Designing for Success Strategic Planning Phase I: 2018-2019 Karrin - - PowerPoint PPT Presentation

Designing for Success Strategic Planning Phase I: 2018-2019

Karrin E. Wilks, Interim President

BMCC's highest priority is to improve student success, not incrementally but dramatically.

Why Does This Matter?

• our mission to prepare students

for degree completion, successful transfer, career achievement, lifelong learning, and civic participation.

• our moral imperative to advance

equity and social justice

• our collective belief in the

transformative power of education

• our leading role as a community

college in advancing opportunity, inclusion and economic mobility

“Community colleges are the Ellis Island of the 21st Century.” Bob Templin, Past President of NOVA

• our students want credentials
• primary goal of new students:

– 16% want to earn an associate degree – 62% want to earn an associate degree and then transfer – 90% of new students plan to graduate from BMCC

Why Does This Matter?

Upward Mobility

• 70% of BMCC students come from families earning $30,000

a year or less

• BMCC graduates earn $38,419 one year after graduation

and $44,630 after three years

• Nearly 90% of students graduating in 2007-2008 worked in

New York State within 10 years BMCC has ranked #3 in economic mobility for 2 years in a row, 2014 and 2015, with the “Highest Student-Mobility Rates.”

Every program, every service, every policy, every college is perfectly designed to achieve the exact outcome it currently produces.

Key Student Success Outcome: Completion of College-level English and Math in the First Year

First Year Fall % Completing College‐Level Math and English in First Year Both Subjects Passed English Gateway Passed Math Gateway 2014 24.0% 62.3% 27.7% 2015 26.9% 62.6% 30.2% 2016 27.6% 64.5% 30.5%

Key Student Success Outcome: Three-year Graduation Rates

First Fall Full-time Part-time Total 2012 18.5% 7.2% 16.4% 2013 19.2% 8.0% 17.3% 2014 20.3% 6.6% 17.3%

RETENTION RATES ARE GOING DOWN.

Key Student Success Outcome: BMCC Three-year Graduation Rates Disaggregated

Fall 2012 Fall 2013 Fall 2014 Asian Men Women 24.3% 20.6% 28.0% 21.9% 16.4% 26.2% 23.8% 20.0% 26.1% Black Men Women 15.0% 13.1% 16.5% 16.2% 13.8% 18.1% 13.5% 11.7% 15.0% Hispanic Men Women 14.7% 13.5% 15.8% 16.9% 12.4% 20.6% 17.8% 12.7% 22.4% White Men Women 18.4% 16.1% 20.5% 16.0% 13.6% 18.2% 18.5% 15.7% 21.1%

Key Student Success Outcome: Four-year Baccalaureate Graduation Rate for BMCC Transfers

Graduation Year Full-time @ CUNY Part-time @ CUNY Total AY 2009-2010 70.8% 49.8% 63.3% AY 2010-2011 67.3% 48.2% 61.0% AY 2011-2012 67.3% 47.5% 61.2% AY 2012-2013 65.3% 47.5% 59.8%

Designing for Equity, Designing for Care

The HOPE Lab national survey: 43,000 students at 66 institutions in 20 states and the District of Columbia Results (impact on community college students):

• Food insecurity: between 42% and 56%
• Housing insecurity: 46% and 51%
• Homelessness: between 12% and 14%

• 1. All students can learn anything under

the right conditions. It is our responsibility to create the conditions inside and outside the classroom in which all students can learn.

• 2. The culture communicates that

students can succeed and take responsibility for a positive future.

• 3. Learning inside and outside the

classroom has value and relevancy for students.

• 4. All BMCC employees have a

responsibility for making students feel welcome, respected, and cared for through every interaction.

• 5. Targeted, intentional, and embedded

support will accelerate student success.

• 6. Continuously evaluating policies and

processes—and redesign as needed— is fundamental to dramatically improving outcomes.

Designing for Success Guiding Principles (Draft)

• proven models, national network, dedicated time
• evidence of significant improvement in outcomes
• commitment to systemically transform the student experience from

their first contact with BMCC to graduation to further education and career development

• commitment to designing for success at scale

The Role of Guided Pathways 2.0 in Strategic Planning

• development of degree maps

and math pathways for all majors

• redesigning developmental

education: expanding co- requisite courses

• expansion of early alert (now to

be called Starfish: Connect to Success)

• expansion of supplemental

instruction

• expansion of Finish Line

campaign and tuition waiver program

• targeted professional

development, particularly for adjuncts

Designing for Success: Guided Pathways 2017-2018

• Strategic Plan 2015-2020:

Reaching Greater Levels

• American Association of

Community Colleges (AACC) Guided Pathways 2.0

• Career Success (CUNY funding)
• Equity and Inclusion Task Force
• Strategic Enrollment Management

Plan

• CUNY Momentum Initiative
• Improving Developmental

Education (Strong Start to Finish and NYC funding)

BMCC Designing for Success Strategic Planning Phase I: Integration

BMCC’s highest priority is to improve student success, not incrementally but dramatically.

