Pathways to Academic, Career and Transfer Success (PACTS)college.lattc.edu/accreditation/files/2013/03/PRS3.3... · 2013-03-16 · Academic and career planning is an important step

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Career Readiness (Unique to Program of Study(s))

Pathways to Academic, Career and Transfer Success (PACTS)

Self-Efficacyfor College and Career

Success

Awareness of Academic/Career Options

and Readiness

Academic and Career Goal Setting and

Planning

Navigating and Accessing Community and College Resources

Tier 1 - Foundational Competencies for Success in College and Careers (Mandatory)

Academic Readiness(Math and English)

Computing, Information, and Digital Literacy

Tier 2 – Academic and Career Readiness Competencies (Competency-Based, Required Until Competencies Met)

Career Readiness (Unique to Program of Study(s))

Program of Study Core Competencies(Unique to Each Program of Study)

Tier 3 – Program of Study Core Competencies

Degree and/or Transfer(Unique to Each Program of Study)

Tier 4 – Degree and/or TransferProgram of Study Competencies

• Degree Completion• Transfer Ready/ IGETC Certification

• Completed PACTS Plan• Increased Self-Efficacy

Skills

• CTE Certificate of Achievement Completion(s) that Lead to Career Readiness for Entry Occupations, Career Advancement, and/or Wage Progression

• Industry-Recognized Certification/Credential(s)

• 30 Units in Degree Program of Study

• Competency Gains (pre-post assessment)

• Progress Towards PACTS Goal(s) • HS Diploma or GED Completion • Noncredit Certificate of Competency

Completion

Reaching the Pinnacle of Potential through Postsecondary Pathway Completion

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PATHWAY FOR ACADEMIC, CAREER, and TRANSFER SUCCESS (PACTS) @ Los Angeles Trade-Technical College

(for industry-credential, certificate, degree, and/or transfer seeking students)

The Pathway for Academic, Career, and Transfer Success (PACTS) at LATTC is a sequence of postsecondary instructional programs and activities, with coordinated supportive services, designed to provide individuals with the competencies they need to successfully access a college education, attain industry-recognized and post-secondary credentials, and obtain a career that pays family-supporting wages and offers opportunities for advancement and growth. There are two fundamental components of PACTS at LATTC—competencies and programs of study(s)—that provide the structure for students to succeed.

Competency. A competency is the capability to apply or use a set of related comprehensions or knowledge, skills, and abilities required to successfully perform "critical functions" or tasks. Program of Study. A program of study is comprised of a structured sequence of course(s), within a specified field of study, that culminates in an industry-recognized credential, Certificate of Achievement, Associate of Art or Science (AA/AS) degree, transfer readiness, and/or IGETC/CSU Certification.

PACTS are comprised of up to four distinct tiers, representing competencies students attain to reach key milestones in the completion of their unique college and career goal(s). Each tier is comprised of multiple competencies that collectively prepare students to transition and progress through the next tier (which are referred to as “exit” competencies) and/or collectively demonstrate mastery of a program of study.

Foundational competencies (Tier 1) are knowledge, skills/abilities and qualities students need to navigate and succeed in the structure and culture of a postsecondary institution, in general, and LATTC specifically, and to complete their individualized, PACTS plan.

Readiness competencies (Tier 2) are knowledge, skills/abilities and qualities students attain to demonstrate they are “ready” to enter and progress in a program of study. At LATTC these competencies are commonly referred to as institutional core competencies because all students who are served by the college will make gains in one or more of these competencies.

Program of study core competencies (Tier 3) are knowledge, skills/abilities and qualities students demonstrate to successfully complete the required sequence of courses that lead to one or more of the following:

o Industry-recognized credential, o Certificate of Achievement, and/or o 30 units in an AA/AS degree and/or transfer program of study.

Degree and/or transfer program of study competencies (Tier 4) are knowledge, skills/abilities and qualities students demonstrate to successfully complete an AA/AS degree, IGETC and/or CSU General Education Certification, or transfer program of study.

