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1
GUIDED PATHWAYS SELF-ASSESSMENT TOOL
Self-Assessment Outline
Scale of Adoption
Key Element
Pre-Adoption
Early Adoption
In Progress
Full Scale
Inquiry
1. Cross-Functional Inquiry
2. Shared Metrics
3. Integrated Planning
Design
4. Inclusive Decision-Making
Structures
5. Intersegmental Alignment
6. Guided Major and Career
Exploration Opportunities
7. Improved Basic Skills
8. Clear Program Requirements
Implementation
9. Proactive and Integrated
Academic and Student Supports
10. Integrated Technology
Infrastructure
11. Strategic Professional
Development
12. Aligned Learning Outcomes
13. Assessing and Documenting
Learning
14. Applied Learning
Opportunities
Overall Self-Assessment
✔
2
Self-Assessment Items
INQUIRY (1-3)
Engage campus stakeholders in actionable research and with local data; create consensus about core issues and broad solutions.
KEY ELEMENT
SCALE OF ADOPTION
Pre-Adoption
Early Adoption
Scaling in Progress
Full Scale
1. CROSS-
FUNCTIONAL
INQUIRY
College constituents
(including staff, faculty
across disciplines and
counselors, administrators,
and students) examine
research and local data on
student success and discuss
overarching strategies to
improve student success.
College engages in broad,
deep and inclusive
discussion and inquiry about
the Guided Pathways
approach, framework and
evidence.
○ College currently
does not have or is
not planning to form
cross-functional
teams to regularly
examine research and
data on student
success.
○ Inquiry around guided
pathways and/or student
outcomes is happening in
areas of the college (e.g., by
department, division,
learning community, special
project, initiative), but it is
in siloes.
Some programs have
examined local data, agreed
that improvement is
necessary, and are engaged
in actionable research but
action is limited to solutions
within programs.
○ Inquiry is happening
in cross- functional
teams that include
faculty, staff and
administrators.
Student voice and/or
research on student
success and equity are
not systematically
included and/or focused
on closing the equity
gap(s).
Guided pathways are
consistently a topic of
discussion.
○ Inquiry is happening
in cross-functional teams
that include faculty, staff
and administrators.
Student voice is brought
in systematically through
focus groups, interviews
and representation of
students in key meetings.
Research on student
success and equity are
systematically included
and focused on closing
the equity gap(s).
Guided Pathways are
consistently a topic of
discussion.
3
2. Describe one or two accomplishments the college has achieved to date on this key element.
3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key element.
4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the questions
above?
1. Please briefly explain why you selected this rating.
Please respond to the following items (500 word maximum per item)
De Anza College is in the Early Adoption phase of the Guided Pathways framework. This rating was selected because the college
needs to identify, prioritize and coordinate strategically initiatives that will benefit students. A Guided Pathways Steering
Committee comprised of shared governance representatives is in the process of being identified to lead the work.
De Anza College has a well-established culture of inquiry as evidenced by data reported in the Student Equity and Student
Support Success Program (SSSP) plans. Institutional Research reports such as the Student Success Scorecard, enrollment trends, and
student surveys contribute significantly to evidence based inquiry and planning. Members of the college community also have
access to the inquiry tool for data analysis within their own courses and/or departments and divisions. All programs, on an annual
basis, receive comprehensive data and complete program reviews.
The next step is to engage the college’s constituency groups and the campus community in understanding data points in order to
develop, adopt, implement, and support a local plan or framework for Guided Pathways.
Program Review, through the respective Planning and Budget Teams (PBT) , is an required process that departments engage in
annually to review enrollment trends, student success and equity data, resource needs (human, equipment and fiscal) as well as
addressing areas for improvement. Once program review is complete, each PBT examines what has been submitted, including
research and local data to make recommendations for resource allocation. For Instruction, Program Review informs decision making
around strategic enrollment management (course sections, scheduling), curriculum, course offerings, programs, and faculty hiring.
The Program Review provides the vehicle for development of the Guided Pathways framework at the college.
Defining Guided Pathways, broadly but with concrete examples, and explaining the concepts and opportunities which exist, may
present a challenge during the inquiry period, given the size of our campus.
4
INQUIRY (1-3)
Engage campus stakeholders in actionable research and with local data; create consensus about core issues and broad solutions.
KEY ELEMENT
SCALE OF ADOPTION
Pre-Adoption
Early Adoption
Scaling in Progress
Full Scale
2. SHARED METRICS
College is using clearly
identified benchmarks and
student data to track progress
on key activities and student
academic and employment
outcomes.
Those benchmarks are shared
across key initiatives.
○ College is
currently not
conducting or
planning to conduct
research on shared
metrics that could
be used by cross-
functional teams to
come to consensus
on key issues.
○ Key
benchmarks and
progress on student
data are used.
They are beginning
to be aligned
across initiatives.
○ College has defined
metrics that are shared
across its different
initiatives.
But, student data are
not systematically or
regularly tracked to
inform progress across
initiatives.
Data for all metrics are
not disaggregated and
are not systematically
and consistently
examined with a focus
on promoting equitable
outcomes for students.
○ College uses shared metrics
across the different initiatives
to understand how student
success has improved.
College regularly revises and
revisits college plans in
response to those findings.
Data for all metrics are
disaggregated.
Data for all metrics are
disaggregated and
systematically and consistently
examined with a focus on
promoting equitable outcomes
for students.
Campus stakeholders meet
regularly to examine progress
on benchmarks, discuss
strategies for improvement,
and revise plans as needed.
5
Please respond to the following items (500 word maximum per item)
1. Please briefly explain why you selected this rating.
2. Describe one or two accomplishments the college has achieved to date on this key element.
3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key element.
4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the
questions above?
De Anza College is in the Early Adoption phase of shared metrics. This rating was selected because the college needs to:
● identify and prioritize specific benchmarks;
● connect and align those specific benchmarks with strategic goals; and
● develop, implement, and sustain plans that achieve the strategic goal.
Currently, the college has an abundance of student data that track progress; however, the data are not aligned across programs
and connected to collective goals/key performance indicators. The Education Master Plan, Student Success Scorecard, Program
Review Data Sheets, Degree, Certificate, Transfer Reports, CTE Full-time Employment Rates, Gainful Employment Reports, Data
Inquiry tools, Basic Skills Reports, SSSP core services and Student Equity Initiatives exemplify data that track progress student
academic and employment outcomes.
The college is committed to integrated planning as evidenced by completion of the SSSP/Student Equity/BSI integrated plan.
Ultimately, Strong Workforce and Guided Pathways will also be included in the college’s integrated plan.
Institutional Research consistently produces reliable data for a wide array metrics related to student academic progress and
outcomes. The data reports listed above, in Question One, are produced by the college’s Institutional Researcher. The college uses
data/metrics to inform decisions, program improvement, and best practices.
Due to the size of our college and a large number of programs, it will take time and cross-collaboration to fully align our metrics.
