leaders, are committed to designing and executing a comprehensive plan for broad and deep faculty and staff engagement in work to design and implement guided pathways for students. Check one: is commitment from the Academic Senate to ☐1 ☐2 ☐3 ☐4 ☐5 Remarks: support the Guided Pathways Project work. [See also signature requirements and College Participation Agreement below.] Check one: x ☐1 ☐2 ☐3 ☐4 ☐5 At one faculty representative is on the project Remarks: leadership team. Check one: x☐5 ☐1 ☐2 ☐3 ☐4 College faculty recognize that some changes in Remarks: faculty roles and responsibilities will likely be part of the institutional change needed to support guided pathways for all students. College faculty are committed to reviewing revising, and aligning course and program student learning one: ☐1 ☐2 ☐3 ☐4 ☐5 Remarks: outcomes with (1) employer-vetted career/occupational competencies and (2) primary transfer institutions’ requirements to support the Guided Pathways work. READINESS FOR PATHWAY DESIGN & IMPLEMENTATION FRAMEWORK DATA COLLECTION, ANALYSIS AND USE (1) strongly disagree (2) disagree (3) neutral (4) agree (5) strongly agree Capacity and Commitment Assessment and Remarks one: x ☐1 ☐2 ☐3 ☐4 ☐5
leaders, are committed to designing and executing a comprehensive plan for broad and deep faculty and staff engagement in work to design and implement guided pathways for students. is commitment from the Academic Senate to support the Guided Pathways Project work. [See also signature requirements and College Participation Agreement below.] Check one: ☐1 ☐2 ☐3 ☐4 ☐5 Remarks: At one faculty representative is on the project leadership team. Check one: ☐1 ☐2 ☐3 ☐4 x ☐5 Remarks: College faculty recognize that some changes in faculty roles and responsibilities will likely be part of the institutional change needed to support guided pathways for all students. Check one: ☐1 ☐2 ☐3 ☐4 x☐5 Remarks: College faculty are committed to reviewing revising, and aligning course and program student learning outcomes with (1) employer-vetted career/occupational competencies and (2) primary transfer institutions’ requirements to support the Guided Pathways work. one: ☐1 ☐2 ☐3 ☐4 ☐5 Remarks: READINESS FOR PATHWAY DESIGN & IMPLEMENTATION FRAMEWORK DATA COLLECTION, ANALYSIS AND USE (1) strongly disagree (2) disagree (3) neutral (4) agree (5) strongly agree Capacity and Commitment Assessment and Remarks one: ☐1 ☐2 ☐3 x ☐4 ☐5
CAGuidedPathwaysReadinessAssessment-Canyons%20v1.docx