Through a variety of services, including counseling, remediation, tutoring, assessment, financial assistance, resources, mentoring, career shadowing, and success courses, the Pathway Program assists underrepresented and disadvantaged students in achieving success in their chosen health career field. These services provide students with a mentor (a health professional in the field of the student's interest), academic skills, self-esteem building activities, financial assistance, and support needed to achieve their goals. Each student that successfully completes the Pathway Program and the required curriculum with a grade of "C" or better is guaranteed admission into the limited enrollment health program for which they applied. The primary goal of the Pathway Program is to provide disadvantaged and underrepresented students with the support, resources, and assistance needed during their enrollment in the program sufficient to make them successful in their chosen field of study and in their career. The observable outcomes attained by the program participants include grades in the Pathway classes and the required curriculum, successful completion of the shadowing component, successful completion of the Pathway Program, retention and success in their chosen field of study, graduation, passing of relevant certification or board tests, and placement in their field of training.
In terms of completion rates of those who entered the 1993-1994 Pathway Program--100% completed the program courses, although two did not enter their health program due to noncompletion of general education and support coursework. All 1993-1994 Pathway students who entered their designated health program in 1994-1995 are currently enrolled and on target to graduate as scheduled. Students meet with the Pathway Program coordinator on a regular basis and the coordinator verifies progress by receiving grades of all students each semester by way of computer printouts, working with instructors, and student contact.
Students who entered the Pathway Program during the 1993-1994 academic year have not graduated yet, so employment and graduation rates are not available.
Upon completing the Pathway Program courses, shadowing, and contract curriculum, the student is eligible to enter their designated health program. The Pathway coordinator then assigns a mentor to each student. There is one mentor per student, so the student can receive encouragement and attention as needed. The mentors are usually of the same gender and ethnic background as the student entering his or her designated health program. The mentor must go through training and learn what his or her role is in the student's life. The mentor will be available to the student for their two years of training in the health-related program.
The Pathway Program coordinator takes time to introduce the mentor to the mentee and to discuss guidelines. The coordinator also sends out semester evaluations to the mentor and mentee to verify that a positive relationship has been established.
Once the student has entered their health-related program, the Pathway coordinator continues the biweekly/monthly contacts and semester grade verification. The coordinator will assist students with the provision of tutoring, uniforms, and books from the lending library as needed through graduation, passing state/national examinations for licensure/certification, and employment. Once the student is employed and has worked for six months to a year, he or she may be contacted by the Pathway Program coordinator to mentor a new Pathway student.
The Pathway Program began during the Summer of 1992 with 22 students interested in various health-related programs. All 22 completed the Pathway Program and entered their designated health programs. Seventeen of the 22 received their associate's degrees as scheduled during May 1994. Two of the 22 graduated a semester later. A total of 19 of the 22 Pathway students graduated from their health programs, passed state/national examinations, and are gainfully employed as health professionals. The average GPA of the students in the summer 1992 Pathway Program was 2.90. At graduation, the average GPA of the same group was 2.96. Two of the 19 did not pass their state/national examinations on the first attempt. With the help of tutors and an interactive program, both students passed the boards on the second attempt.
Statistics regarding the three who did not graduate are as follows: one lost interest and withdrew; one was pregnant and dropped a semester, but is currently enrolled; and one failed a semester, had to sit out a semester, and is currently enrolled.
Below are statistics of the summer 1992 Pathway Program class:
Male = 6 Female = 16 White = 3 Hispanic = 4 African American = 9 Asian = 4
Foreign = l Native American = l
Below are statistics of the summer 1992 Pathway Program students who graduated from health programs:
Male = 6 Female = 13 White = 3 Hispanic = 4 African American = 7 Asian = 3
Foreign = l Native American = l
The Pathway Program coordinator spends a great deal of the day with Pathway students in various stages of their education. Each day brings on a new challenge for the coordinator and the student. One day could be spent on administrative duties, while others are all student-oriented or community-based activities. The scheduling of tutors and mentors for each student is very time consuming. Most of the Pathway students require a great deal of guidance, encouragement, and provision of needs, which is also time consuming.
After leaving the lab or library, the student will take a short break and proceed to the second Pathway course that will meet for one hour. This course equips the student with skills to improve success. These skills include learning styles, note taking, stress and time management, self-esteem, attitude, ethics, and so on. This is a very important component of the Pathway Program because success depends on more than academic achievement. Socialization and communication skills are very vital to the student's success.