Time constraints of the quarter system present a particular challenge in discussing, planning, and developing this key element.
All college constituencies will need to come together as a cohesive group to develop, establish, launch, and sustain Guided
Pathways. Guided Pathways needs to be a college-wide initiative that is well coordinated and communicated.
6
INQUIRY (1-3)
Engage campus stakeholders in actionable research and with local data; create consensus about core issues and broad solutions.
KEY ELEMENT
SCALE OF ADOPTION
Pre-Adoption
Early Adoption
Scaling in Progress
Full Scale
3. INTEGRATED
PLANNING
College-wide discussions are
happening with all
stakeholders and
support/commitment has
been expressed by key
stakeholders to utilize the
Guided Pathways framework
as an overarching structure
for the college’s main
planning and resource
allocation processes,
leveraging existing initiatives
and programs such as (but
not limited to):
Student Success and
Support Program
(SSSP)
Basic Skills
Initiative/Basic Skills
Student Outcomes
and Transformation
○ College is
currently not
integrating or
planning to
integrate planning
in the next few
months.
○ Initial
conversations have
taken place, mostly
among stakeholder
leadership including
administrators, faculty,
and staff.
There is a commitment
by constituency
leaders to engage in
institution-wide
dialogue to improve
student success and
align different
planning processes.
College governance
bodies are routinely
and formally apprised
of opportunities to
engage in integrated
planning.
○ Some conversations
have taken place, with
all of the key
constituency groups at
the table.
Consensus is building
on main issues.
Exploration of broad
solutions to align
different planning
processes is still in
progress.
College governance
bodies are routinely and
formally apprised of
opportunities to engage
in integrated planning,
and with the help of
internal partners (i.e.
Classified Senate and
Academic Senate) are
○ College-wide
conversations have taken
place with all key
constituency groups
including:
Instructional, counseling, and
student support faculty and
staff, administrators, and
students.
All stakeholders reach
consensus or agree to move
forward on main issues and
have identified possible
broad solutions.
Research, evidence, student
data and a Guided Pathways
framework inform ongoing
planning. Regular joint
planning meetings revisit and
revise existing plans and
strategize about key
7
Program
(BSI/BSSOT)
Equity Planning
(Student Equity/SE)
Strong Workforce
Program (SWF)
beginning to routinely
inform and engage their
constituents around
integrated planning.
overarching strategies across
the main college initiatives.
Integrated plans and over-
arching strategic goals drive
program improvement,
resource allocation, as well
as professional development
using a Guided Pathways
framework.
College governance
structures are regularly used
to discuss issues, vet
solutions, and communicate
efforts.
Please respond to the following items (500 word maximum per item)
1. Please briefly explain why you selected this rating.
2. Describe one or two accomplishments the college has achieved to date on this key element.
3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key element.
4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the questions
above?
Conversations about Guided Pathways have only fairly recently been brought to major key stakeholder shared governance groups
(Academic Senate, Classified Senate, Instructional Planning and Budget Team, Student Services Planning and Budget Team,
Campus Budget Committee, Department Deans Meeting, and College Council). More campus groups such as Equity Action Council
also will discuss and be involved in campus Guided Pathways discussion and planning. Because the Oakland November 7, 2017
state Chancellor's Guided Pathways Workshop emphasized that participating in and building Guided Pathways is to be a locally led
and determined, ground-up initiative at each participating campus, with no state requirement for what elements of Guided Pathway
each campus must adopt, all the constituent groups who discussed Guided Pathways generally expressed support for moving
forward on Guided Pathways self-assessment and implementation planning. A few faculty members in Academic Senate and the
Department Chairs expressed concerns about potentially "hidden" requirements once we are approved for Guided Pathways
implementation funding. However, we are proceeding in good faith with what we have been officially told by the state Chancellor's
office this far. We chose this rating because we have a transparently outlined shared governance process for decision making at De
Anza, which is detailed in our Accreditation Self Study and on our shared governance website.
As an example, the SSSP/SE/BSI integrated planning process has been underway since spring 2017. Initial conversations began
in the SSSP/SE/BSI Advisory Committee comprised of all shared governance groups: Academic Senate, Classified Senate, Student
Body Senate, Planning and Budget Teams, and faculty, staff, and administration representatives. Using the planning template
provided by the Chancellor’s Office, the first draft of the integrated plan was created with college wide input, and incorporating the
Educational Master Plan, institutional strategic initiatives, and student success and equity data to inform the planning process. As
required by the template, goals and activities from the 2015-16 plan were listed along with one intersecting goal and corresponding
activities from each initiative. For the 2017-2019 integrated plan, five integrated goals and activities were identified for completion
by June 30, 2019. The draft plan has been posted to the Advisory Committee website and is in the process of being presented to the
following college wide shared governance groups and constituencies for further input and feedback:
● Senior Staff
● SSSP/SE/BSI Advisory Committee
● Instruction Planning and Budget Team
● Academic Senate
● Classified Senate
● Equity Action Council
● Student Services Planning and Budget Team
● Finance and College Operations Planning and Budget Team
● College Council
The plan will finally go to the Board of Trustees for approval by early January, and submitted to the Chancellor’s Office by the due
date of January 31st. The planning process has been collaborative, inclusive, transparent, and data-driven.
We have formed a joint SSSP/SE/BSI Advisory Committee to assist in a college wide engagement and coordination of these
initiatives. The Advisory Committee has been very helpful in providing space where all shared governance groups (Academic
Senate, Classified Senate, Student Body Senate, Planning and Budget Teams, and faculty, staff, and administration) are represented
and can come together and be engaged in the integrated planning process. Members of the Advisory Committee take the information
back to their constituencies to help inform and receive feedback from their members to ensure college wide participation in the
process.
We are facing budget cuts due to declining enrollment, which can limit our ability to fully engage all constituents in the
inquiry/research, design, and implementation of the integrated plan.
8
DESIGN (4-8)
Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways.
KEY ELEMENT
SCALE OF ADOPTION
Pre-Adoption
Early Adoption
Scaling in Progress
Full Scale
4. INCLUSIVE
DECISION-MAKING
STRUCTURES
College has identified key
leaders that represent diverse
campus constituents to steer
college-wide communication,
input and decisions regarding
the Guided Pathways
framework.
Constituents have developed
transparent cross-functional
work-teams to provide the
Guided Pathways effort with
momentum and regularly
provide opportunities for
broad college-wide input.
In addition, this plan
strategically engages college
governance bodies college-
wide.
○ College currently
has not organized
or is planning to
organize cross-
functional teams or
share governance
committees that
will inform and
guide the Guided
Pathways effort.
○ Workgroups or
teams have been
created, but they are
not yet inclusive of
some key campus
constituents:
instructional,
counseling, and
student support faculty
and staff, and
administrators. The
college plans to
expand the teams
through engaging
governance structures
and hosting broad,
inclusive discussions
and forums.
○ Cross-functional
workgroups or teams
(representing campus
constituents) exist but
there are no mechanisms
yet identified for
gathering and infusing
college-wide input
(including student voice)
into the workgroup
decision making policies
and processes.
