The guided pathways model addresses the entire student experience, creates a framework to unify and align elements around the goal of helping students choose, enter, and complete a program of study, and starts with student end goals for careers and furthe
Bringing guided pathways to scale involves substantial redesign of students’ educational experience and touches every aspect of college operations. The guided pathways model (updated 2019) introduced below describes the critical steps colleges take as they do this challenging, complex work. (The Ensure Students Are Learning section was updated in 2019.)
Increasingly, colleges and universities across the country are adopting “guided pathways” reforms to create clearly defined, educationally coherent pathways into and through programs of study for their students. Facilitated by built-in supports, the goal of guided pathways is to increase learning and graduation rates, and to help more students complete programs that lead to career advancement and further education as efficiently as possible.
The author of this brief examines data from 48 interviews with first-year students at City Colleges of Chicago (CCC)—a large urban community college system with seven campuses that since 2010 has been implementing guided pathways—to understand students’ reactions to CCC’s ambitious, system-wide reform. A large majority of the students were enthusiastic about program maps and educational planning—hallmarks of the guided pathways approach—yet a few students had negative reactions to these very same elements of the reform. And nearly half the students reported that they experienced problems with activities such as registration and course planning while new systems and practices were being deployed by the college, pointing to substantial implementation challenges.
"Few colleges have signed onto the national college completion agenda with as much vigor as Sinclair Community College. And while national graduation rates have seen only a slow inching up, Sinclair has managed a big jump. Sinclair Community College boosted student completion rates by 75 percent, but to sharpen its focus, the college began cutting some of its more than 100 completion-related projects."
Abstract: This report describes how Ohio’s two-year colleges are approaching guided pathways reforms, based on on-site interviews with faculty, administrators, staff, and students at six selected community colleges and telephone interviews with representatives from all 23 Ohio community colleges. In these interviews participants were asked to describe their college’s progress in the four main areas of practice in the guided pathways model: mapping pathways to student end goals, helping students choose and enter a program pathway, keeping students on path, and ensuring that students are learning.
For each area of practice, the authors highlight innovations the colleges have implemented that can serve as building blocks as they continue to implement guided pathways reforms more broadly. The report includes recommendations for the Ohio colleges as they build on and better align these innovations in ways that help students choose, enter, and complete programs of study that are designed to prepare them to succeed in employment and further education. The report concludes with a brief description of the next phase of research with Ohio partners.
EAB's latest research to help more students enroll, persist, and succeed. In this publication of EAB blogs and insights, EAB experts share best practices to reduce jargon during onboarding, engage students in financial literacy training, and reimagine the traditional academic calendar to encourage reenrollment—to name just a few.
"For students to stay motivated to persist on their academic trajectory," she wrote, "they need to both see the destination (the careers and earnings an education will provide) and the pathway to get there (the connections between what they are doing in school and what they would like to achieve)." -- Elizabeth Mann Levesque
The infographic depicts the three pathways established by the State of Missouri and the STLCC course descriptions for these college-level math courses. Additionally, the graphic depicts how the concept of the pathways works with specific disciplines using implementation data from other states. The Missouri Department of Higher Education has not yet completed its work with four-year institutions to develop the list of meta-majors (over-arching disciplines) that will be aligned with each course. Once that information is available, the graphic will be changed to reflect that information. Implementation of these pathways began in fall 2018.