After this course, the student usually visits the coordinator or leaves a message. Because friendships are being formed, some students stay and study together, or go to lunch, or to their shadowing experiences.
During the week, students often visit the Pathway Program coordinator to share progress, problems, and needs. The students are also required to share their shadowing experiences and verify that their chosen field is still the field of interest. After the shadowing experience, some students will discover that they are not interested in the career they have selected. The Pathway Program coordinator will assist the student in discovering what field he or she is interested in by exploring other careers, referring the student to the career center, and then on to another shadowing experience.
1.1 Assist Students/Clients To Increase Self-Knowledge and Self-Advocacy.
One of the primary goals of the Pathway Program is to increase each student's self-knowledge and self-advocacy. This is done in a variety of ways. Two of the most effective means are the individual counseling sessions with the Pathway Program coordinator and the course HSC 1004C, Strategies for Enhancing Success of Pathway Students in Health-Related Fields. During individual counseling sessions, the coordinator often addresses the three competencies applicable to this age group: (1) skills to maintain a positive self-concept, (2) skills to maintain effective behaviors, and (3) skills to understand developmental changes and transitions. An example of this type of situation is an appointment with Maria. Maria is a single parent returning to college to pursue a nursing degree. She is unsure of herself academically and personally and is highly critical of herself. The coordinator works with Maria on behavior modification, including better study habits, stress reduction activities, and positive self-talk. She is also referred to a support group on campus for women returning to school after an extended absence. In this way, the coordinator is addressing a skill to enhance self-concept; is modeling an effective behavior; and has made Maria aware, through the use of peers, that many are undergoing a difficult transition to college.
The second significant means of increasing self-knowledge and self-advocacy is the Pathway course that focuses on personal and academic success. This course is designed for the Pathway student with emphasis given to strengthening skills essential to success in health programs. Topics include study skills, interpersonal skills, self-esteem, diversity, time and budget management, learning styles, test-taking, stress management, ethics, professionalism, and computer literacy. The students are required to register for this course their first semester as Pathway participants. Team building is done to give students peer contacts with those facing the same barriers and challenges as themselves. Assignments are given to complement the numerous handouts and other materials shared with the student. Each student is required to complete four hours of public service to demonstrate their commitment to serve the community and write a paper about their experience.
The professors who facilitate this course plan the class around active learning principles by involving the students in every aspect of the curriculum. Some of the methods utilized include small group work, presentations, think-pair-share (two students team up, come up with a synopsis of the topic under discussion, and then share it with the whole class), in-class writing activities designed for reflection and enhancement of the participation of the introverted student, and other methods. Students are encouraged to share personal experiences so that classmates can learn from each other. The professor role models appropriate classroom behavior and serves as an advisor for academic situations about which the students are concerned.
Each student is assigned a mentor who works with them throughout their academic
career. The mentor assists with all aspects of the career guidance and
counseling competencies. Individual meetings are a good time to discuss issues
of self-knowledge such as the challenge of a time of transition, effective
behavior, and positive
self-concept. Mentors are typically from
underrepresented racial groups and are professionals in the health field in
which the student is interested.
1.2 Assist Students/Clients in Educational and Occupational Exploration
Since students enter the Pathway Program with a career field already designated, educational and occupational exploration is not generally thought to be a primary aspect of the project. However, due to the nature of health careers (stressful, science-based, long work hours, and so on), educational and occupational exploration actually plays a significant role for Pathway students. It is actually an ideal time to determine if their career choice is the correct one for them. Pathway students take two Pathway courses, Enhancing Success and Essential Competencies in Health-Related Programs. These two courses and all prerequisites must be completed before a student may begin classes in their chosen health field. Students must also complete a twenty-hour shadowing experience, which tends to be the most influential factor in determining whether there is a person and an occupation match.
During the Pathway Program, students shadow a professional in their field of study. The Pathway coordinator selects a role model in the field of study who has the student shadow them during various times of the day to give the student an accurate picture of the field. Students have experienced emergency situations, patient care, operation of equipment--everything that happens in a typical day. During the shadowing experience, the role model also describes her or his feelings about the job--the challenges, triumphs, day-to-day operations, and so on. This gives the Pathway student an accurate, realistic picture of what her or his career choice is all about. Several students choose to change areas of interest after their shadowing experience. In the reflective paper they write about the experience, students cite various reasons why they feel the career they chose is not the right one for them. When this occurs, the coordinator, mentor, and Pathway faculty sit down with the student and discuss the details of the position that they liked and did not like, how their strengths matched with the job, and so on. In most instances, the student changes their major area to one of the other health fields that more closely matches their own strengths and needs.
