INDIANA
GPS
SCALE INITIATIVE
PROGRESS TO DATE
DAVIS JENKINS, PH.D.
TEACHERS COLLEGE, COLUMBIA UNIVERSITY
CULTURE OF COMPLETION
TOGETHER: BUILDING, BRIDGING,
AND BEYOND
JULY 16, 2014
PATHWAY MODELS COMPARED
Self-Guided (Status Quo)
Guided Pathways
Unclear paths to student goals
Clear roadmaps to student goals
Too many choices
Default, whole-program maps
Intake designed to sort and
schedule students
Intake redesigned as “on-ramp”
to program of study
Schedules unpredictable
Consistent, consolidated schedules
Students’ progress not tracked
Progress tracking, regular
feedback & support
Poor alignment between ccs and
universities; and w/ high schools
Bridges to college programs from
hs, strong transfer pathways
GPS: Essential Components
1. Default Academic Degree Maps
2. Meta-Majors
3. Aligned Mathematics
4. Consolidated and Consistent
Course Scheduling
5. Proactive Advising
6. Strong Community College
Transfer Linkages
Default Academic Degree Maps
Structure optimizes design
elements for success and
minimizes mistakes
 Nursing
 Engineering
 Honors Programs
4
ACADEMIC MAPS: 4 essential components – the narrative,
sample schedule, milestones and employment opportunities
The narrative explains the use
of academic maps and any
specific information about
degree requirements,
including admissions
requirements
The sample schedule outlines
which courses should be
taken in which specific term
in order to satisfy all
requirements
The milestones identify critical
courses for timely progress and the
last semester in which they can be
completed for on-time graduation.
Critical grades for Milestone
courses may be included.
List of Representative Job
Titles and Potential
Employers
©2013 U.S. Education Delivery Institute
5
Meta-Majors
 Students who are undecided must choose
a meta-major — broad clusters of majors
STEM
Arts & Humanities
Health Sciences
Education
Social Sciences
Business
 Students can change fields, but no
student is “undecided”
©2013 U.S. Education Delivery Institute
7
COMMUNITY COLLEGE RESEARCH CENTER
Math Is Aligned with Meta-Majors
Quantitative Reasoning/
Consolidated and Consistent Course
Scheduling
Block schedules of classes
Students choose programs or
majors not courses
Attendance required
City University of New York
Proactive Advising
 Frequent feedback to students on
progress on their plan
 Students must see their advisor if:
– they do not complete a milestone
course on schedule
– they want to change meta-majors or
majors
Strong Community College Transfer
Linkages
 SEA 182-2012 and SEA 182-2013
– Guarantees that credits will not be
lost in transfer
– All public institutions are a part of
these efforts
www.completecollege.org
/ CompleteCollege
/ CompleteCollege
COMMUNITY COLLEGE RESEARCH CENTER
For more information
Please visit us on the web at
http://ccrc.tc.columbia.edu
where you can download presentations, reports,
and briefs, and sign-up for news announcements.
We’re also on Facebook and Twitter.
Community College Research Center
Institute on Education and the Economy,
Teachers College, Columbia University
525 West 120th Street, Box 174, New York, NY 10027
E-mail: ccrc@columbia.edu Telephone: 212.678.3091