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Santa Monica Community College District RESPONSES TO 20202021 ANNUAL ACTION PLANS Lead Person: Maria Mutation PLAN 1 Academic and Career Paths Publish preliminary (course sequence) maps on the web

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How to fill out redesign - guided pathways

01

Understand the key components of the guided pathways approach

02

Analyze current program structures and identify areas for improvement

03

Engage stakeholders in the redesign process

04

Develop a clear roadmap for implementing guided pathways

05

Provide ongoing support and professional development for faculty and staff

Who needs redesign - guided pathways?

01

Higher education institutions looking to improve student outcomes and increase completion rates

02

Administrators seeking to streamline program structures and provide clearer pathways for students

03

Faculty and staff interested in creating more cohesive and supportive learning experiences for students

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What is redesign - guided pathways?

Redesign - guided pathways is a framework for colleges to restructure their academic programs to provide clear and coherent pathways for students to achieve their educational goals.

Who is required to file redesign - guided pathways?

Colleges and universities are required to file redesign - guided pathways as part of their efforts to improve student success and completion rates.

How to fill out redesign - guided pathways?

Redesign - guided pathways can be filled out by designated staff members at each college or university who are familiar with the institution's academic programs and student services.

What is the purpose of redesign - guided pathways?

The purpose of redesign - guided pathways is to help students navigate their academic journey more effectively, leading to increased completion rates and reduced time to degree.

What information must be reported on redesign - guided pathways?

Colleges must report on the structure of their academic programs, the availability of support services, and the outcomes of students who have participated in guided pathways.

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