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There are five core components called the "five pillars" in the Guided Pathways community. Implementing the methods outlined in these pillars are designed to keep students on their chosen path by informing them of the actions required when life events or academic obstacles appear in their path.
The essential practices for each component are the following:
This new pillar takes into consideration our first point of contact and outreach. We need to ensure that students are able to access resources and information in order for them to be able to clearly identify what program is the best fit for them.
We invite you to further review Pillar 1 and how it aligns with Grossmont’s strategic goals and equity framework.
The Guided Pathways design process begins by keeping program outcomes in mind and then creating or redesigning the courses to meet program outcomes. It begins by faculty visualizing the end goal and creating the shortest path of courses the student will take from their first day of attendance to their graduation. Learning outcomes are then developed to prepare students for further education or employment in fields relevant to the college's service area.
We invite you to further review Pillar 2 and how it aligns with Grossmont’s strategic goals and equity framework.
A Guided Pathways college determines the level of college-readiness with the student and either maps a route to get the student up to college-level ability, or selects a structured "guided pathway" that is mapped through program completion. For students truly needing remediation, the college maps out the quickest remediation route possible utilizing principles outlined in the California Acceleration Project and provides the student with intensive support needed to successfully complete college-level coursework.
Ideally, the college and high schools work together to assure that college-bound seniors are truly college-ready. The Guided Pathways framework strives to provide early remediation at the high school level whenever possible.
We invite you to further review Pillar 3 and how it aligns with Grossmont’s strategic goals and equity framework.
The fourth pillar of guided pathways consists of intentional monitoring of students' progress along the pathway and involves intrusive interventions to redirect students back to their pathway when they get off track. This is the early intervention part of SSSP (Student Success & Support Program) pillar.
College advisors use technology to monitor students enrolled in every program to observe how far along each student is toward completing program requirements. These tools are used to alert advisors when students are at risk of falling off the program pathway. Active monitoring of the students enables advisors to assist students who are unlikely to be accepted into limited-access programs and redirects him/her to more viable credential and career destination.
We invite you to further review Pillar 4 and how it aligns with Grossmont’s strategic goals and equity framework.
Ensure learning is occurring and aligns with intended outcomes. Student Learning Outcomes (SLOs) are clearly outlined and appear on every course syllabi. They are measurable, have been developed and assessed by faculty so they can evaluate whether students are mastering the learning outcomes and building the skills needed for success across the program and career. Students demonstrate what they have learned in their course by:
The college ensures that learning is occurring by incorporating effective teaching practices throughout the pathways and provides professional development to faculty to update their practices as student needs change.
We invite you to further review Pillar 5 and how it aligns with Grossmont’s strategic goals and equity framework.