programs with articulation credits Redesign Shark Academy to improve college readiness Offer Shark Start orientation in high schools Create strategies for 10 th and 11 th grades Roll out to non-FTIC-DE students 9 Pre College Advising: Next Steps

10. Course Sequence Guides Strategies Simple and clear description of courses and course sequences Required for graduation Required for admission into baccalaureate programs at most common transfer institutions In logical order to build pre-requisite skills and competencies For programs of study representing ~80% student population Including algebra vs on-algebra math tracks depending on program of study 10

11. Multiple Measures of Assessment Placement Recommendations Multiple measures algorithm translates student transcript data into recommendations for first math and English courses Existing placement test information High school courses and grades Program of study choice Course placement recommendations populate first semester MAP before students meet with advisors Academic departments support advisors at Shark Start 11

12. Academic & Career Advising Strategies Prior to campus orientation Non-cognitive diagnostic On-line orientation At mandatory Shark Start campus orientation Meet assigned advisor Discuss placement recommendations and course selection Register for first semester At first semester advising Confirm program of study and transfer institution Complete MAP Discuss non-cognitive issues 12

13. Academic and Career Advising Success Indicators 95% FTIC-DE now attend Shark Start, up from 86% at beginning 94% students choose program of study and have full MAP by end of first semester and have Enrollment in math, English and first program of study courses up significantly Approximately 80% AA students enrolled in FYE course But, Students with sophomore status increased only slightly from 11%-15% Fall to fall retention increased by 2 percentage points only 13

14. Academic & Career Collaboration Next Steps Redesigned gateway math Active learning Aligned supplemental instruction Pro-active interventions Intentional linking of FYE and first semester advising Non-cognitive and academic interventions Earlier pro-active career exploration Greater emphasis on second semester Sequential course-taking Early alerts and interventions 14

15. Coaching & Mentoring Strategies Provide more in-depth career and transfer advising for students at 25%+ benchmarks Progress monitoring and intervention Internship and community engagement opportunities Career planning and guidance Mentorship Coach/mentors include faculty, departmental advisors and academic chairs All participate in intensive training and development “Buddy” relationship and support with Student Services 15

16. 12,500 students transitioned to date More than 300 volunteer coach/mentors, including ~40% full time faculty Strong feedback about benefits from students But, student participation is low—not mandatory! Outreach/awareness campaign in fall 2015 Registration hold for students in academic difficulty 16 Coaching & Mentoring Success Indicators

17. Coaching & Mentoring Next Steps Local coordinators to celebrate student success and drive participation Improved assignment and re-assignment processes Prior-learning assessment training requirements Expanded professional development, especially career exploration 17

18. Network of students, faculty and advisors with similar academic interests and career goals to promote Student engagement and development Progress and persistence Global citizenship and lifelong learning Currently operational in Health Sciences Criminal Justice Business 18 Communities of Interest: The Glue for Shark Path

19. What we learned Lesson 1 Moving the needle on student success takes time Cumulative impact of a system of strategies, processes, interventions and structures After 3 years, most leading indicators moving in the right direction But no meaningful movement in retention or benchmark achievement yet 19

20. What we learned Lesson 2 Improving student success is an on-going, iterative process There is no perfect solution We learn best by doing the work Best practices identified and proven Success is defined by execution: “the devil is in the details” Broad and deep scale is required People own what they create 20

21. What we learned Lesson 3 Significant progress can be made without a lot of new investment Re-allocate existing resources strategically Focus on what we can influence/control Stop doing low value-add activities “Prove-in” new models and ways of doing business first Redesign business processes before adding new people or technology 21

22. What we learned Lesson 4 Measuring progress regularly and routinely drives learning and improvement Clear metrics/KPIs Timely assessments and data sharing Data in every discussion Operational decision-making vs reporting data Transparency and visibility Structured methodologies, tools and templates 22

23. What we learned Lesson 5 Success and sustainability require organizational strength Broad and inclusive engagement, collaboration and learning Culture of inquiry and innovation Capacity, flexibility and adaptability Tolerance for risk, uncertainty and setbacks 23

24. What we learned Lesson 6 On-going and intentional professional development is necessary to change a culture Practical, hands-on strategies for daily interactions Structured opportunities to leverage discrete strategies into integrated solutions At MDC, 15 minutes of training for every hour of service delivery over first two years 24

25. Summary Just do it! Build the foundation for student success and achievement Big Urgent Inclusive Leadership at all Levels Data-informed 25