The “I Will Graduate” team noticed challenges with the Student Success Fair passport because some students were not completing all four zones and earning their prize. Mirroring the principles of guided pathways, the committee decided to create a passport that progressed through a pathway of zones rather than letting the students pick and choose which zone they wanted to visit. Students began in the CTL by watching an orientation video, and then progressed through the zone in this order: (1) Learn, (2) Engage, (3) Connect, (4) Graduate. At the end of the four zones, students completed the assessment to provide feedback and to measure student learning outcomes. As a result we saw an increase in the percentage of students who completed the fair from 58.71% (2017) to 77.93% (2018), a 19.22% increase from the previous event.
This is great! We keep staying "students don't do optional," so giving them a clear path was a great idea. Thank you for taking time to submit this CATS.
Thank you for the feedback, Becky! We certainly aim to provide clear direction to students whenever possible, and student programming should be no exception. I look forward to taking the student feedback into account as we continue in our program improvement cycle.
This is an excellent measurement of how structured guidance will benefit our students through Guided Pathways. I appreciate that you used the Guided Pathways model to create the passport. Also, this probably helped our students understand the importance of each zone, and the reason that they had to progress through them in that particular order.
I like the metric related to the percentage true completers of the fair. For other reasons the fair produced fewer participants than last year, but the participants who did come receive a more comprehensive experienc. If the attendance increases next year and we obtain the same conversion rate for completed passports, this should produce a measurable impact degree completion rates or at least increas degree applications.. The next study that could be dones is to evaluate post outcomes for students who completed all areas versus those that only visit the first one or two areas.
We need to do more of this type of tracking. Some of the College Institutes track students who participated in the orientation, but not the Institute activities. It's important to track both attendance and the degree of engagment.