The second Pathway course, HSC 1005, Critical Techniques for Essential Competencies in Health-Related Programs, also assists students in determining if the health fields they have selected are the appropriate career choices. This course is designed for the Pathway student with an emphasis given to introducing critical techniques and skills that are essential to success in the health sciences programs. Activities include introducing the student to the anatomical and physiological functions of a patient and having the students demonstrate proficiency in the use of basic computational skills as applied in the health sciences program. Students must successfully complete this course in order to enter their chosen fields. It gives Pathway students a chance to get a remedial understanding of the human body and determine if their academic skills are compatible with the demands of the health sciences. Students must have these skills in order to be successful in their chosen vocations.
Students also begin to learn the necessary employability skills to help them secure and retain a position in their fields. Faculty from the various health fields present workshops on what is expected behavior and skills for the field, how to seek and maintain a position, and the availability of positions. Fortunately, the majority of health fields have a high demand for graduates, so most students are quickly placed upon program completion.
1.3. Assist Students/Clients in Career Planning, Preparation, and Transition
Students in the Pathway Program are assisted in career planning, preparation, and transition from pre-enrollment through placement in their career areas. The services offered are dependent on their point of progress in the program. During their actual Pathway experience, prior to enrollment in a health field, students learn the fundamental skills of their vocations in the class described previously, Critical Techniques for Essential Competencies. The faculty member also assists students with understanding the impact a health career can have on the student and their families. Job shadowing also assists in this endeavor. Students are able to experience the realities of their career, guided by a role model employed in the field, which aids their understanding of what being a member of that profession will mean to them.
Understanding the continuing changes in male/female roles is a significant aspect of the Pathway Program. The coordinator works closely with the gender equity coordinator in providing workshops for students and faculty on gender roles, stereotypes, family responsibilities, and more. Since the health fields are dominated by women, uncommonly it is the men who experience discrimination or feelings of uncomfortableness. This is addressed through rap sessions, faculty interventions, and individual meetings. This new understanding of male/female roles is closely tied to understanding the impact their work has on family life. Because of the odd hours and stressful work environment, students are prepared very carefully for how their role may change within their family despite their gender. This is done by the career role models, faculty members, the coordinator, and various guest speakers such as the Single Parents/Displaced Homemakers Program coordinator.
Students are encouraged throughout their program to have the skills to make decisions regarding their career. As stated earlier, the shadowing experience often has a significant impact on students' career decisions. Many students have the maturity and self-esteem to make their own vocational choices. However, some need guidance by the coordinator, faculty members, and role models in reevaluating their career path after determining that the original choice is not appropriate for them. The students' strengths and challenge areas are examined and matched to the available vocational areas. Most students choose to stay in a health-related program but may switch from a highly stressful, emergency oriented program (nursing, EMS) to something more technical such as radiology.
In the semester prior to graduation, students take clinical courses for a further determination of the suitability of their vocational choices. This gives students a realistic picture of their future work experience, helps them gain practical skills and experience, and allows the students to make excellent placement contacts. The clinical portion of the curriculum is closely monitored to ensure that both the student and employer are having a quality experience. The clinical serves as both a practical training arena, which often results in job placement, and as another check and balance to ensure the student is suited for and happy with his or her career choice.
2. Addressing the Needs of Diverse Student Populations
Since the Pathway Program was designed to promote diversity, 100% of the students enrolled are members of a special population. These include underrepresented gender (males in most health fields), students with disabilities, students from underrepresented ethnic backgrounds, economically disadvantaged students, and students who are underprepared academically. The needs of the students vary tremendously. Gender issues are addressed with the help of the gender equity coordinator, who facilitates workshops, faculty development, student rap meetings, and intervention when necessary. Students with disabilities who present documentation of their disability receive the necessary accommodations, an advocate/counselor on site, specialized tutoring, and access to disability specific computer programs (e.g., zoom text plus for the vision impaired). Students from underrepresented ethnic backgrounds are the largest population served by Pathway. They are assisted by role models who are also culturally diverse, rap sessions, and special interest sessions for barriers they may face when on the job. Economically disadvantaged students receive personalized financial aid counseling and assistance from the Pathway Program as it is available. This includes tuition vouchers and a textbook lending library. Special scholarships are also available to assist with tuition, uniforms, and supplies. Students who are underprepared academically receive intensive tutoring through Pathway's association with the New Initiative Program (NIP), which provides individual and group tutoring and assistance. All special population students are recruited for Pathway and are targeted by the recruiter's choice of high schools, civic groups, churches, and so on to which she travels.
