Implementing Guided Pathways at Miami Dade College: A Case Study

Autor/inn/en	Bailey, Thomas; Jaggars, Shanna Smith; Jenkins, Davis
Institution	Columbia University, Community College Research Center
Titel	Implementing Guided Pathways at Miami Dade College: A Case Study
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; State Colleges; Student Attrition; College Students; Academic Advising; Academic Support Services; Student Needs; Graduation Rate; Teacher Participation; Cooperative Planning; Intervention; Partnerships in Education; College Admission; Summer Programs; High School Students; Outreach Programs; Faculty Development; Remedial Programs; College Readiness; Postsecondary Education; Institutional Cooperation; Community Colleges; Florida + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Schülerbeurlaubung; Collegestudent; Akademischer Rat; Hochschulpartnerschaft; Hochschulzugang; Hochschulzulassung; Zulassung; Sommerkurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Jobcoaching; Förderprogramm; Post-secondary education; Tertiäre Bildung; Institute; Co-operation; Cooperation; Institut; Kooperation; Community college; Community College
Abstract	In 2011, working groups from across the eight campuses of Miami Dade College (MDC) conducted a wide-ranging examination of why many students were not completing their programs. These groups identified a number of reasons for student attrition. Students were unclear about how to progress through programs--they had too many course and program choices, did not understand program requirements, and needed help in developing academic and career goals. Also, advising information given to students was unclear and inconsistent, and academic support was disconnected from academic programs. These realizations provided the impetus for a comprehensive college-wide effort to redesign programs and supports so that students could more easily navigate college and achieve their goals. While implementation is not yet complete, and student completion data are not yet available to gauge the impact of the changes undertaken, more than half of the college's faculty and staff are now involved in various aspects of the endeavor. This case study describes the strategy MDC used to engage faculty and staff in this wide-ranging reform effort. [This case study is part two of CCRC's guided pathways practitioner packet. For an overview of research supporting the guided pathways model, "What We Know about Guided Pathways: Helping Students to Complete Programs Faster" (part one), see ED562052. For "Implementing Guided Pathways: Tips and Tools" (part three), see ED562051.] (As Provided).
Anmerkungen	Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://www.tc.columbia.edu/ccrc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01