FOUNDATIONAL COMPETENCIES FOR SUCCESS IN COLLEGE AND CAREERS

SELF-EFFICACY Self-efficacy is “the belief in one’s capabilities to organize and execute courses of action required to manage prospective situations” (Bandura, 1995). In other words, self-efficacy is a person’s belief in his or her ability to succeed in a particular situation. Albert Bandura described these beliefs as determinants of how people think, behave, and feel (1994). Academic self-efficacy is a person’s conviction that they can successfully achieve at a designated level in a particular academic subject area. Virtually all people can identify goals they want to accomplish, things they would like to change, and things they would like to achieve. However, most people also realize that putting these plans into action is not quite so simple. Bandura and others have found that an individual’s self-efficacy plays a major role in how goals, tasks, and challenges are approached. The following self-efficacy competencies increase students’ ability to succeed in college and in their chosen careers.

SOCIAL AND EMOTIONAL INTELLIGENCE• Functions effectively under deadlines, heavy workloads,

pressures, stressful circumstances• Is aware of one’s own mental health and wellness, and

manages emotional/psychological problems• Recovers quickly from setbacks/challenges and/or

manages obstacles/barriers

SELF-REGULATION AND TIME MANAGEMENT • Practices effective time management skills; focuses efforts

on the most important priorities; balances school and personal life; sets aside time necessary to attend classes regularly, study, and complete assignments, courses, and program of study

• Quickly senses what will help or hinder accomplishing a goal

• Is accountable; able to take full responsibility for results and for actions and avoiding high risk behaviors

INTERPERSONAL AWARENESS AND CONFLICT MANAGEMENT

• Interacts and works with others, including interacting with diverse groups with regard to gender, race/ethnicity, sexual orientation, and socio-economic status

• Builds and maintains positive, cooperative and sustained relationships with others

• Uses appropriate interpersonal styles and methods to reduce tension or conflict

DECISION MAKING• Takes responsibility for decisions made• Identifies and understands issues, problems, and

opportunities and uses this information to make timely and sound decisions; takes action that is consistent with available facts, constraints, and probable consequences and modifies decisions based on new information when appropriate

AWARENESS OF ACADEMIC/CAREER OPTIONS Academic and career planning is an important step toward shaping one’s future. Next to personal relationships, academic and career choices are probably the most important choices someone will make and likely could affect every aspect of life. The following competencies will increase a students’ ability to make informed academic/career choices that “best fit” their unique characteristics and circumstances.

INVESTIGATIVE• Researches time and cost of getting necessary education,

credentials, wages, and/or career advancement steps in area(s) of interest

• Discusses academic and career options with counselors, advisors, faculty, and employers and/or professionals in the field

• Investigates occupations/jobs and industries that match interests/assessment results

• Researches (in area(s) of interest) employment opportunities, characteristics of the work setting, required licensures/credentials, and advancement opportunities

SELF-AWARE AND SELF-REFLECTIVE• Considers personal circumstances (e.g., need to work

while attending college, access to reliable technology, number and ages of children, financial support, wage requirements, etc.) and academic and career requirements when weighing options

• Is honest with oneself by identifying strengths and areas requiring growth - academically, socially, and emotionally

• Identifies and addresses areas of weakness that may affect academic and career success and considers them when weighing options

• Narrows down career interests and academic options that best “fit” interests, values, skills, and strengths

TIER

1

FOUNDATIONAL COMPETENCIES (TIER 1) are knowledge, skills/abilities and qualities students need to navigate and succeed in the structure and culture of a postsecondary institution, in general, and LATTC specifically, and to complete their individualized, career/educational plan. The following are the four categories of Foundational (Tier 1) competencies comprising LATTC’s Pathways to Academic, Career, and Transfer Success (PACTs) model.

LATTC PACTS Framework – Tier 1 Competencies 1

ACADEMIC/CAREER GOAL SETTING AND PLANNING Setting career and academic goals may be one of the most effective tools to motivate oneself and to make significant academic and career progress. Goals help one stay focused on their chosen career path and work as great indicators to measure progress made. Academic and career goals also give direction that one needs to follow to reach their full potential. Having long term goals in mind inspires one to face challenges and obstacles with grit and determination. Additionally, academic and career goal setting gives one a sense of control over their life direction and helps reduce stress and anxiety of not knowing what to do next. Also, research indicates that academic and career goal setting and planning increases academic persistence and success. Therefore, part of the academic and career planning process involves setting goals. These goals, both long and short term, are used to develop a career action plan and supporting educational plan. The following academic/career goal setting and planning competencies increase students’ ability to succeed in college and in their chosen careers.

ACADEMIC/CAREER MOTIVATION• Demonstrates effort, energy and intrinsic interest in

chosen career or academic major• Seeks out challenging and engaging academic/career

activities, such as membership in clubs, internships, job shadowing, professional organizations, etc.