○ Cross-functional
workgroups or teams
who steer the Guided
Pathways design process
utilize explicit and
agreed upon processes
for gathering college-
wide input (including
student voice).
Cross-functional teams
are in communication
and collaboration with
college governance
bodies.
9
Please respond to the following items (500 word maximum per item)
1. Please briefly explain why you selected this rating.
2. Describe one or two accomplishments the college has achieved to date on this key element.
3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key element.
4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the
questions above?
Cross-functional groups representing college constituencies already exist where Guided Pathways discussion, planning and
development can be incorporated. For example, the Advisory Committee for SSSP/SE/BSI Integrated Plan is a workgroup where
faculty, staff, administrators, and student voices are represented, where the Guided Pathways work can easily be integrated.
The college has a comprehensive planning structure and is committed to the shared governance process. Through the shared
governance groups, mechanisms are identified for gathering and infusing college-wide input (including student voice) into the
decision making policies and processes. Shared governance is an active part of the campus community: faculty, staff, and students
are encouraged and welcome to serve on committees and Senates.
Competing needs and limited resources, especially in times of declining enrollment, can impact our ability to fully realize the
potential of Guided Pathways. Also, more administrator, faculty, staff, and student participation in comprehensive planning and
implementation of Guided Pathways will be needed in order to truly break down silos and ensure full efficacy of Guided Pathways.
10
DESIGN (4-8)
Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways.
KEY ELEMENT
SCALE OF ADOPTION
Pre-Adoption
Early Adoption
Scaling in Progress
Full Scale
5. INTERSEGMENTAL
ALIGNMENT
(Clarify the Path)
College engages in
systematic coordination
with K-12, four-year
institutions and industry
partners to inform program
requirements.
○ College is
currently not
partnering or
planning to partner
with their feeder
and destination
institutions and/or
local industry to
align program
requirements.
○ Coordination between
high school feeder
district(s), four-year
institutions, and industry
partners have been
established, but the
partnerships are not strong
and/or inconsistent across
the college.
○ Coordination between
high school feeder
district(s), four-year
institutions, and industry
partners is occurring across
the college, and some
partnerships are stronger
than others, with some
pipeline alignment from
each partner established.
○ Coordination
between high school
feeder district(s),
four-year institutions,
and industry partners
is occurring across
the college, with
strong partnerships
and pipeline
alignments across the
various partners.
Please respond to the following items (500 word maximum per item)
1. Please briefly explain why you selected this rating.
2. Describe one or two accomplishments the college has achieved to date on this key element.
3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key element.
4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the questions
above?
The College current engages with other educational institutions and employers/industry in the following ways:
· Outreach visits to high schools in surrounding area
· Dual enrollment courses held on high school campuses
· Summer Bridge program
· Articulation agreements with local high schools
· Articulation agreements with UCs and CSUs
- Careers and Technical Education programs have developed relationships with regional industry leaders over the years but we
are scaling up with the infusion of state monies through Strong Workforce Initiative and look to continue strengthening and
expanding those connections.
Some accomplishments include:
· Implementing Starfish to improve communication between students, instructors, counselors and campus resources.
· Implement EduNav to assist students in mapping out their course of studies at De Anza College to attain
degree/certificate/transfer.
· Implementation of the Career Technical Education and Institutional Advancement Committee
· Most areas that can offer an Associate Degree for Transfer (ADT) degree do have one in place.
· Some areas without ADT are developing unofficial transfer pathways
· Student applicants of 4-year colleges and universities with Transfer Agreements (TAG) agreement has grown
· Number of dual enrollment courses offered at local high schools is increasing
· Re-design of website to facilitate first-time students’ registration
· Extended Year/Summer College for Kids and Teens
· Establishing infrastructure to support DE efforts. This will include creation of new positions for Dean of Career Education and
Director as well as bringing back a Career Center.
· Finding internship opportunities for our students. Often companies offer internships to Freshmen through Seniors at four
year institutions but not to community college students (Google is one such example).
· Length of time and frustration some students experience in acquiring the skills to be successful in college-level math and/or
English entry level courses.
· We need to increase advertising of our CTE programs
11
DESIGN (4-8)
Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways.
KEY ELEMENT
SCALE OF ADOPTION
Pre-Adoption
Early Adoption
Scaling in Progress
Full Scale
6. GUIDED MAJOR AND
CAREER
EXPLORATION
OPPORTUNITIES
(Help Students Choose and
Enter a Pathway)
College has structures in place
to scale major and career
exploration early on in a
student’s college experience.
○ College is
currently not
implementing or
planning to
implement
structures to scale
students’ early
major and career
exploration.
○ Discussions are
happening about ways
to cluster programs of
study into broad
interest areas.
○ Programs of study have
been clustered into broad
interest areas (such as
meta-majors or interest
areas) that share
competencies.
College has not yet
implemented meta-
majors/interest areas.
College has not yet created
foundation courses,
gateway courses or other
scalable mechanisms for
major and career
exploration.
○ Programs of study
have been clustered into
broad interest areas
(meta-majors) that share
competencies.
Foundation and/or
gateway courses, career
exploration courses,
workshops and other
scalable structures are
designed to help
students choose a major
early on.
Cross-functional teams
including instructional,
counseling, and student
support faculty and staff
from different
departments and
divisions collaborate on
clustering programs.
Student input is
systematically included
into the process.
12
Please respond to the following items (500 word maximum per item)
1. Please briefly explain why you selected this rating.
2. Describe one or two accomplishments the college has achieved to date on this key element.
3. Describe one or two challenges or barriers that you anticipate may
hinder progress on this key element.
4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the questions
above?
The College is working on the infrastructure to serve individual students in their career and major exploration with some major and
career exploration mechanisms are in place.
Accomplishments:
1) The College has purchased and is implementing the EDU NAV software system. This system allows the student to
independently create brief and expanded educational plans while simultaneously accessing job and career information (e.g. salaries,
job potential, job growth).
2) Career Planning course (CLP 75 – College Majors and Career Options) is in place and can be easily adapted to include Guided
Pathways.
3) Choosing a College Major or Career Workshop is in place and can be easily adapted to include Guided Pathways.
4) The College has hired a Career Technical Counselor (CTE) to provide individual advising relative to career exploration for CTE
students.
5) The CTE faculty counselor has been working with the Southwest Bay Counselor Consortium to exchange ideas and share
resources about formulating “guided pathways”.
6) The College’s newly formed CTE Institutional Advancement Committee consisting of CTE program faculty, staff and
administrators from across campus have convened to identify areas to strengthen the CTE programs by:
· Developing high level of connections with industry and increasing the potential to learn about industry workforce demands and
the pathways towards employment for our students.
· Strengthening K-12 relationships and increase coordinated ladders of curriculum for students.
