The Highline Implement Plan lays out the college’s goals, priorities, and timeline for integrating Degree Pathways into its everyday practices. The selected activities to the right are taken from this plan. You can see the entire plan here.
Highline’s Degree Pathways Implementation Plan:
A Timeline for Selected Activities
The Highline Implement Plan lays out the college’s goals, priorities, and timeline for integrating Degree Pathways into its everyday practices. You can see the entire plan here. Below is a selected list of activities and tentative dates. Some of these dates are a starting time with the activities then being ongoing.
2019
Highline joins the third group of WA State community colleges implementing Guided [Degree] Pathways.
2020
Spring
- Revise and approve Highline Pathways (Meta majors) and revise and approve programs within the pathways based on student feedback from fall 2019
- Redesign New Student Orientation and related pre-enrollment practices
- Review and revise as necessary learning outcomes for each program, including transfer degrees, and document the process for incorporating industry/partner feedback into professional-technical and BAS program outcomes
Summer
- Convene college success course redesign team; review draft course outcomes; review pathways and programs to determine where it would fit; explore possibilities for piloting redesigned course in 20-21; develop communication and outreach plan to all interested stakeholders
- Create a resource guide for students, staff, and faculty that includes resources available for students on campus, and as well as resources available in the area (create in both physical and digital versions)
Fall
- Develop a process for using assessments of student achievement of program outcomes to improve educational programs
- Develop intervention and retention plan for students who are not completing/not enrolled in a subsequent quarter.
2021
Winter
- Research labor market trends and values; begin discussions of potential new programs or revisions to existing programs
- Develop a plan to identify gatekeeper courses [courses, in addition to math and English, that students must take to complete the program ]within each program and to determine the level of student performance that is predictive of success in completing that program
- The initial Highline Guided [Degree] Pathways Newsletter (Winter 2021) is distributed to the campus.
Spring
- Develop professional development training for any instructor interested in teaching the college success course and/or the exploratory course sequences
- Assess entry practices, NSO (New Student Orientation), and Checklist with an anti-oppression, culturally responsive, multilingual, antiracist lens.
- Implement Monthly Training for Advisors (faculty advisors invited)
Summer
- Begin implementation of chosen student success tools (e.g. CRM, enrollment management, early alert)
- Assess course impacts, revise course based on feedback from participants
Fall
- Offer exploratory courses/college success course
- Faculty teams develop program/degree maps
- Faculty teams and Student Services teams develop program/degree program maps for advising
- Design and implement professional learning opportunities aimed at increasing faculty knowledge, expertise, and comfort in implementing supports for students’ social-emotional learning
2022
Winter
- Design professional learning opportunities for advisors (faculty and staff) to engage in culturally responsive, supportive advising with students who are at risk of falling off their paths.
Spring
- Review programs and pathways with students in all parts of the curriculum; revise as necessary
- Implement ctcLink Advisement module to the extent possible
Fall
- Implement advising model for all credential seeking students
2023
Winter
- Survey Highline faculty to identify courses that include high impact practices [research based strategies associated with effective teach
Spring
- Based on survey results, develop targeted professional development opportunities for faculty to ensure that all Highline students experience at least two high impact practices [research based strategies associated with effective teaching] before completing their degrees or certificates