ACADEMIC/CAREER PLANNING• Develops semester-by-semester plan for achieving

goals including course work, timeframes, and academic milestones

• Has well-informed and stated academic and career goals, with a clear awareness of what it will take to achieve them

• Demonstrates goal-directed behavior which is the ability to set, prioritize and monitor progress towards appropriate short and long-term academic and career goals

• Identifies support services and resources that will be required to obtain academic and career goals and develop and implement an educational plan

RESOURCE ACQUISITION AND MANAGEMENT SKILLS• Develops budget, resources, and support plan to achieve

academic and career goals• Monitors expenditures and resources to ensure spending

is within allotments, and makes appropriate modifications when necessary

GOAL MANAGEMENT• Identifies and addresses areas of weakness and/or

anticipates potential problems that may affect academic performance/progress and takes steps to address them

• Keeps informed of academic performance through assessment and feedback; and makes appropriate adjustments when necessary

• Establishes milestones and sets deadlines in a way that fosters and sustains motivation and commitment

ACCESSING AND NAVIGATING COLLEGE/COMMUNITY RESOURCES COMPETENCIES

Often times college and community services, resources, and activities remain untapped because students are unsure how to access or navigate them. Students who access resources are those who ask for assistance; locate information about resources available and how to use them, and take initiative to seek them out. An essential first step is that students need to be aware of their specific needs, and then they must navigate the system of college and community resources to get these needs met. The following accessing and navigating resources competencies increase students’ ability to succeed in college.

AWARENESS OF RESOURCE NEEDS• Meets key deadlines and fills out required applications or

forms required of the college or community resources• Asks for/accesses assistance to address identified needs,

regardless of perceived stigma or barriers• Completes formal and informal assessment of needs

relating to academic support services; considers learning disabilities; social/emotional/psychological barriers; financial challenges; legal challenges including citizenship, probation/parole/ex-offender status, etc.

• Understands student rights and responsibilities

ACCESSING ACADEMIC SUPPORT RESOURCES AT THE COLLEGE

• Is aware of college resources, eligibility requirements, and exclusions and deadlines for accessing them

• Establishes positive relationships with faculty members, seeking guidance, input, assistance, advice or a recommendation for internships and research placements; taking advantage of this opportunity to expand learning experience

• Is aware of the location of the resources and the process of inquiry and enrollment procedures, including required documents, paperwork and verifications

• Participates in academic support resources on campus including tutoring, writing center, Disability Services and Programs, etc.

ACCESSING RESOURCES IN THE COMMUNITY• Understands the limitations of the college-based services

and accesses resources at community-based agencies, regardless of fear and perceived stigma

• Establishes relationships with community support services staff and remains engaged with supportive resources until goals are met or services are no longer needed

• Is aware of the eligibility requirements and exclusions and requirements for accessing community resources

• Establishes a network of supportive and caring people external to the college community: e.g., supportive families, religious or social groups, community-based organizations, etc.


TIER 1 – FOUNDATIONAL COMPETENCIES FOR SUCCESS IN COLLEGE AND CAREERS

ACADEMIC AND CAREER READINESS COMPETENCIES

ACADEMIC READINESS – MATH AND ENGLISH Students who possess key academic competencies are more likely to succeed in any chosen program of study at the college. Or to state it another way, academic readiness competencies are the knowledge, skills, and abilities students need to successfully transition into and progress through any program of study at the college, thus these are referred to as “readiness” competencies and are as follows.

READING• Reads a variety of texts, including news articles, textbooks,

instructional materials, essays, research of others, and Internet resources without guidance

• Summarizes and retains information read• Reads and interprets visual images, including charts,

diagrams, maps, and other visual elements with words in the text to further comprehension

• Recognizes the most important ideas, events, or information, and summarizes them accurately and concisely

• Defines the main ideas or themes in the text and thedetails that elaborate and support them

WRITING• In writing, communicates ideas, concepts, emotions and

descriptions• Represents and cites the data, conclusions, and opinions

of others, effectively incorporating them into one’s own work while avoiding plagiarism

• Knows conventions of punctuation, capitalization, spelling, and uses writing conventions to write clearly and coherently

• Assesses the quality of one’s own writing, and, when necessary, strengthens it through revision