7) The College currently has 14 Associate Degrees for Transfer (ADTs) to CSU
8) We offer a Liberal Arts A.A. degree with an emphasis in four areas which enable students to receive an A.A. degree as they
complete their requirements for transfer to CSU or UC.
9) Cohort programs (Umoja, First Year Experience, Puente) include a career exploration course that is required for students in those
programs.
10) Our college Transfer Center organizes a number of workshops to help students prepare for transfer, as well as transfer fairs with
university representatives, and they coordinate the Transfer Articulation Agreements (TAGs) with UC. Students can drop in and/or
make appointments with Transfer Center staff to discuss major and career exploration opportunities.
Challenges:
a. Internal curriculum approval process requires many forms and processes to ensure that new and updated curriculum meet
state requirements. In addition, our two full-time curriculum staff have a heavy workload in tracking and submitting approved
curriculum. Our faculty Curriculum Committee co-chairs and members are diligent in review of curriculum. Our comprehensive
process from initiation, through approval process steps, to submission to the state, requires a minimum of 1.5 years from the time
that a new course proposal is initiated to the time that approved new curriculum can be offered.
b. Union contracts make it difficult to hire support staff and faculty.
c. The College does not have a Career Center.
d. Scheduling the appropriate amount of time for core teams to meet, plan, coordinate, and implement.
e. College currently does not allocate funds for career assessments instruments to help low income and first generation students
identify and narrow career interests.
f. Many departments and discipline faculty do not actively engage with guided major and career exploration opportunities for
students. There is no clear guidance for how faculty can appropriately support these efforts.
13
DESIGN (4-8)
Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways.
KEY ELEMENT
SCALE OF ADOPTION
Pre-Adoption
Early Adoption
Scaling in Progress
Full Scale
7. IMPROVED BASIC
SKILLS
(Help Students Choose and
Enter a Pathway; Ensure
Students are Learning)
College is implementing
evidence-based practices to
increase access and success
in college and/or transfer-
level math and English,
including, but not limited
to:
● The use of high
school performance
for placement (i.e.
cumulative GPA,
course grades, non-
cognitive measures)
for placement
● Co-requisite
remediation or
shortening of
developmental
○ College is
currently not
engaging in or
planning to develop
strategies to improve
student access and
success in transfer-
level math and
English coursework.
○ College is currently
piloting one or more of
the evidence-based
strategies listed in the
“key element” description
to increase access to and
success in college and/or
transfer-level English and
math courses.
○ College has scaled one
or more instance of the
evidence-based strategies
listed under “key
element,” but others are
still in the pilot stage.
○ College has
scaled relevant
evidence-based
strategies and has
attained large
improvements in the
number of students
that pass college
and/or transfer-level
English and math
courses within a
year of enrollment
regardless of initial
placement level.
14
sequence
● Curricular
innovations
including creation of
math pathways to
align with students’
field of study.
Please respond to the following items (500 word maximum per item)
1. Please briefly explain why you selected this rating.
2. Describe one or two accomplishments the college has achieved to date on this key element.
3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key element.
4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the questions
above?
We are in the process of scaling up pathway from basic skills to completion of transferable math in the Math Performance Success
and Statway programs, because we secured a grant to do so. In Math and in English and Reading, we are piloting the use of the
multiple measures for placement.
A description of some of our basic skills initiatives help to describe our current status as a college in regards to Basic Skills:
1. GPA placement: Early adoption
a. We have/are piloting GPA multiple measures but have not fully implemented a process
b. Piloted one GPA/transcript measure; formed college and district committees; revised and implemented district-wide retest
policy
c. Access to transcript information, faculty agreement on other multiple measures
2. Co-requisite EWRT1A/READ80: Early adoption
a. First year of program that allows some students to take READ80 as co-requisite with EWRT1A instead of the pre-requisite
READ211
b. Running pilot with agreement of faculty in Read and English departments, full classes for winter quarter
c. Specifying what criteria students need to meet to be in this program, which students will be most successful, and continued
faculty buy in
3. Puente, REACH, Umoja, FYE: Scaling in Progress/Full Scale
a. Most of these programs are fully implemented, but we would like to increase the number of students served
b. Implemented highly successful REACH program in past two years, improved overall success rates in other programs and
expanded the pool of teachers who are prepared to work in these programs
c. Limited teaching and counseling pool and teacher/counselor burnout; scalability to reach all students who could benefit from
programs like these
4. Sequential compressed LART211/EWRT1A LinC: Early adoption
a. We have implemented the program but only run it once so far
b. The first run of this program has been extraordinarily successful, with 100% retention
c. Finding and training other teachers to teach in the program; department buy in
5. Dedicated Basic Skills Counselors: Early adoption
a. We have hired two counselors dedicated to transitioning basic skills students through transfer level courses and transfer but the
program is in its early phases
b. In each quarter since we began, the counselors have visited EWRT, READ, and ESL classes and invited students to come in for
appointments. This approach has been so successful that we already have more students seeking appointments than can be
accommodated
c. The key challenges will be have greater demand for service than our capacity to meet it and establishing easily measured
outcomes
The mathematics department has implemented multiple measures for placement, which includes a placement test and GPA from
high school transcripts. The successful Math Performance Success (MPS) program, that takes students with a history of non-success
is mathematics placing into beginning algebra through transfer-level mathematics in one year has been scaled up from 7 sections in
Fall 2016 to 12 sections in Fall 2017. The mathematics department offers Statway, an integrated algebra and statistics course, taking
students placing two below college level through a transferable course in 2 quarters, shortening the time spent in the developmental
mathematics sequence. Also in English, we are piloting: 1) a EWRT 211, READ 211, and EWRT 1A integrated accelerated class
which enables students to complete both courses in one term; 2) an internal yearlong cohort, where students move together with the
same instructors and peers through EWRT 211 to EWRT 1A to EWRT 2. Our cohort programs (Puente, First Year Experience,
Umoja) also have internal yearlong cohorts that move students from completion of basic skills to transfer level courses. In place for
many years now, we have also had Learning Communities (LinC) linked courses which also increase student success in basic skills
to transfer level courses, such as integrated Reading and Writing courses (LART 200 and LART 211) and also LinC courses that
couple transfer level GE courses with transfer level writing (EWRT 1A) as well as ESL courses.
Adequate funding is always a challenge. The scaling up of the Math Performance Success program was due to a large grant, and it is
unclear what will happen when that grant runs out. Professional development for instructors is also necessary. Lack of sufficient
full-time instructors to help coordinate the programs and support and mentor newer faculty (including part-time faculty) is a barrier.
LinC courses are not consistently offered (they depend on instructor availability and willingness to coordinate and teach).
Additional work and time required of faculty to coordinate and collaborate can be a barrier for greater faculty participation,
especially adjunct faculty participation.
15
DESIGN (4-8)
Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways.
KEY ELEMENT
SCALE OF ADOPTION
Pre-Adoption
Early Adoption
Scaling in Progress
Full Scale
8. CLEAR PROGRAM
REQUIREMENTS
(Clarify the Path)
College is clarifying course
sequences for programs of
study (including key
milestones) and creating
predictable schedules so that
students can know what they
need to take, plan course
schedules over an extended
period of time, and easily see
how close they are to
completion. College offers
courses to meet student
demand.
