What We Know about Guided Pathways: Helping Students to Complete Programs Faster. Research Overview

Autor/inn/en	Bailey, Thomas; Jaggars, Shanna Smith; Jenkins, Davis
Institution	Columbia University, Community College Research Center
Titel	What We Know about Guided Pathways: Helping Students to Complete Programs Faster. Research Overview
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; Community Colleges; Postsecondary Education; Institutional Cooperation; Educational Research; Program Effectiveness; 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; Community college; Community College; Post-secondary education; Tertiäre Bildung; Institute; Co-operation; Cooperation; Institut; Kooperation; Bildungsforschung; Pädagogische Forschung
Abstract	The idea behind guided pathways is straightforward. College students are more likely to complete a degree in a timely fashion if they choose a program and develop an academic plan early on, have a clear road map of the courses they need to take to complete a credential, and receive guidance and support to help them stay on plan. However, most community colleges, rather than offering structured pathways to a degree, operate on a self-service or "cafeteria" model, allowing students to choose from an abundance of disconnected courses, programs, and support services. Students often have difficulty navigating these choices and end up making poor decisions about what program to enter, what courses to take, and when to seek help. Many drop out of college altogether. Many community college reform efforts have sought to improve rates of student completion by scaling up discrete interventions focused on only one element of the college experience. The guided pathways model, in contrast, entails a systemic redesign of the student experience from initial connection to college through to completion, with changes to program structure, new student intake, instruction, and support services. This research overview--part one in Community College Research Center's (CCRC's) guided pathways practitioner packet--describes the reform model and summarizes evidence supporting its design principles. [For "Implementing Guided Pathways at Miami Dade College: A Case Study" (part two), see ED562050. For "Implementing Guided Pathways: Tips and Tools" (part three), see ED562051.] (ERIC).
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