Connect to Career Through Structured Pathways

(2013-2014 Start) CCRC research shows students who connect to a program of study in their first year are more likely to graduate within 5 years. Redesigning curriculum guides and ensuring students are taking at least one course in a program of study during their first year is an emerging best practice. In addition, students who feel their career choice is not a good fit will have this knowledge much earlier in their college career and will have the opportunity to change majors without wasting credits.  

Career and Academic Advisement Professionals, Faculty, and other front line staff have been trained to communicate the importance of this strategy to students.  One of the focuses of our Student Success Coaches is undecided students as determined by the College Student Inventory Questionaire and students with an undeclared major in our ERP.

New data from the Ohio Board of Regents released May 2, 2013, demonstrate that LCCC Associate Degree graduates are earning more than graduates from other community Colleges in Ohio.  In some cases our graduates are earning $11,000 more than graduates statewide. The only discipline we are the same, or a bit lower in, is Social Science.  These data suggest we are connecting students to a market-valued career.  This assumption was validated recently in a new report released by the Metropolitan Policy Program at the Brookings Institute, Beyond College Rankings:  A Value-Added Approach to Assessing Two-and Four-Year Schools.  LCCC received the highest value rating among Ohio's 23 two-year colleges based largely on its median total earnings of its graduates with 10 years experience.

(2013-2014)  Last year, the LCCC Career Advantage Fee provided funding for Student Success Coaches who are assigned cohorts of undecided and at risk students based on the College Student Inventory risk index.  The Coaches connect their students to college resources and ensure they enroll in a course in their program of study their first or second term.  Phase II of IPAS will incorporate tools for career exploration, e.g., MyPlan, and CareerLink, a tool which features internships, co-ops, job shadowing, and student employment, as well as tools to connect students to a labor market valued career, e.g., Career Coach (EMSI).  Phase III of IPAS will have a student portal with links to these tools and will incorporate career and financial aid systems into one system.  Related & implemented strategies include the revision of 43 programs/degrees to minimize excess credit hours and ensure courses in programs of study are available first or second semesters, the creation of curriculum guides for part-time students, and the launch of Resourse 25 to ensure efficient space utilization and student-centric scheduling.

(2014-2015) Resourse 25 was implemented and will be enhanced with Ad Astra, a predictive course scheduling tool that will allow more strategic scheduling and ensure the scheduling in individual divisions will be coordinated across the college and curricula. Implementing Ad Adstra will also  support the work we are doing with meta-majors and structured pathways. Currently we have identified 15 career interest areas that will link students to one of 5 meta-majors.  The meta-majors will form a set of default pathways that will enable students to engage in structured career exploration.  























ID 13994

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