Examining Guided Pathways Implementation: Practitioner Facilitation of New Student Intake in an Urban Community College

• In Event: Access, Self-Efficacy, and Motivation

Abstract

Using an espoused versus theories-in-action framework (Argyris, 1980), this paper examines how community college practitioners implement the student intake process of new college models called guided pathways. Specifically, we examine if practitioners’ implementation actions are aligned or consistent with the formal description of the colleges guided pathway model. One component of these models is new student intake. We focus on how practitioners develop students’ self-efficacy as espoused in the goals of student intake. We draw on in-depth interviews to understand what practitioners describe as ideal practices to develop students’ self-efficacy. Extended observations and document analysis are used to examine the actions they actually put in place.

Authors

• Adrian Trinidad, University of Southern California

• David Velasquez, University of Southern California