Pathways Committee
Committee Overview
The purpose of the Pathways Committee is to plan, implement, manage, and sustain large-scale transformational change with the goal to improve rates of college completion, transfer, and attainment of jobs with value in the labor market, and to achieve equity in those outcomes.
2.1, 2.2, 2.3, 2.5, 2.6, 2.8
Administrative Council
Vice President of Instruction (chair), President, Vice Presidents, Deans, Associate
VP Erath County Center, Registrar, plus faculty and staff
At least once during fall and spring semesters
Align systems and practices to the four dimensions of the guided pathways model and associated essential practices.
- Every program is well designed to guide and prepare students to enter employment and further education in fields of importance to the college’s service area.
- Detailed information is provided on the college’s website on the employment and further education opportunities targeted by each program.
- Programs are clearly mapped out for students and include connections to high school endorsements and dual credit courses. Students know which courses they should take and in what sequence. Courses critical for success in each program and other key progress milestones are clearly identified. All this information is easily accessible on the college’s website.
- Every new college student is helped to explore career/college options, choose a program of study, and develop a full-program plan as soon as possible.
- Special supports are provided to help academically unprepared students to succeed in the “gateway” courses for the college’s major program areas—not just in college-level Math and English—as soon as possible.
- Required math courses are appropriately aligned with the student’s field of study.
- Intensive support is provided to help very poorly prepared students and adult basic learners to succeed in college-level courses as soon as possible.
- The college works with high schools and other feeders to motivate and prepare students to enter college-level coursework in a program of study when they enroll in college.
- Advisors monitor which program every student is in and how far along the student is toward completing the program requirements.
- Students can easily see how far they have come and what they need to do to complete their program.
- Advisors and students are alerted when students are at risk of falling off their program plans and have policies and supports in place to intervene in ways that help students get back on track.
- Assistance is provided to students who are unlikely to be accepted into limited-access programs, such as nursing or culinary arts, to redirect them to another more viable path to credentials and a career.
- The college schedules courses to ensure students can take the courses they need when they need them, can plan their lives around school from one term to the next, and can complete their programs in as short a time as possible.
- Program learning outcomes are aligned with the requirements for success in the further education and employment outcomes targeted by each program.
- Students have ample opportunity to apply and deepen knowledge and skills through projects, internships, co-ops, clinical placements, group projects outside of class, service learning, study abroad and other active learning activities that program faculty intentionally embed into coursework.
- Faculty/programs assess whether students are mastering learning outcomes and building skills across each program, in both arts and sciences and career/technical programs.
- Results of learning outcomes assessments are used to improve teaching and learning through program review, professional development, and other intentional campus efforts.
- The college helps students document their learning for employers and universities through portfolios and other means beyond transcripts.
- The college assesses effectiveness of educational practice (e.g., using CCSSE or SENSE, etc.) and uses the results to create targeted professional development.
- Dr. Dayna Prochaska, Sr. Vice President of Instruction and Brown County Center, Chair
- Ahmy Arca, Vice President of Student Services
- Debbie Karl, Executive Vice President of Institutional Effectiveness & Accreditation
- Dr. Derrick Worrels, President
- Dr. Lance Hawvermale, Dean of Humanities & Fine Arts
- Dr. Lindy Matthews, Vice President of Institutional Advancement
- Dr. Vicki Calfa, Associate Professor-RN & ADN Program Coordinator
- Gabe Lewis, Dean of Student Life
- Gaylyn Mendoza, Senior Vice President of Financial & Administrative Services/CFO
- John Slaughter, Director of Institutional Research
- Jonathan Roach, Dean of Behavioral & Social Sciences
- Luis Ramirez, Vice President of Dual Credit and Erath County Center
- Michael Lippert, Machining & Welding Program Coordinator
- Shayla Honeycutt, Registrar
- Stephanie Williams-Worrels, AVP Advising/Recruiting/Counseling
- Zack VerHulst, Head Men’s Basketball Coach
- Zoey Macon, Dean of Natural & Physical Sciences