There are four work groups or pillars of Guided Pathways: Clarifying the Path, Entering the Path, Staying On The Path and Learning on the Path. Clarifying the Path helps create clear curricular pathways to employment and/or further education. Entering the Path helps students choose and enter their pathway. Staying on the Path provides students support. Learning on the Path ensures that learning is happening with intentional outcomes.
Meeting Times/Tri-Chairs
Clarifying the Path
Meetings
Every Wednesday
1:45 pm to 3:00 pm
SOC Conference Room
Tri-Chairs
- Faculty: Rick Schubert
- Deans: Latonya Williams and Ryan Cox (Interim)
- Classified: Julie Olson
Entering the Path
Meetings
Every 2nd and 4th Monday of the month unless noted otherwise below
1:00 pm to 2:30 pm
LRC 125
Tri-Chairs
- Faculty: Howard Lewis
- Deans: Collin Pregliasco, Yolanda Garcia
- Classified: Ka Lee
Staying on the Path
Meetings
Every 4th Tuesday
3:00 pm to 4:00 pm
Counseling Conference Room
Tri-Chairs
- Faculty: Paolo Soriano
- Deans: Sharon Cooper, Colette Harris-Mathews
- Classified: Eva Rhodes
Learning on the Path
Meetings
Every 2nd and 4th Friday
10:30 am to 11:50 am
SOC Conference Room
Tri-Chairs
- Faculty: Rhonda Farley
- Deans: Gladis Sanchez, Bob Johnson (Interim)
- Classified: April Robinson
Clarifying the Path
Spring 2019
Meeting Notes for March 13, 2019 (PDF)
Meeting Notes for Feb. 20, 2019 (PDF)
Meeting Notes for Feb. 6, 2019 (PDF)
Fall 2018
Meeting Notes for Dec. 12, 2018 (PDF)
Meeting Notes for Dec. 5, 2018 (PDF)
Meeting Notes for Nov. 28, 2018 (PDF)
Meeting Notes for Nov. 14, 2018 (PDF)
Meeting Notes for Nov. 7, 2018: Poor attendance due to conflicting meetings for many members. Meeting Notes were not taken and agenda items were repeated on Nov. 14 Clarifying Meeting
Meeting Notes for Oct. 31, 2018 (PDF)
Meeting Notes for Oct. 24, 2018 (PDF)
Meeting Notes for Oct. 17, 2018 (PDF)
Meeting Notes for Oct. 3, 2018 (PDF)
Meeting Notes for Sept. 26, 2018 (PDF)
Meeting Notes for Sept. 19, 2018 (PDF)
Meeting Notes for Sept. 12, 2018 (PDF)
The Guided Pathways PD Institute on General Education
Jan. 16, 2019
8:30 am-12 pm, Winn 150
Guided Pathways & General Education:
Where Are We Now & What Options Work Best for CRC Students?
Why do students take your course for GE? General Education provides a common educational experience for students. While the State prescribes GE course requirements, CRC faculty ensure that general education courses cultivate knowledge, skills, and values that are characteristic of a learned person. But, how will CRC decide which GE courses will fit with students’ interests and academic/career goals?
This PD institute will:
- engage participants in understanding GE
- provide a context for how GE considerations relate to guided pathways implementation
- highlight possible GE approaches used by other colleges
- give participants a chance to voice their perspective on future college GE directions within a Pathways framework and contribute to a “conversation draft” proposal for a thematic approach to GE at CRC.
Resources:
They're sometimes controversial among faculty, but - love them or hate them - theme-based general education "pathways" programs, in which required coursework is grouped into academically or socially relevant themes for a more meaningful undergraduate experience, are a growing trend. Or so it appeared Friday at a standing-room-only session on pathways at the American Association of Colleges and Universities’ annual conference here. Asked by panelists who had introduced theme-based general education requirements at their institutions, about a dozen attendees -- mostly administrators - raised their hands. Asked again how many attendees were considering such programs, nearly all answered in the affirmative.
General education is the traditional method by which institutions expose students to a wide array of disciplines, help them identify their academic interests, and become well-rounded graduates. Unfortunately, this is often not how general education plays out in practice. Without much structure to support their exploration, students end up selecting courses based on convenient times or the opportunity to take classes with friends, a lost opportunity to orient their course selection around their personal goals.
Some institutions, however, are confronting this planning gap by adding new structures to their general education requirements.
General Education is included in the Ontario college curriculum to help graduates gain insight into the diversity, complexity, and richness of human experience. By expanding their aesthetic, cultural, historical, scientific, and philosophical awareness, graduates are equipped to participate actively and fully in society and to recognize the values of social responsibility and good citizenship.
