- Guided Pathways
- Career and Academic Pathways (CAP)
- Mission/ Priorities
- Leading from the Middle (LFM)
- Career Ladders Project
- Getting Involved
- Faculty Inquiry Group
- Work Teams
- Work Group
- ELAC College Summit to Campus Outreach page
- Campus Outreach
- Work Plan
- Student Equity
- Launching Guided Pathways at East Los Angeles College
- CAP program Request Form
- Glossary of Terms
Career Ladders Project works with California community colleges and their partners statewide to design and strengthen pathways that prepare students for success in both college and career. Well-designed pathways can support students as they enter, navigate, and complete postsecondary education as well as deepen connections among high schools, colleges, and regional industries.
CLP leads new work in guided pathways, a college-wide transformation strategy, in addition to work building on regional and sector-based pathways developed with a wide range of colleges and partners.
Using tools, templates, and mapping processes developed by CLP, as well as inclusive change-management strategies, we bring educators, employers, and community stakeholders together to create more structured and relevant pathways that foster academic and career success.
Career Ladders Project efforts will include collaborating with East Los Angeles College Guided Pathways Redesign Team and support the transformation of our educational system. With ongoing partnership, we seek to incorporate their methods in sampling, research and identifying disciplines within Meta Majors and the development of academic maps per department.
“Redesign ELAC” efforts will identify student equity barriers and use this data as a key component to develop/ perform best practices. Career Ladders Project was confirmed to participate during ELAC Opening Day 2018, and Fall 2018 Meta Major/ Academic Mapping collaboration. Future partnerships will be discussed during monthly Guided Pathways Steering Committee meetings.
Additional Notes about CLP excerpted from the ASCCC Online Handbook for Guided Pathways
(For more info, please see Career Ladders Project, From Voice to Action: Putting Students at the Center of College Redesign, Unpacking the Student Experience in Learning Communities Deepens Capacity for Change at Two Colleges, December 2020, https://www.careerladdersproject.org/learning-communities-from-voice-to-action-december-2020/)
Student Voice for Evaluating What We Do
Guided Pathways Redesign
Guided Pathways calls for redesigning the college experience with the student’s end goals in mind. It asks that we view what we do from a student’s lens.
Collaboration on Student Focus Groups for Evaluation
The principle of listening to students to evaluate what we do was put into place by Guided Pathways teams from East Los Angeles College and El Camino College in collaboration with the Career Ladders Project (CLP). CLP provided technical training to the teams to assess the student experience in learning communities, specifically
Are there successful strategies in learning communities for meeting student needs that may inform a guided pathways framework?
The CLP and college teams pursued a specific collaborative process outlined in the “Career Ladders Project, From Voice to Action: Putting Students at the Center of College Redesign.”1 By learning focus group strategies and applying them, the college guided pathways teams used student voice to validate the efficacy of the learning communities model for advancing guided pathways practices.
Including Students in the Robust Dialogue of Program Review
Program review is another example where both quantitative and qualitative data can help us incorporate the student perspective to evaluate our programs.
The Guided Pathways calls for redesigning the college experience with the student’s end goals in mind. But, typically, program review has focused on quantitative data. However, a Guided Pathways mindset can help move program review beyond compliance toward a focus on student equity and empowerment
- What qualitative data is being collected that reflects direct student experience?
- What indicates that learning has occurred during and through the program? Do students know what they need to learn? Do they feel they have learned it?
- What data best evaluates the efficacy of various supports? How do students feel about the support they have received?
- How can these student experiences help guide the improvement we will undertake?
- What are your students saying?
1 Career Ladders Project, From Voice to Action: Putting Students at the Center of College Redesign, Unpacking the Student Experience in Learning Communities Deepens Capacity for Change at Two Colleges, December 2020, https://www.careerladdersproject.org/learning-communities-from-voice-to-action-december-2020/
Attend the Guided Pathways Steering Committee
4th Wednesday of Each Month
12:00 PM to 1:30 PM