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 Pathways Institutes 


Institute #1 - Leadership for Transformational Change: Implementing Pathways at Scale (February 4-6, 2016)
The overarching purpose of Pathways Project Institute #1 was to help college teams make the case on their own campuses for major change and for structured pathways as the evidence-based choice for increasing completion of postsecondary credentials leading to meaningful work. Sessions focused on pathway design principles; review of advance data work; tracking progress on institutional change; institutional structure for ongoing engagement, implementation, and sustainability; and coaching on change management. Each college team developed a written campus change strategy and a preliminary timeline for major aspects of pathways design and implementation.

Institute #2 - Pathway Design I – Mapping Pathways through the Institution (April 14-16, 2016)
The purpose of this institute was to provide the colleges with the foundation necessary to develop clear, efficient and coherent maps for all of the programs at the institution. Sessions will focused on the organization of programs into broad program areas, often called meta-majors or communities of interest. Building from those broad program areas, the colleges were provided examples of how to specifically map all programs with recommended general education and elective courses included in the maps. Faculty and staff from the field will shared how their institutions have implemented program maps and their next steps in advancing the pathways model.

Institute #3 - Redesigning Student Intake Systems and Ongoing Academic and Non-Academic Supports (October 2-4, 2016)
This institute is designed to help colleges better enable students to explore career and college options, choose and successfully enter a pathway suited to their interest and aptitudes, and complete the pathway as effectively and efficiently as possible. Strategies to help support this change process that will be examined are: integrating career and college exploration into the college intake experience to help students choose a pathway that fits with their interests and aptitudes as soon as possible, redesigning advising and integrating technology to support students in choosing a pathway and to monitor student progress through pathways, providing frequent feedback and support as needed, fundamentally rethinking developmental education by integrating accelerated and contextualized academic skill development within the college’s main areas of study/ meta-majors, integrating field-appropriate academic and non-academic supports into critical college-level gatekeeper courses in the college's main areas of study and identifying and addressing challenges involved in organizational redesign and the changing roles of faculty and advisors as colleges revamp their processes for student intake, advising, and monitoring of student progress through pathways.

Institute #4 - Ensuring Students are Learning and Progressing along the Pathway (February 2-4, 2017)
This institute is designed to promote integration of effective educational practices into pathways by encouraging contextualization of general education into program curriculum, providing examples of effective applied learning and other engaging instructional practices and discussing reimagined professional development experiences for faculty and student services with a strategic focus on pathways.  College teams will review current data on students' educational experiences and specify ways that the data can be used to improve current educational practices. Presenters and coaches will highlight effective practices that ensure students in pathways are achieving defined program and general education learning outcomes. The institute curriculum and resources will enrich college efforts to build cultural competence in classrooms and equitable outcomes across all student groups.

Institute #5 - Pathway Design II:  Pathways to Transfer and Employment (June 22-24, 2017)

Institute #6 - Policy Meets Pathways:­ ­Governing Board Roles and Policy Change (October 26-28, 2017)

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