CONNECT READING TO WRITING AND THINKING SKILLS• Takes notes and utilizes them to reassess and adjust

learning• Thinks critically about what has been read• Understands that reading is an active process (involving

asking questions and noticing patterns along the way)• Paraphrases and summarizes text effectively and

accurately

LISTENING AND SPEAKING• Practices attentive and active listening, displays self-

regulation and self-adjustment when listening to others, provides feedback on what was heard

• Listens to complex information; discerns the main ideas, thesignificantdetails,andtherelationshipsamongthem

• Follows the progression of the speaker’s message and evaluates the speaker’s point of view, reasoning, and use of evidence and rhetoric

• Asks relevant questions to clarify points and challenges ideas, responds constructively to advance a discussion and build on the input of others

MATHEMATICS• Compares numbers and makes sense of their magnitude• Adds, subtracts, multiplies, and divides with whole

numbers, fractions, decimals, and percentages; calculates averages, ratios, proportions and rates; converts decimals to fractions; converts fractions to percentages

• Solves multi-step problems involving fractions and percentages

• Takes measurements of time, temperature, distances, length, width, height, perimeter, area, volume, weight, velocity, and speed; uses and reports measurements correctly; converts from one measurement to another; solves problems involving measurements

• Reads maps and diagrams with an understanding of symbols, scales, keys and legends

ANALYTICAL THINKING• Weighs the priority of things to be done• Identifiesmanypossiblecausesforaproblem• Approaches a complex task or problem by breaking it down

into its component parts and considers each part in detail• Makes a systematic comparison of two or more alternatives

COMPUTING, INFORMATION, AND DIGITAL LITERACY Computer literacy is one’s knowledge as to how computers work and their ability to operate/use computers, computer programs, andrelatedtechnologyefficiently.Informationliteracyistheability to identify what information is needed, understand how information is organized, identify the best sources of information for a given need, locate sources, evaluate sources

TIER

2

READINESS COMPETENCIES (TIER 2) are knowledge, skills/abilities and qualities students attain to demonstrate they are “ready” to enter and progress in a program of study. At LATTC these competencies are commonly referred to as core competencies because all students who are served by the college will demonstrate these competencies upon completion, regardless of their unique program of study. The following are the three categories of Readiness (Tier 2) competencies comprising LATTC’s Pathways to Academic, Career, and Transfer Success (PACTs) model.


critically, and share information. It is the also the knowledge of commonly used research techniques. Digital literacy is the ability to locate, organize, understand, evaluate, and analyze information using digital devices, such as computer hardware, software (particularly those used most frequently by colleges and businesses), the Internet, and cell phones. At LATTC, students need computer, information, and digital literacy skills because instructors use computers and educational software in the classroom; term papers, presentations, and projects are assigned that require researching, synthesizing and sharing information, and critical college information and course materials are accessible online, in web-based applications, and through mobile device applications. In addition, educational programs, at LATTC require students to access and submit course materials electronically and to prepare ePortifolios. Moreover, proficiency in using technology are considereda necessary competency for succeeding in the 21st Century workplace. The following computing, information, and digital literacy competencies increase students’ ability to succeed in college and in their chosen careers.

COMPUTER LITERACY• Uses mouse, keyboard, and computer operating system• Accesses/navigates the Student Information System• Navigates e-mail; composes, sends, and receives e-mail;

posts attachments; employs e-mail etiquette• Attaches, creates, modifies, and saves electronic

documents• Navigates the Internet, recognizes the significance of

domains (e.g., com, net, edu, org, gov)• Uploads/downloadsfiles• Uses search engines to retrieve desired information

COMPUTER LITERACY FOR STUDENTS TAKING ONLINE CLASSES• Logs into Moodle• Submits assignments in Moodle• Completes a quiz in Moodle• Accesses course resources - files, links, and pages in

Moodle• Navigates Moodle menus• Knows where resources are located within the LATTC

Moodle site

INFORMATION LITERACY• Is aware of and practices ethics associated with ideas,

information resources, and communication including what constitutes plagiarism and how to avoid it

• Organizes, analyzes and interprets information and data, electronically, in order to complete an assigned project

• Evaluates material found, including the authenticity of the source (particularly on the Internet) and the author, the validity of the material, and a legitimate source from one that is biased

• Knows how to and is able to access library resources

DIGITAL LITERACY• Uses word-processing software to cut, paste, and format text;spell-check;andsaveandmovefiles