3. Program Support Services
The most important program support personnel the Pathway Program has are the mentors and those professionals who are job shadowed. The positive impact of their involvement with the students is indescribable. Mentors volunteer for the entire academic career of the student and help immensely with career skills and preparation, the building of self-esteem, role modeling, and placement. Those who are job shadowed reflect the characteristics of the best in the field. They give the students an aspiration to be the best possible in their jobs. Both groups of people give freely of their time, expertise, and contacts in order to assist the students.
NIP assists the students through individual and group tutoring, technical familiarity with equipment, and a wide variety of computer programs designed to assist health students. The NIP coordinator and tutors work very closely with the Pathway coordinator to ensure that the Pathway students take advantage of NIP from the beginning of their involvement with the program. Group tutoring sessions are scheduled regularly with attendance strongly encouraged. NIP gives Pathway students the foundation skills necessary to succeed in their program as well as assistance throughout their academic career, including study assistance for any necessary state board examinations.
1. Family/Parental Involvement and Support
This area is not applicable to the Pathway Program because it is at the postsecondary level.
2. Faculty/Staff Involvement in the Pathway Program
Faculty are intimately involved in the Pathway Program with formal roles such as teaching the Pathway class and serving on the advisory board, to informal roles such as assisting in garnering mentors, close interaction with the coordinator on the student's progress, and using contacts to secure placements for the students. The faculty take the primary role with the students once they are enrolled in vocational classes. The coordinator's role becomes secondary, although continued help is given by means of student development programs, personal contact, follow-up on classwork success, and with placement. However, the faculty have the experiences and resources to be the prime factor in students securing an excellent position.
Numerous staff also give extra assistance to the students: Financial aid counselors walk students through the aid process and keep abreast of scholarships for which our students would qualify; the NIP staff offer outstanding tutoring; the gender equity coordinator facilitates workshops; the counseling staff assists students by referring them to the Pathway Program and assisting with their personal concerns; the Job Centers of the college assist with career preparation (e.g., workshops, information, and resources) and placement; and public relations personnel assist the coordinator by describing the program at various sites and distributing pamphlets about Pathway.
3. Intra-and Interagency Collaboration
Pathway's advisory board plays a significant role in the implementation, revision, and evaluation of the program. Members include administrators, professionals in the field, faculty members, and students. The advisory board works with the coordinator in constantly assessing the merits and impact of the program and strives to continuously improve it.
As discussed in the previous section, numerous parts of the college environment play a significant role in producing success in our students. Some others not previously described include Project Success, Women on the Way, and the Office of Services to Students with Disabilities. All assist our students when possible with help such as referral, workshops, assistive devices, and so on.
Numerous outside agencies also assist our students. Referrals are often made by the coordinator for help that they may not be able to receive on campus. These include civic groups and governmental agencies such as child care facilities (reduced rates), hospitals (for mentoring, shadowing, and equipment), community center (recruiting and information), Pinellas County Urban League (recruitment, information), the Professional RN Club (scholarships, recognition, shadowing, opportunities, and mentors), and the St. Petersburg chapter of the National Black Nurses' Association (scholarships, recognition, shadowing opportunities, and mentors). Other groups informally assist the students with items such as donated uniforms and necessary equipment. The community is very supportive of the Pathway Program and its students.
4. Collaboration with Business
Various businesses assist in the success of Pathway students. As mentioned above, hospitals are very generous in their donations of time, personnel, and equipment. The vast majority of shadowing experiences occur in the area hospitals and this is also the best source for mentors. Local dentist offices also greatly assist students in much the same manner as hospitals. Because of the specialized nature of this program, all businesses involved are in health-related areas. The program is thoroughly integrated with the local and regional health organizations.
1. Institutional Support
The Pathway Program was the brainchild of President Carl Kuttler, Jr. He established an Admissions Task Force to investigate the criteria which are predictors for success in allied health and nursing programs. Due to the findings of the committee, it was recognized that the health fields were not especially diverse. To encourage disadvantaged and underrepresented students to enroll in the health fields and be successful at health careers, the Pathway Program was born.
The Pathway Program and its criteria have been developed into a District Board of Trustees (DBT) rule that states the purpose of the program, qualifications, and other pertinent information. The number of students in the program is limited to a maximum of 15% of each selective admissions program. The great advantage to having a DBT policy is that it lends credence to the program and guarantees admission to limited entry health fields to program graduates. Both Pathway courses have also been approved by the Curriculum and Instruction Committee and are official parts of the SPJC curriculum.