In order to meet these
objectives, college is engaging
in backwards design with
desired core competencies
and/or student outcomes in
mind (including time-to-goal
○ College is
currently not
providing or
planning to
provide clear
program
requirements
for students.
○ Some programs
have worked to
clarify course
sequences, but teams
do not represent
cross-disciplinary
teams of faculty.
A few course
offerings and
schedules are
designed to meet
student demand.
Some courses are
offered at times, and
in a manner, that
enable students to
complete their
programs of study in
a timely fashion.
○ Cross-disciplinary
teams of instructional
(including
math/English, GE,
CTE) and counseling
faculty have been
convened and are
mapping out course
sequences.
Some course offerings
and schedules are
designed to meet
student demand and
offered at times and in
a manner that enable
students to complete
their programs of
study in a timely
fashion.
○ Cross-disciplinary teams of
instructional (including
math/English, GE, CTE) and
counseling faculty have mapped
course sequences.
Key educational and career
competencies (including transfer
and major requirements and labor
market information) are used to
develop course sequences.
Teams create default program
maps and milestones for program
completion/transfer, so that
students can easily see how close
they are to completion.
Course offerings and schedules
are designed to meet student
demand and are offered at times,
and in a manner, that enable
students to complete their
programs of study in a timely
fashion.
16
completion and enhanced
access to relevant transfer and
career outcomes).
Please respond to the following items (500 word maximum per item)
1. Please briefly explain why you selected this rating.
2. Describe one or two accomplishments the college has achieved to date on this key element.
3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key
element.
4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the questions
above?
The college does provide some of this information for students. Some, but not all, CTE and other academic programs and
departments have mapped out sequencing for their programs of study. Communication for the sequencing is not widely published.
Most divisions and departments do give consideration to scheduling sequence courses so as to meet student demand, but this is not
done consistently across all divisions. This would be one area--developing clear sequencing and scheduling--that would be
beneficial across the college.
Additionally, in most departments courses are offered at times to help enable program completion. Enrollment data is used for
scheduling classes and class sections are offered or cancelled based on trends seen in enrollment data.
Several CTE programs have mapped out program sequencing to facilitate completion. These programs (such as Auto Tech,
Child Development, Environmental Sciences, Health Technologies, Film/TV, and Graphic Design) have developed “stacked”
certificate and degree pathways that move students effectively through earning a certificate and then earning additional units to
complete their degrees. Most programs have clearly defined prerequisites (established through the curriculum review process) which
is communicated to students so their entryway into the course sequencing and course completion pathways is evident.
Program sequencing is not widely mapped out and/or communicated in other instructional departments and divisions for counselors
to use for counseling students. We must get faculty to see that this type of work is important and that it will require
cross-disciplinary efforts. Getting faculty to meetings to discuss this will be challenging. Who should be involved? How will we
compensate them for this type of work and their time? Department scheduling processes must also be addressed/revised in order to
facilitate how these interdependent pathways and sequencing should be developed. Another reason campuswide program sequencing
should be established and communicated is to make the use of EDU NAV for educational planning effective, and also to help
students use their awarded financial aid more efficiently and effectively towards completion of their goals.
17
IMPLEMENTATION (9-14)
Adapting and implementing the key components of Guided Pathways to meet student needs at scale.
KEY ELEMENT
SCALE OF ADOPTION
Pre-Adoption
Early Adoption
Scaling in Progress
Full Scale
9. PROACTIVE
AND
INTEGRATED
STUDENT
SUPPORTS
(Help Students Stay
on the Path)
College provides
academic and non-
academic support
services in a way that
is proactive and
aligned with
instruction, so that all
students are explicitly
engaged in these
services.
○ College is
currently not
implementing
or planning to
implement
proactive and
integrated
student
supports.
○ The college has
begun conversations
about increased
coordination and
collaboration between
student supports,
instruction, and
counseling.
Processes and tools are
in place to monitor
student progress and
provide timely support;
but are only used by a
few staff and/or
departments and are not
used consistently.
There are few and/or
irregular structures that
allow for support
services staff,
counseling faculty, and
instructional faculty to
meet, collaborate, and
○ Collaboration between the
instructional and support
services occurs in specific
programs.
Processes and tools are in place
to monitor student progress and
provide timely support; and are
used by most staff and/or
departments, but may not be
used consistently.
There are some structures that
allow for support services staff,
counseling faculty, and
instructional faculty to meet,
collaborate, and discuss ideas,
the challenges students face,
and ways to improve
coordination and supports.
○ The college has been able to
scale ways in which proactive
supports are provided to most
students. The college is able to
track in which program each
student is, and how far away
students are to completion.
Student progress is monitored;
mechanisms are in place to
intervene when needed to ensure
students stay on track and
complete their programs of
study.
There are several regular
structures that allow for support
services staff, counseling faculty,
and instructional faculty to meet,
collaborate, and discuss ideas,
the challenges students face, and
ways to improve coordination
and supports.
18
discuss ideas, the
challenges students face,
and ways to improve
coordination and
support services.
Please respond to the following items (500 word maximum per item)
1. Please briefly explain why you selected this rating.
2. Describe one or two accomplishments the college has achieved to date on this key element.
3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key
element.
4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the questions
above?
Proactive and integrated technologically assisted support is underway with the implementation of Starfish. While student cohort
programs such as Math Performance Success (MPS), First Year Experience (FYE), Puente, and Umoja have integrated and
proactive student support that are well-coordinated between those programs' faculty and counselors, there is a strong need for more
robust collaboration between support services staff, counseling faculty and instructional faculty across campus.
After ten years of existence/development, Math Performance Success (MPS) is in full scale with assigned instructors, program
specific tutoring,and dedicated counselors available to support the program. The college is also scaling up division dedicated
counselor support with the following divisions: Biological Health and Environmental Sciences (BHES); Physical Sciences, Math,
and Engineering (PSME); Language Arts, (LA); and Business and Computer Information Systems (Bus/CIS) with integrated
departmental counseling, embedding counselors within those departments. The area of Online Education is thriving and working
well, in terms of support for instructors' and students’ use of Canvas as a course management system.
The pilot of the Starfish program is encouraging and should be expanded to include messaging to other student services such as
Financial Aid and Student Success Center tutoring services. The proposed new software for financial aid will hopefully also bring
better student support in that area.
Campuswide communication and sharing of information, resources, processes, policies, and procedures used and followed in
departments and divisions is a considerable challenge. Thus, students can be given conflicting advice and get lost in the system. The
ratio of counselors to students in some departments is too small and we desperately need more counselors. Centralized location of
counselors would improve student services with collaboration/sharing ideas/input. Understaffing, in particular Classified staffing,
and budget limitations, are challenges to designing and implementing proactive and integrated academic and student supports.