• Accesses and uses digital devices• Uses presentation software, graphics, multimedia

elements, visual displays of data and other aids to depict and/or clarify complex or technical information


TIER 2: ACADEMIC AND CAREER READINESS COMPETENCIES

Approved by Student Success Committee: March 12, 2012 Approved by Educational Policies Committee: March 20, 2012 Approved by Planning and Budgeting Committee for Inclusion in Strategic Master Plan (with revisions): March 22, 2012 Approved by College Council for Inclusion in Strategic Master Plan (with revisions): March 26, 2012 Approved by Academic Senate for inclusion in Strategic Master Plan (with revisions): March 28, 2012

Los Angeles Trade-Technical College

Student Success Vision, Philosophy, and Definition

Shared Vision of Student Success

We are committed to working in partnership with our students, helping them develop and strengthen

their self-efficacy, academic, technological, and career competencies. They will receive clear and

accurate information, support and mentoring from the LATTC faculty and staff, empowering them to

achieve their academic, career and life goals.

Shared Philosophy for Student Success

We believe in students and the inherent talents and abilities they bring with them. We are committed to

creating an environment that is dedicated to ensuring success. To that end, we want to partner with

students so they are empowered to be independent life-long learners. We will constantly assess what

works and does not work by creating a culture of evidence to improve programs and services.

Shared Definition of Student Success

Students possess the competencies necessary to identify, select, start, continue AND complete LATTC

program(s) of study that lead to entry, retention, or advancement in employment and/or transfer to

four-year institutions.

LATTC’s Pathways to Academic, Career, and Transfer Success Evidence-Based, Student Success Strategies

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PACTS Student Success Strategies Evidence Gap

Addressing

Implementation Strategy: Trade Bridge Academy – Pre-College Preparatory (PACTS Tier 1 and 2)

Sound bridge program design principles are used to develop Trade Bridge Academy activities and practices; short-term career academies are designed and implemented.

(Baider, et al., 2010); (Bailey, 2008); (Jenkins, Zeidenberg, & Kienzl, 2009)

Foundational and Academic Competencies

for Postsecondary

Success

Specifically designed introduction to post-secondary college (e.g., student success) course - provides students with specific college readiness skills, identification of both academic and nonacademic supports, math/English pathways and options, self-efficacy skills.

(Brancard, Baker, & Jensen, 2006); (Merchur Karp, 2011)

Comprehensive assessment – including: math/English, prior learning, etc. This approach is chosen in an effort to overcome numerous issues with common assessment policies and procedures currently in use by community colleges.

(Bailey, 2008); (Hughes & Scott-Clayton, 2011); (Bailey, 2008); (Collins, 2008)

Consolidated block schedule, cohorts by major and comprehensive advisement and career development services can increase considerably the number of community college graduates while actually reducing costs.

(Levin & Garcia, 2012)

Math/English Refresher Courses prepare students for accelerating through or “leap frogging” multiple levels of developmental courses to college-level math/English courses.

(Baider, et al., 2010)

Non-academic support yields evidence of four mechanisms by which such supports can improve student outcomes: (1) creating social relationships, (2) clarifying aspirations and enhancing commitment, (3) developing college know-how, and (4) addressing conflicting demands of work, family and college.

(Mechur Karp, Bickerstaff, Rucks-Ahidiana, Hare Bork, Barragan, & Edgecombe, 2012) Foundational

Competencies for

Postsecondary Success Self-efficacy strategies can strengthen learners' beliefs in

their academic abilities and increase their willingness to engage in academic tasks.

(Margolis & Patrick, 2006) (Tuckerman, 2003) (Howey, 1999)

Prior learning assessment to increase time to certificate/degree completion.

(Klein-Collins, 2006) Certificate and Degree

Completion

Implementation Strategy: Educational Pathways and Programs of Study (PACTS Tier 3 and 4)

Completion milestones, and the progress students are making towards them, should be made evident to students.

(Hagedorn, Linda; Praether, George, 2002)

Certificate and Degree

Completion

Course “shopping” behaviors of Los Angeles Community College students should be mitigated to increase student completion—particularly of transfer requirements.

(Hagedorn, Serra, Cypers, Moon, & Lester, 2003)


Completion

Sound career pathway design principles are utilized for designing programs so curriculum, courses, and

(Baider, et al., 2010); (Chisman, 2009); (Institute for a Competitive



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Addressing

programs prepare students to industry or employer specified competencies.

