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Pathways

Palomar College Guided Pathways

Category: October 2019

Palomar Pathway “Wins” – October 2019

Enter the Path

Internship Opportunity for Palomar STEM students!

Palomar is partnering with Northrop Grumman, who will offer two paid internships to Palomar STEM students interested in engineering. The interns will work in the Aerospace Systems Sector. The Cooperative Education Department will work with interested applicants to assist them with their resumes, cover letters, and personal statements. Northrop Grumman interviewed selected candidates on Friday, September 27th and started their internships the week of October 14th.

Supporting Transition students – new funding from Chancellor’s Office

Chancellor Oakley included $10 Million for colleges to serve incarcerated and formerly incarcerated students in his 20-21 budget request to the Governor. Several of Palomar’s Transitions students attended the Board of Governor’s Meeting at Riverside City College on Tuesday, September 17 to give public testimony in support of the budget allocation. They relayed their personal stories and explained why higher education for justice-involved students is so important. These Transitions students have stepped up at Palomar to serve in leadership roles in Transitions Collective Student Club, Guided Pathways work, as peer mentors and interns at Palomar, CSUSM, and with Berkeley Underground Scholars. They had a huge team participate in the Monster Bash & Dash!

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  • Step 2: Enter the Path: Palomar Community College District | All Rights Reserved

Teaching 4-week classes – A tell all!

By Laurel Anderson, PhD, Associate Professor & Dept. Chair, Child Development

Stay on the Path

Many students who take child development courses aspire to teach in preschools and early childcare centers.  In California, our licensed childcare facilities require child development or early childhood education units.  At present, there is an Associate Teacher Permit that requires 12 units of child development. Our department discussed the feasibility of offering 4-week courses to align with the permit requirements.  This opportunity would allow our department to market the four classes as a ‘package’ for employment as well as a foundation for our degrees and certificates. So, we are offering a four-class sequence to align with state requirements. Of course, students could take all four classes in 16 weeks, but the 4 week model is structured as hybrid courses that meet one evening a week and the remainder of the course work is completed online.  This allows the students and instructor face-to-face instruction and online opportunities.  

As week eight ends, two courses are complete.  The students’ feedback has been positive. In fact, one student stated, “Why don’t more disciplines do this?” And, another, “This is the ONLY way I could get the units so I can stay employed.”  Other positive sentiments come from the community we serve. Employers are thrilled to have this opportunity for their employees to gain the education and expertise necessary for implementing best practices in their schools and businesses.

As an instructor, this experience has exceeded my expectations.  The students are focused, productive, engaged, receptive, and excited.  The face-to-face classes have nearly 100 percent attendance—the students are ready and eager to learn, and they know that if they miss one class, it is one-fourth of their session.  Additionally, the online portions of the course are discussed in the face-to-face venue so the students are well prepared for this area of coursework when they leave the classroom each week.   

Organization is the key for the success in this venue of learning and teaching. I broke the four weeks into four meaningful units.  The Course Outline of Record is met through the learning experiences in each of the units, so the course rigor is high. Each unit comes with a packet that includes extensive rubrics, checklists and links for further learning.  The students know exactly what is expected of them. My model for teaching has always included rubrics and checklists, so the new avenue of teaching has not veered far from my typical practices. I have found, however, that there is no time for procrastination, and so we are all focused and timely with our work! 

Hands down, this is the best semester of my teaching career.  I love teaching one class at a time and pouring all of my energy and focus into the subject matter at hand.  The students are so receptive to this style of teaching and learning. The students who are taking multiple courses in succession have formed a cohort of support and friendship. Numerous students who signed up for one class have signed up for the rest of the 4-week courses after completing the first session.  The students encourage one another, are excited to see one another each week, and have really vigorous online connections through the discussion boards. These connections and the networking that takes place between students are powerful. I love the community that has formed in the classroom. These members are present, productive, and passionate. The positive attitude is contagious.  We all want to be in the learning environment, together. In fact, last week, one of my students asked, “So, what classes are WE taking NEXT semester, like this?” That says it all.  

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  • Step 3: Stay on the Path: Palomar Community College District | All Rights Reserved

Program Completion Academy – What is it?

By Jack S. Kahn, PhD, Assistant Superintendent/Vice President for Instruction

Clarify the Path

The Program Completion Academy is an offshoot project from the Guided Pathways plan.  The academy consists of instructional faculty, counselors, staff, administrators and students who gather together to discuss how instructional programs can be redesigned to better meet the needs of students.

There are 2 types of Program Completion Academies:

(a) Discipline based
(b) Institutional based 

Discipline based academies focus on creating “completion packages” for academic awards.
This process starts with academic maps.  Academic maps list all the courses needed to complete a program.  In contrast, a “completion package” indicates how to get through the map (8 week classes, DE, hybrid, etc).  Think of it as a route that is designed to meet the needs of students (Student data Fact Sheet). 

This past summer the Program Completion Academy started to discuss data and began to design and move programs forward toward creating "completion packages."  The "completion packages" represent the route students can take to complete more efficiently.  

After the "completion packages" are created and discussed with deans and department chairs, the next step is to discuss in an 'integrated advisory' meeting with industry partners and representatives from Palomar’s work-based learning opportunities, equity representatives and student support representatives (counselors, tutors etc.) to determine the broader needs of the program.

There will be a first practice 'integrated advisory board' meeting with the Archaeology Palomar team who have the first official new completion package that was a result of the summer meetings.  Nice job Archaeology! Once completed, the program gets to promote the new program through Palomar makes it Possible website:   http://www.palomar.edu/possible

Institutional Based academies focuses on larger institutional issues that impact the broader institution.
This summer Palomar’s awesome speech faculty met with faculty from Mira Costa and Miramar College to discuss Distance Education options for students in the speech discipline.  The intent of these meetings is to discuss the impact of various offerings we have on student success and overall enrollment.

When are these academies?
This fall the following Program Completion Academy meetings are scheduled.  

October 30th:  Discipline + Institutional Discussion on Distance Education in the Sciences (3-5 PM)

November 15: Discipline only (1-3 PM)

Leadership: Each academy has a faculty lead 

Discipline:  Curriculum Co-Chair:  Wendy Nelson

Institutional: Glyn Bongolan & Pj DeMaris

And... back from retirement - Marty Furch has joined the team to help build in some structure and make progress with this project - so keep an eye out for her email and leadership coming soon!  If you want to join the meetings please reach out to Marty: mfurch@palomar.edu.

 We have made a lot of progress - stay tuned for more information, a website, templates and more support!  

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  • Step 1: Clarify the Path: Palomar Community College District | All Rights Reserved