Classified professionals need their experience and expertise to be part of the Guided Pathways planning and implementation
process earlier in order to successfully champion student support at their points-of-contact with students.
19
IMPLEMENTATION (9-14)
Adapting and implementing the key components of Guided Pathways to meet student needs at scale.
KEY ELEMENT
SCALE OF ADOPTION
Pre-Adoption
Early Adoption
Scaling in Progress
Full Scale
10. INTEGRATED
TECHNOLOGY
INFRASTRUCTURE
(Help Students Choose and
Enter a Pathway; Help
Students Stay on the Path)
College has the technology
infrastructure to provide
tools for students as well as
instructional, counseling,
and student support faculty
and staff to support
planning, tracking, and
outcomes for Guided
Pathways including:
Link student demand
to scheduling
Ability for students
to monitor schedule
and progress (e.g.,
Degree Audit)
System for
counselors and
faculty to monitor
students’ progress
(e.g., Starfish, early
○ College
currently does
not have or
plan to build
an integrated
technology
infrastructure.
○ The college has in
place technology tools to
support academic
planning and counseling,
but these tools are not
used consistently and/or
do not provide timely
planning, support, and
tracking capabilities.
○ The college has in
place technology tools
that enable students,
counselors, and faculty to
track student progress
through a defined
pathway and provide
some timely planning,
support, and tracking
capabilities.
○ The college has in
place technology tools to
support planning,
implementation and
ongoing assessment of
guided pathways,
including: academic
planning; placement;
advising; tracking;
completion outcomes:
career counseling,
including employment and
salary information; and
transfer and bachelor’s
degree attainment data.
College has the capacity to
manage and connect course
scheduling with student
needs and default
schedules. The technology
infrastructure supports
integrated reporting,
auditing, and planning
processes.
20
alert system, etc.)
Data on career and
employment
opportunities
including salary and
requirements (e.g.,
SalarySurfer, other)
Others
Please respond to the following items (500 word maximum per item)
1. Please briefly explain why you selected this rating.
2. Describe one or two accomplishments the college has achieved to date on this key element.
3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key
element.
4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the questions
above?
De Anza has already been utilizing Banner and DegreeWorks for over seven years and has the technology infrastructure in place
to scale. The College has recently begun piloting new software tools like Starfish and EduNav which will enhance our existing
efforts to support students from entry to completion.
With continuous fine-tuning and updating over the past seven years of implemenation, the DegreeWorks tool has become a
generally very helpful for students in planning and progressing on their educational plans.
Moving forward, campuswide awareness of new technological tools and programs, as well as training and full implementation,
will be big, but not insurmountable, challenges. In particular, training and rollout of new technological tools have been launched
without sufficient staffing and with an unrealistically rapid timeline for full implementation. Hopefully, with each subsequent
rollout, lessons learned from previous rollouts will be applied for smoother implementation.
A big challenge is that understaffing can result in an infrastructure that is vulnerable to breaking down at single points of failure.
For example, when there is one designated person to run a technology tool or process, and if that person cannot be available, then
the process can quickly become significantly backlogged while backfill staffing is secured and stabilized.
Rollout plans for campus wide integration of Starfish, where instructional faculty and counselors will be trained and onboarded to
maximize the positive impact of Starfish, is still in the initial stages.
Consistent and regular system maintenance is also an important consideration as we move forward.
21
IMPLEMENTATION (9-14)
Adapting and implementing the key components of Guided Pathways to meet student needs at scale.
KEY ELEMENT
SCALE OF ADOPTION
Pre-Adoption
Early Adoption
Scaling in Progress
Full Scale
11. STRATEGIC
PROFESSIONAL
DEVELOPMENT
(Help Students Stay on the
Path; Ensure Students are
Learning)
Professional Development
(PD) is strategically,
frequently, and consistently
offered for staff, faculty and
administrators and aligned
with the college’s strategic
goals, needs and priorities
identified in integrated
plans, program review, and
other intentional processes.
○ College is
currently not
offering or
planning to
offer
professional
development
(PD)
opportunities
aligned with
needs and
priorities
identified in
integrated
plans, program
review, and
other
intentional
processes.
○ Professional
development is provided
to faculty, staff and
administrators but the
development and
offerings of PD is not
aligned with the college’s
strategic goals identified
in an integrated planning
process, or there are gaps
in systematically
identifying and meeting
those goals.
○ Some but not all PD
opportunities are
developed to
intentionally support the
college’s strategic goals
identified as part of an
integrated planning
process.
Strategic professional
development includes
systematic, frequent and
strategic attention to:
Using learning
outcomes
assessment results
to support/improve
teaching and
learning.
Providing updated
information across
the college to
enable faculty and
○ PD opportunities are
available for staff, faculty and
administrators and are
strategically developed to
meet the college’s
overarching goals, shared
across initiatives. Assessment
of learning outcomes and
other data driven processes
are continuously used to
identify the areas of greatest
need for PD to help the
college meet its overarching
strategic goals.
Strategic professional
development includes
systematic, frequent and
strategic attention to:
Using learning outcomes
assessment results to
support/improve
22
staff to refer
students to
academic and non-
academic supports
and services as
necessary.
Improvements in
those college
processes directly
serving students.
Leadership capacity
and stability for all
areas on campus
and the college as a
whole.
Practice analyzing
student data
(qualitative and
quantitative) and
identifying
structural decisions
that can be based
directly around
student need.
teaching and learning
Providing updated
information across the
college to enable faculty
and staff to refer
students to academic and
non-academic supports
and services as
necessary.
Improvements in those
college processes.
directly serving students.
Leadership capacity and
stability for all areas on
campus and the college
as a whole.
Practice analyzing
student data (qualitative
and quantitative) and
identifying structural
decisions that can be
based directly around
student need.
Continued broad
engagement in cross-
functional decision-
making.
Regular and consistent
training on the use of
technology to support
academic programs and
student services.
23
Please respond to the following items (500 word maximum per item)
1. Please briefly explain why you selected this rating.
2. Describe one or two accomplishments the college has achieved to date on this key element.
3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key element.
4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the questions
above?
Classified Senate Rating: Early Adoption
There are Professional Development offerings at De Anza, although it is mainly centered on faculty. The classified professionals
feel hindered to be able to attend trainings, due to workloads, coverage, and support from management.
Academic Senate Rating: Between Early Adoption and Scaling in Progress.
There is some guidance on using learning outcomes assessment results to support/improve teaching and learning (the first bullet
point under “Scaling in Progress”) and practice analyzing student data (qualitative and quantitative) and identifying structural
decisions that can be based directly around student need (the fifth bullet point under “Scaling in Progress”), via the SLO Assessment
Cycle and Program Review. However, not all faculty participate in SLO Assessment and Program Review. Many faculty's
participation is limited to at most several courses for SLO Assessment, and most faculty do not participate in or see the larger
picture of SLO and PLO Assessment Cycles in their departments. Program Review may involve input of a small number of faculty
leaders in the department.