Workforce and the National Career Pathways Network, 2009); (National Fund for Workforce Solutions, 2009); (Maguire, Freely, Clymer, Conway, & Schwartz, 2010)

Completion

Bridge programs are also included as part of the comprehensive pathway model.

(Klein-Collins, Building Blocks for Building Skills: An Inventory of Adult Learning Models and Innovations, 2006)

Need for Basic Skills and

Success in Developmental

Education Sequences

Utilizing assessments that incorporate competencies to assess prior learning and to grant credit-by-exam increases the ability for individuals to obtain portions/all of Fundamentals Certificate and accelerate progress towards pursuing and completing certificates or degrees.

(Klein-Collins, 2006); (Klein-Collins, Fueling the Race to Postsecondary Success: A 48- Institution Study of Prior Learning Assessment and Adult Student Outcomes, 2010)


Completion, Including

Acceleration

Integration and contextualization of workplace, academic, IT, and entrepreneurial skills. Selection and integration of GE courses specifically selected and tailored for each pathway. Courses are scheduled/structured to enable acceleration in certificate and degree completion (e.g., linked courses, hybrid courses, blended courses, etc.).

(Pusser & Levin, 2009); (Matus-Grossman & Gooden Tinsley, 2001); (Wiseley, 2009); (Jenkins, Zeidenberg, & Kienzl, 2009); (Perin, 2011); Baider, (Baider, et al., 2010); (Scott-Clayton, Judith)

Multiple entry and exit points are available in the education pathway.


Multiple certificate and degree options are available in the education pathway – courses are sequenced to increase certification and degree attainment and students’ ability to obtain dual certificates and/or degrees. Each certificate/degree program is linked to industry-recognized credentials where applicable.


Cooperative education, internships, and career coach/developer assistance are provided to provide students with direct knowledge about the workplace and earn and learn opportunities.

(Center for Working Families, 2010); (Grubb & Badway, 1995)

Consolidated block schedule, cohorts by major and comprehensive advisement and career development services can increase considerably the number of community college graduates while actually reducing costs.

(Levin & Garcia, 2012)

Short-term training pathways enabling students to accumulate credits applicable to an AA degree and/or post secondary certificate.

(Matus-Grossman & Gooden Tinsley, 2001)

Personal mediated communication utilizing social networking, texting, Moodle, Mahara, etc. to increase engagement, collaborative instruction and learning, and course designs containing options, personalization, self-direction, variety, and learning communities.

(Chen & Lever, 2005); (Katz & Apsden, 1997); (Ling, 2004); (Stefanone, Huang, & Lackaff, 2006); (Ausburn, 2004); (Jenkins, Redesigning Community Colleges for Completion: Lessons from


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Addressing

Research on High-Performance Organizations, 2011)

Implementation Strategy: Professional/Organizational Development

Professional and organizational development in recognition of the importance of practitioners and their ability to understand the complexities of programs aimed at student success such as context.

(Bensimon, The Underestimated Significance of Practitioner Knowledge in the Scholarship on Student Success, 2007); (Perna & Thomas, 2006)

Practitioner Professional Development

Implementation Strategy: Technology-Mediated Tools

Tracking research – utilizing SMS, Leads360, and/or other client management systems to track process, progress, and final outcomes.

(Bailey, 2008)

Culture of Evidence

Using Technological Interventions – Leads360 client management, sending texts, etc., and custom designed (by LATTC) mobile apps.

(Jenkins, Redesigning Community Colleges for Completion: Lessons from Research on High-Performance Organizations, 2011)

Use data to identify student achievement gaps and leaks in the educational pipeline, improve education and training programs, identify transition issues, and evaluate the effectiveness of education and workforce development strategies.

(Bragg, Harmon, Kirby, & Kim, 2009); (Bensimon, Polkinghorne, Bauman, & Vallejo, 2004); (Dowd, 2005)

Information networks are related to student persistence in the community college and institutional structures can encourage such networks.

(Mechur Karp & Hughes, Information Networks and Integration: Institutional Influences on Experiences and Persistence of Beginning Students, 2008)

Information Networks

Implementation Strategy: Integrated Supportive Strategies

Structuring classroom and other on-campus environments to create opportunities for students to experience earned success ultimately enhances their commitment to academic pursuits.

(Bickerstaff, Barragan, & Rucks-Ahidana, 2012)

Integrating Learning

Activities and Supportive Strategies

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