Who needs to be involved with developing Pathways?
This page outlines the basics regarding which areas of the college need to be involved when developing Career Pathways at colleges. There are some areas that need to be involved as the organization establishes its processes and procedures at the outset, and other areas that need to be involved with every program as it creates its own Career Pathway.
In the beginning…
This area works with the admission codes. Determining how the admission coding will work so that data is tracked for both program completion success and also make certificates financially aidable.
The Curriculum office provides input into the process that need to be completed to assure that Career Pathways related programs meet the requirements of the system office. They provide the guidance and checks and balances for the WTCS and college curriculum processes.
The IT department is integral in the conversations related to reprogramming needs for recoding admission/financial aid related fields in the Enterprise system.
The Registrar needs to understand all of the steps of the Career Pathways model and how this approach will affect combinations of courses so that their staff can effectively register the students in the pathway. They are also responsible for ensuring co-requisites and pre-requisite course completion, so their knowledge of the flow of a pathway is critical.
Financial Aid needs to ensure that students pursuing a pathway are financially aidable. This requires working closely with the admissions department to ensure that the proper coding occurs for student eligibility.
Institution research is also integral at the outset of creating Career Pathways approaches. Since data is pulled from the admission codes, IR needs to ensure that the coding will elicit the program success data properly. They will also help program faculty and administrators understand the kind of data and information that could be used to measure the success of pathways students.
It is critical to have some mid-management support at the outset, particularly in program areas that may be targeted for pathways development. Deans and Associate Deans help to drive the development of the processes for the Career Pathways in their program areas.
As a program creates a Career Pathway…
Admissions will be doing testing for placement within a Pathway. They will also process the entire application and related materials (MATC is planning to use a more holistic approach to determining placement). Then Advising recommends placement for remediation as needed to the program advisor/counseling area. Admissions and program advising need to work very closely as they place students onto the Career Pathway continuum.
The program advising role at MATC is one of helping to establish the most appropriate beginning point along the Career Pathway for the new student. They work closely with Admissions in this determination. Their critical role is to explain how the pathway works and how and why the student is being placed (initial courses) on the pathway.
At MATC, the program faculty perform the ongoing advising duties for students within their program areas. Their role is to help students continue on the pathway and select options within the program along the pathway. Faculty are the ones that make decisions on which courses (or even competencies) should be taught in what order to ensure that students achieve the necessary skills for each job-out point on the pathway. Faculty members are also liaisons with employers and advisory committees.
First and foremost the Basic Education area needs to ensure that all courses they teach are sequenced in such a way so that students don’t have to retest. They also need to ensure that their highest Basic Education class is sequenced to flow into the first college level course. A faculty member from Basic Education MUST work with program faculty as a consultant. Their role is to ensure that the initial courses in the program area align with where students are in their Basic Education levels.
The role of the Career Prep is to determine how to leverage the many options for High School students to attain college credit (Contract courses/Youth Options/Transcripted Credit/Advanced Standing). The goal is to use any/all options that are appropriate to build the pathway for a particular program/school district. Career Prep staff also act as consultants to help program faculty determine which current program courses high schools are using that might be the ones from which to build a pathway for that school/district.
Provide information and guidance as to the articulations that exist that may be impacted by curriculum changes with the pathway. Decisions need to be made as to whether or not to modify curriculum and/or articulation agreements.
This is the group with which the program staff verify that every officially recognized stop-out point (state recognized certificate/tech diploma/Associate degree) on the pathway has a JOB. This group identifies the skill sets for the pathway stop-out points and provides confirmation that the final Career Program configuration is valid for the industry.
Provide leadership and support for the Career Pathway process in their program areas.
Whichever area is responsible must maintain website changes.
This office provides instructional design guidance for the curriculum changes and ensures the integrity of the designed curriculum.