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Redesigning Course Placement in Service of Guided Pathways

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Bibliographic Details
Title: Redesigning Course Placement in Service of Guided Pathways
Language: English
Authors: Ross Markle
Source: Educational Considerations. 2025 50(2).
Availability: Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org/edconsiderations/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Student Placement, Guided Pathways, Program Design, Community College Students, Success, Sense of Belonging, Intervention, Holistic Approach
ISSN: 0146-9282
2573-7686
Abstract: Prior to the Guided Pathways movement, a litany of research in community colleges showed that course placement was inaccurate and ineffective. This article argues that placement might be redesigned, addressing erroneous assumptions about student success in service of pathways. This new placement would integrate three main areas of student success research, positioning placement as (1) a means of connecting with students and building sense of belonging, (2) guided by a holistic understanding of student potential, and (3) seeking to connect them with a network of effective interventions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463533
Database: ERIC
Description
Abstract:Prior to the Guided Pathways movement, a litany of research in community colleges showed that course placement was inaccurate and ineffective. This article argues that placement might be redesigned, addressing erroneous assumptions about student success in service of pathways. This new placement would integrate three main areas of student success research, positioning placement as (1) a means of connecting with students and building sense of belonging, (2) guided by a holistic understanding of student potential, and (3) seeking to connect them with a network of effective interventions.
ISSN:0146-9282
2573-7686