* De Anza has an Office of Professional Development which serves faculty and staff, a Technology Training Specialist, and two
Instructional Designers for online education. The Office of Professional Development provides employee orientation and
workshops throughout the year. Technology training is also scheduled and several workshops and open lab sessions are provided
each term. The Online Education Center provides training and support in various formats every term. While the primary focus is
instruction, classified professionals are starting to explore using the course management system.
* The annual FHDA Classified Professional Development Day is geared to both the campus mission and the district mission,
develop support networks for classified professionals and serve students.
* The campus-wide SLO Convocation is held annually every Spring term. Faculty are the main audience and departments are
encouraged to use this flexday opportunity to discuss and update SLO Assessments.
* There is a newly hired FT Director in the Office of Professional Development (faculty) who serves the campus along with the
Senior Program Coordinator (classified). It is exciting to have a full time permanent leadership team in place.
The majority of the professional development is centered on teaching and learning and as such, is faculty-centered. There is a
continual need for more professional development for classified employees, to support cultural competency and responsiveness,
especially to our underrepresented students, and also to empower them to be more proactive in helping students feel nurtured,
connected, directed, focused, and supported. Incentivizing faculty to participate in professional development is a challenge when
their contractual obligation focuses primarily on teaching (for FT and PT faculty) and department or campus service (for FT
faculty). Classifieds face the participation barriers of heavy workloads, lack of coverage when they step away from their areas to
participate in professional development, and varying levels of support from supervisors.
24
IMPLEMENTATION (9-14)
Adapting and implementing the key components of Guided Pathways to meet student needs at scale.
KEY ELEMENT
SCALE OF ADOPTION
Pre-Adoption
Early Adoption
Scaling in Progress
Full Scale
12. ALIGNED
LEARNING
OUTCOMES
(Ensure Students are
Learning)
Learning outcomes are
aligned with the
requirements targeted by
each program and across all
levels (i.e., course,
program, institutional) to
ensure students’ success in
subsequent educational,
employment, and career
goals.
○ College is
currently not
aligning or
planning to
align learning
outcomes.
○ Student Learning
Outcomes (SLOs),
Program Learning
Outcomes (PLOs), and
General Education
Learning Outcomes
(GELOs)/Institutional
Learning Outcomes (ILOs)
have been developed, but
they are not systematically
reviewed to ensure
alignment, academic rigor,
integrity, relevance, and
currency.
Results of learning
outcomes assessments are
not linked with
professional development
or changes to the course or
program content.
○ Student Learning
Outcomes (SLOs),
Program Learning
Outcomes (PLOs), and
General Education
Learning Outcomes
(GELOs)/Institutional
Learning Outcomes
(ILOs) are reviewed and
revised for some
outcomes to ensure
alignment, academic
rigor, integrity,
relevance, and currency.
Results of learning
outcomes assessment are
not consistently linked
with professional
development or changes
to the course or program
content.
○ Student Learning Outcomes
(SLOs), Program Learning
Outcomes (PLOs), and General
Education Learning Outcomes
(GELOs)/Institutional
Learning Outcomes (ILOs) are
regularly reviewed and revised
to ensure alignment, academic
rigor, integrity, relevance, and
currency.
Results of learning outcomes
assessments are used to inform
professional development, and
are linked to changes to course
and program content.
25
Please respond to the following items (500 word maximum per item)
1. Please briefly explain why you selected this rating.
2. Describe one or two accomplishments the college has achieved to date on this key element.
3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key element.
4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the questions
above?
We have SLO’s, PLO’s, and the infrastructure with an SLO core leadership team and SLO leads in each department and
division.
Some areas report high levels of compliance with SLO work, and some also are appropriately revising teaching and curricula
to reflect learning from assessment data.
Creation of SLO team, infrastructure, processes, and website including a quarterly SLO newsletter with updates and weekly SLO
office hours held in the Academic Senate office, and an annual SLO Convocation.
Assessments are used to evaluate the Programs within the Program Review Process in the Instructional and Student Services
Planning and Budget Teams.
Enforcement and accountability of full-scale SLO Assessment completion in a timely manner for accreditation review.
For faculty, the lack of incentive to assess leads to feeling that this is another administrative burden, generating disinterest in
participation
The SLO/PLO and Program Review workload seems to increase over time and this process can feel overwhelming at times.
Part Time faculty feel excluded from the conversation surrounding outcomes.
There is a disconnect between students and the assessment process, in terms of gathering student feedback and assessment about
the course and its effectiveness in helping them to achieve SLOs. Currently, student input/evaluation focuses on instructor
evaluation, not course or SLO evaluation.
26
IMPLEMENTATION (9-14)
Adapting and implementing the key components of Guided Pathways to meet student needs at scale.
KEY ELEMENT
SCALE OF ADOPTION
Pre-Adoption
Early Adoption
Scaling in Progress
Full Scale
13. ASSESSING AND
DOCUMENTING
LEARNING
(Ensure Students are
Learning)
The college tracks
attainment of learning
outcomes and that
information is easily
accessible to students and
faculty.
Consistent and ongoing
assessment of learning is
taking place to assess
whether students are
mastering learning
outcomes and building
skills across each program
and using results of
learning outcomes
assessment to improve the
effectiveness of instruction
○ College is
currently not
assessing and
documenting
or planning to
assess and
document
individual
student’s
learning.
○ Attainment of learning
outcomes are not
consistently tracked or
made available to students
and faculty.
Only a few programs
examine and use learning
outcomes results to
improve the effectiveness
of instruction.
○ Attainment of
learning outcomes
tracked or made
available to students and
faculty for most
programs.
Most programs examine
and use learning
outcomes results to
improve the
effectiveness of
instruction.
○ Attainment of learning
outcomes tracked or made
available to students and
faculty for most programs.
All programs examine and use
learning outcomes results to
improve the effectiveness of
instruction.
27
in their programs.
Please respond to the following items (500 word maximum per item)
1. Please briefly explain why you selected this rating.
2. Describe one or two accomplishments the college has achieved to date
on this key element.
3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key element.
4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the questions
above?
We have established an SLO/PLO assessment cycle and process that has become culturally embedded in the instructional and
student service areas. The campus SLO Committee has also developed a customized very solid TracDat (now called Improve)
online database/platform for SLO/PLO entry and updates.
Annual SLO Convocation Flex Day is organized by our SLO committee and is held every Spring with campuswide division
participation. SLO and PLO assessments are being used to evaluate the programs within the Program Review process in the
Instructional and Student Services Planning and Budget Teams.
Student input on SLO is currently not part of our SLO process; student evaluations currently focus on evaluating instructors
rather than the SLOs. For the purpose of Guided Pathways, student assessment of the course’s effectiveness in helping them achieve
the SLO would be valuable. Many faculty, especially adjunct faculty, do not directly participate in creating or evaluating SLOs and
PLOs. Classified staff are also excluded from the PLO assessment process. Some SLO and PLO assessments are not completed in a
timely manner.