Designing for Success: Strategic Planning Phase I: 2020-2025 Strategic Plan

• teaching and learning
• degree completion and transfer
• equity
• labor market outcomes
• institutional excellence

• Design Team: over 70 faculty and

staff (and growing)

• Five Working Groups integrating
• ngoing planning initiatives
• Design Team Steering Committee:

Chairs of Working Groups and designated VP’s

• Open Forums
• Equity and Inclusion Listening Tour
• Website
• Student Feedback
• Nov. 7–8: Guided Pathways coach

visit

Designing for Success: Strategic Planning Phase I

Advancing equity and social justice is at the heart of Designing for Success, ensuring pathways to economic and social mobility as central to our mission and the essential work of community colleges.

Career maps provide a comprehensive set of career exploration, preparation and development activities inside and outside the classroom, embedded in majors and aligned with degree maps, to strengthen students’ career assets. These activities are designed by faculty in partnership with Career Services, Internships and Experiential Learning, Workforce Development, Advisement, and Alumni Relations. BMCC has funding from CUNY for this work.

Designing Career Maps

Co-Chairs: Sunil Gupta, Mahapata Palit & Lesley Rennis

Career Communities arrange all of BMCC’s majors into eight labor market areas. Career Communities provide a means of organizing recruitment, orientation, advisement, extra-curricular activities, and website redesign, including real-time labor market data to provide better information to and engagement with students about career

• pathways. The working group will convene faculty and staff to draft

strategies for implementing Career Communities. Related work will take place through the Liberal Arts Advisory Group. BMCC has funding from CUNY for this work.

Implementing Career Communities

Co-Chairs: Janet Esquirol, Eda Henao & Michael Hutmaker

Redesigning onboarding examines and improves the student experience from recruitment to admissions to enrollment. Currently it takes students up to 22 steps to navigate across several offices and

• ften taking 4-6 weeks to complete the process from initial interest to
• enrollment. Many students drop out before they ever start because of

this complexity. Representatives from Testing, Registrar, Admissions, Advisement, IT, Student Affairs, and Academic Affairs will draft a process redesign, working with the Admissions Committee of the Academic Senate.

Redesigning Onboarding

Co-Chairs: Joel Barker, Deanne Southwell & Kristin Waters

There is abundant evidence that the nature of the first-year experience is directly related to retention and student success. BMCC’s fall to spring and fall to fall retention rates have been falling over the past several years. We know that students who participate in cohort programs and those who complete college-level math and English in their first year are more likely to succeed. We know that life circumstances can get in the way of success. We know that there are performance gaps by race, ethnicity and gender. Faculty and staff will work to improve the first-year experience.

Designing 1st Year Success

Co-Chairs: Joseph Ginese, Carei Thomas & Janice Walters

Pedagogy matters. Improving teaching and learning is at the heart of improving success. We cannot possibly improve student success without pervasive, highly visible pedagogical leadership across departments. Additionally, many BMCC faculty conduct research that directly and deeply informs our efforts to improve student success. Faculty will work in partnership with Student Affairs, Academic Affairs, and Advisement to identify, catalogue, and design strategies to enhance pedagogy and research for student success. BMCC has funding from CUNY for this work.

Designing Pedagogy and Research for Student Success

Co-Chairs: Jim Berg, Cheryl Comeau-Kirschener & Yevgeniy Milman

2018-2019 Working Groups

• Listening Tour, chaired by Peter Hoontis
• Professional Development for Faculty and Staff, chaired by

Kelly Rodgers

• Program Collaboration for Advancing Equity, chaired by

Ashtian Holmes

BMCC Equity and Inclusion Task Force

BMCC will be known as a leading community college for advancing equity and inclusion, and modeling equity-mindedness.

• our mission to prepare students

for degree completion, successful transfer, career achievement, lifelong learning, and civic participation

• our moral imperative to advance

equity and social justice

• our collective belief in the

transformative power of education

• our leading role as a community

college in advancing opportunity, inclusion and economic mobility

Why Does This Matter?

Questions or Suggestions?

BMCC’s highest priority is to improve student success, not incrementally but dramatically. It will take the entire college. Thank you for your contributions and commitment.