To support these goals, general education at Algonquin College will be delivered via discrete courses that address one of the following five themes:
- Arts in Society
- Civic Life
- Social and Cultural Understanding
- Personal Understanding
- Science and Technology
Ohio University offers “themes” that can help you focus general education (and College of Arts & Sciences requirements) around topics you are interested in. The themes also provide ways for small groups of students and faculty to get involved in solving 21 st century issues.
- Between Love and Hate
- Food Studies
- Knowing the Future
- Making and Breaking the Law
- Sustainability Studies
- Technology & Society
- Theme News
- War and Peace
- Wealth and Poverty
Read more at:
https://www.ohio.edu/cas/undergrad/themes/index.cfm
Student Conversation – Get More Out of College: A Thematic Approach to General Education - March 27, 2019
Faculty Forum on General Education Alignment - Oct. 5, 2018
Meeting notes:
Presentation Slides:
- Examples of GE Alignment by Other Colleges Oct 5, 2018
- GE Alignment Review Process Faculty Forum Oct 5, 2018
Student Conversation Regarding Choosing General Education Courses and Major - Feb. 22, 2018, Recital Hall
Session Notes:
Figuring out which courses to take can be confusing. CRC wants to change the way it recommends courses to students so that you can save time and save money. The college already lets you know what courses you need to take to complete a major. Now, the college needs a process to let you know which specific General Education (GE) courses you should consider given your major. The goal is to provide all students with a complete set of recommendations as to which courses you should take, (and in what order), so that you can more easily, and efficiently, complete your degree or transfer pattern. But, before the college decides how to go about recommending specific GE courses to you, it seems like a good idea to understand how students currently choose GE courses. It also seems like a good idea to understand how you currently choose your major. Join other CRC students in a campus conversation about picking GE courses and picking your major. Hear how other students make their choices, and let the college know how you make your choices.
The Center for Professional Development organized two events on campus:
- Student Conversation: What Do Our Students Really Need?
- Employee Conversation: Pathways and the Importance of Employee Relationships
Campus Conversations Flyer Oct 2017
Meta-Majors: An Essential First Step on the Path to College Completion
"We know that the completion statistics for low-income and underprepared students enrolled in certificate and degree programs at community colleges are dismal. 1 A growing body of evidence reveals that a central factor in these low completion rates is the “cafeteria” style approach to college, which provides entering students with a dizzying array of choices and little guidance on navigating those choices. 2 Recent brain science research demonstrates that people feel anxiety and irritation when faced with too many choices and, as a result, are more likely to make poor choices or avoid the situation entirely. 3 A poor decision on which classes to take can cost community college students a significant amount of time and potentially mean the difference between earning a credential or degree and stopping or dropping out. This scenario is supported by research in the field. In “The Shapeless River,” Judith Scott-Clayton concludes that lack of structure and too many academic options inhibit student progress and completion. 4 Meta-majors are a programmatic response to these findings...."
Entering the Path
Spring 2019:
Meeting Notes April 30, 2019 (PDF)
Meeting Notes March 11, 2019 (PDF)
Meeting Notes Feb. 25, 2019 (PDF)
Meeting Notes Feb. 11, 2019 (PDF)
Meeting Notes Jan. 28, 2019 (PDF)
Staying on the Path
Oct. 23, 2018 Meeting Notes (PDF)
Sept. 25, 2018 Meeting Notes (PDF)
May 8, 2018 Meeting Notes (PDF)
May 1, 2018 Meeting Notes (PDF)
April 24, 2018 Meeting Notes (PDF)
April 17, 2018 Meeting Notes (PDF)
April 10, 2018 Meeting Notes (PDF)
March 12, 2018 Meeting Notes (PDF)
Feb. 27, 2018 Meeting Notes (PDF)
Feb. 13, 2018 Meeting Notes (PDF)
Jan. 30, 2018 Meeting Notes (PDF)
Oct. 3, 2017 Meeting Notes (PDF)
Sept. 12, 2017 Meeting Notes (PDF)
Tadael Emiru's Presentation to Staying on the Path on April 24, 2018 (PDF)
Presentation to the Guided Pathways Steering Committee Dec. 4, 2017 (PDF)
Early Alert/IT Discussion Notes, May 2, 2018 (PDF)
Learning on the Path
Meeting Minutes Feb. 8, 2019 (PDF)
Meeting Minutes Sept. 20, 2018 (PDF)
Meeting Minutes Jan. 16, 2018 (PDF)