28
IMPLEMENTATION (9-14)
Adapting and implementing the key components of Guided Pathways to meet student needs at scale.
KEY ELEMENT
SCALE OF ADOPTION
Pre-Adoption
Early Adoption
Scaling in Progress
Full Scale
14. APPLIED LEARNING
OPPORTUNITIES
(Ensure Students are
Learning)
Students have ample
opportunity for
applied/contextualized
learning and practice.
Opportunities have been
coordinated strategically
within and/or amongst
programs.
○ College is
currently not
offering or
planning to offer
applied learning
opportunities.
○ Few courses and
programs systematically
include
applied/contextualized
learning opportunities
such as projects,
internships, cooperative
education (co-op), clinical
placements, service
learning, study abroad, etc.
○ Some courses and
programs systematically
include
applied/contextualized
learning opportunities such
as projects, internships, co-
ops, clinical placements,
service learning, study
abroad, etc. Opportunities
have been coordinated
strategically within and/or
amongst programs.
○ Students across
most or all
disciplines and
degree areas have
ample opportunity to
apply and deepen
knowledge and skills
through projects,
internships, co-ops,
clinical placements,
service learning,
study abroad, and
other active learning
activities that
program faculty
intentionally embed
into courses and
programs.
29
Please respond to the following items (500 word maximum per item)
1. Please briefly explain why you selected this rating.
2. Describe one or two accomplishments the college has achieved to date on this key element.
3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key element.
4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the questions
above?
Several CTE programs, such as Environmental Science, have courses requiring contextualized learning and practice;
however, applied learning is not encouraged or promoted widely across campus departments and programs. At this time,
opportunities for applied learning are also not strategically coordinated across programs.
The Student Success Center (tutorial programs) employ and train a large number of students as individual and group tutors.
Faculty teach tutoring classes for which student tutors-in-training earn college credit and gain tutoring experience.
Career and Technical (CTE) programs such as Journalism, Automotive Technology, Environmental Studies, Massage Therapy,
Child Development, and Health Technology programs, offer students courses with industry and/or production-oriented applied
learning.
Creative Writing offers courses for students to edit and produce the annual national and student editions of "Red Wheelbarrow,"
a faculty-supervised, student-run publication that has been produced annually at De Anza since 1976.
Vasconcellos Institute for Democracy in Action (VIDA) Office supports civic engagement and service learning opportunities for
courses across campus, and assists with identifying civic engagement service learning courses in the online course schedule. VIDA
also hires and trains student interns to coordinate and work on campus and community civic engagement projects.
Office of Outreach, Student Success and Retention Services (SSRS), Latino/a Empowerment At De Anza (LEAD) and IMPACT
AAPI mentor and employ students to work as student ambassadors to high schools and/or serve as peer mentors for the cohort
programs.
Political Science faculty coordinate the Public Policy School, and California Campus Camp, programs with a high degree of
applied and contextualized learning in legislative and community advocacy.
Due mainly to understaffing, many of the aforementioned programs are in silos. Communications and information regarding
these programs and their activities are not fed out widely throughout the campus, as the program faculty and staff work beyond
capacity to run the courses and programs.
In addition, scaling up lab and studio learning opportunities faces challenges that include safety, logistics and expenses and these
challenges limit lab and studio course offerings. Because of restricted lab sizes due to regulatory body mandates, this impacts
productivity and teaching loads. Combination lecture/lab courses offerings are also limited due to complications of scheduling and
load factors.
30
ADDITIONAL QUESTIONS (500 word maximum per item)
1. Based on the Self-Assessment above, what do you think best describes your college’s guided pathways work overall?
○ Pre-Adoption
○ Early Adoption
○ Scaling in Progress
○ Full Scale
Please briefly explain why you selected this rating:
2. What kinds of support would be most helpful to you as your campus begins or continues its work on guided pathways? Are
there resources or supports that would most help your college progress on any particular element? Please describe:
3. Comment (optional): Please share any guided pathways practices or processes that were particularly successful for your
college.
4. Comment (optional): Are there any questions, comments and/or concerns or additional information that you want to provide
that has not been addressed sufficiently in this tool?
Overall, we are in Early Adoption and moving into the Scaling category. We are in Early Adoption in many items, and well
positioned to advance in a substantive and sustained manner. We are in Full Adoption phase on Key Element #13, Assessing and
documenting learning outcomes. We need to build up more campus wide awareness as well as understanding of Guided Pathways
and why it might benefit our students and make access to services and resources much more accessible and equitable. We need to
ensure that Guided Pathways is truly integrating and more effectively connecting what we already currently do well and encourage
and motivate staff and faculty to see and buy-in to the larger goal. We see the potential to be creative, collaborative, and innovative
in exploring and implementing solutions to help overcome institutional barriers to student progress.
Next, we need to create the core team to lead the college Guided Pathways framework and set the goals for the Implementation
plan due in March 2017. We need to create dedicated and compensated time to have campuswide participation and buy-in from
classified professionals and faculty for coordination, collaboration and professional development work, particularly given we are at
a time when significant budget cuts due to changing enrollment trends is evident.
More incentivized and success factor focused professional development for faculty and classified professionals is always
needed. We need additional customer service professional development to help frontline classified professionals be more
intentional and mindful in how they help students, especially when students are feeling discouraged, confused, or frustrated, and/or
they themselves may not be clear on what they need from them at that moment to progress in their educational goals. We have the
framework for this training and can work towards implementation now with a fully staffed Office of Professional Development.
We need more frequent coordination, collaboration, problem sessions, and communications between student services and
instruction to ensure that we are providing students accurate information, support, and the full range of options available, based on
their educational goals.
STATE OF CALIFORNIA
          ELOY ORTIZ OAKLEY, CHANCELLOR
CALIFORNIA COMMUNITY COLLEGES
CHANCELLOR’S OFFICE
1102 Q STREET, SUITE 4400
S
ACRAMENTO, CA  95811-6549
(916) 322-4005
http://www.cccco.edu
                                                
Guided Pathways Award Program Self-Assessment Signature Page
In submitting this document to the Chancellor's Office, and by our signatures, we the undersigned certify the
information outlined in our Guided Pathways Award Program Self-Assessment was informed by input and
agreement among a cross-functional team that spans the constituencies of the college. With submission of
this
document, we indicate our
commitment to adopt a guided pathways framework.
Name of college
Self-Assessment Signatories
Signature, President of the Governing Board
Printed Name
Date signed
Signature, Chief Executive Officer/President
Printed Name
Date signed
Signature, Academic Senate President
Printed Name
Date signed
Signature, Chief Instructional Officer
Printed Name
Date signed
Signature, Chief Student Services Officer
Printed Name
Date signed
Please print, complete and mail this page to:
California Community Colleges Chancellor’s Office
Attention:  Mia Keeley
1102 Q Street
Sacramento, CA 95811
In lieu of mailing, a scanned copy may be emailed to:  COGuidedPathways@cccco.edu
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Completed 5 May 2020

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