The president and other administrators are also very supportive in other ways, including facilities, resources, contacts, and personal time. Many attend Pathway events for students, write recommendations for the students and the program, and are some of the finest public relations people on campus for Pathway.
2. Facilities
The coordinator's and recruiter's offices are located in the provost's suite off the central lobby of the Health Education Center complex. It is easily accessible by students and faculty. It is down the hall from the NIP, which gives ease of collaboration and an easy transition for students. It is helpful to be near the provost who is the administrative head of the campus and makes final decisions about program issues. The Pathway classes occur in regular classrooms as do many of the other meetings. There is a student lounge, which is also used for rap meetings, and many informal meetings take place in the cafeteria.
The coordinator's and recruiter's offices are decorated to be welcoming with posters of topics such as diversity, challenges to be the best you can be, and so on. Some resources are kept in the offices, although the majority are down the hall in the library in a Pathway section.
All health programs are housed in the same building as the Pathway Program, which helps keep the program accessible to students and faculty and in the public eye for any visitors.
3. Financial Support
The program's total budget for fiscal year 1994-1995 is $57,185. This includes salaries and benefits for the full-time coordinator and part-time recruiter, student employment, in-district travel, printing, educational materials and supplies, and educational software. The above funding comes from a grant through the Carl D. Perkins Vocational and Applied Technology Act of 1990. Additional funding for the program comes from the college and includes items such as secretarial support, facilities, equipment, other services, and so on. Donations from various sources also immensely benefit the program. These include scholarships, donations of equipment and uniforms, and other items needed for the students.
4. Guidance Personnel Qualifications
Tonjua Williams has been the coordinator of the program since its inception. She is currently completing a master's degree in counselor education from the University of South Florida. Prior to becoming the Pathway coordinator in July of 1993, Williams served as an academic advisor for health programs at SPJC. She was also responsible for minority recruiting. Williams has been an employee of SPJC since 1987. She has extensive community involvement and has been given appreciation awards by churches, the RN Club, the Pinellas County Urban League, and Delta Sigma sorority.
Nora Coles, the Pathway recruiter, holds her degree from Tampa College in management and marketing. She has served as a Pinellas County teacher. Before entering the field of education, Coles had extensive experience as a salesperson and was responsible for training other salespeople. Coles has been the Pathway recruiter since 1994.
5. Professional Development
Pathway staff are able to take advantage of a broad range of professional development activities provided by the college staff, faculty, the college development director, and from outside agencies. Some of the issues covered this year included learning disabilities, diversity in higher education, how to deal with aggressive students, gender issues, University of Kansas study skills, special issues in the health fields, and various career preparation and placement topics. Additionally, Pathway staff take part in all special projects staff meetings for dispersal of new research and the sharing of information among service providers.
Pathway staff make presentations at various events throughout the year. These include presentations at professional organization meetings (e.g., Conference on Diversity) and to civic groups, businesses, high schools, and so on. Many audiences desire an overview of the program, with suggestions for starting a similar one, job outlook in various fields, and placement data.
6. Program Evaluation
The program is evaluated in several ways. First, the program objectives as part of the Perkins grant are examined to determine if goals were met. Second, evaluations are conducted with students, faculty, staff, and interested others (e.g., mentors) to determine qualitative data about the program. Third, the program is evaluated by administrators to determine its success in serving students by examining reports prepared by the coordinator. Evaluation results are distributed to various constituencies as a means of soliciting suggestions for improvement. Results are used to guide the program. For example, the part-time recruiter was added as a direct result of evaluations. Also, a learning specialist and more assistive devices were put at the health center to serve the needs of students with disabilities as a result of a student survey.
7. Follow-up of Program Completors and Noncompletors
Because of the limited size of the Pathway Program, the coordinator personally contacts those students who complete the program to determine their placement and success. Actually, many of the students are placed before they graduate, which gives the program a great advantage in following-up the students. Students who do not complete the program are also contacted to determine if their needs were not met. The majority of these have decided against a health career, which disqualifies them from the program. Others cannot fulfill the requirements for a health degree and either change majors or leave school. Most information gathered from students is qualitative in nature, which leads to a descriptive analysis of the results. This information is shared with the advisory board and administrators to determine if the program is fulfilling its objectives and the means for improvement. Both groups use the evaluations to assist them in making suggestions about how to change the program to make it even better. This is implemented by the coordinator with the leadership of the provost and assistant provost.