This online resource center for community and technical college faculty, staff and practitioners is organized by overarching topics. To view materials organized by events, refer to our previous events page. Check out our Guided Pathways pages for more information specific to Guided Pathways in Washington State.
Can't find what you want or have more questions on a topic? Contact Lexi Swanson at firstname.lastname@example.org for archived materials and further resources.
These Four Pillars are adapted from what Jenkins, Lahr, and Fink described as the â€œfour main practice areasâ€ in "Implementing Guided Pathways: Early Insights From the AACC Pathways Colleges" (2017)
- Clarify the Paths: Programs are clearly mapped with sequenced courses, highlighting courses critical to success and "co-curricular" requirements with clear milestones. Each program has detailed information on employment opportunities and transfer requirements for related bachelor's programs.
- Help Students get on a Path: Upon entry students are shown all career and program options in their area of study or broader "metamajor" and are provided guidance to develop an individual educational plan. Courses are redesigned and supports are provided for students to complete college-level math and English courses for their intended field of study, ideally within their first year.
- Help Students Stay on a Path: Through intentional advising, student progress is closely monitored to keep them on their path, assist if they want to choose another path, and intervene if they go off the path. Students are provided information to easily understand their progress and the next steps to complete their program. Assistance is provided to students who are unlikely to be accepted into limited-access programs to redirect them towards a more viable path of credentials and a career.
- Ensure Students are Learning: Program learning outcomes align with requirements for future success in education and employment. Faculty use learning outcome assessments to improve the effectiveness of their instruction. Attention is focused on collaborative, active learning that is relevant to the student's field of interest; including in and out of classroom learning, such as internships and service.
Access and Onboarding
- Structured on-boarding: measuring the impacts of high-touch entry advising at Clover Park Technical College; Latiolais, Mowry, and Pieper 2019
- Advising and Admissions contacts at all thirty-four community and technical colleges in Washington
- Rethinking advising; Jenkins, Guzman, and McMullin 2017
- Advising Self-Assessment
- Coming soon!
Completion and Transfer
- Integrating the transfer degree into a Guided Pathways, Research Brief 2018
- Transfer Partnerships: the importance of a culture of collaboration, Wetzstein and Ling Yeh 2019
- Strengthening Washington state transfer paths; Jenkins, Prince, and Wellington-Baker 2019
- The dynamic nature of transfer partnerships, Ling Yeh and Wetzstein 2019
- The transfer playbook: essential practices for two and four year colleges, CCRC 2019
Career and Labor Market
- Tableau dashboard link coming soon!
- Five ways to use data, Emsi 2019
- Designing with the end in mind: career pathways at Sinclair College, Cleary 2017
- Engines of economic development: community colleges, talent, and regions, Velluzzi 2018
- Pathways to great jobs in Washington state
- Understanding local economic development, Malizia and Feser
- Reworking workforce development: Chicago's sectoral workforce centers, Schrock 2013
Last Modified: 2/25/20 3:23 PM