ACHIEVING THE DREAM Success is what counts. Success is what counts.
TRANSFORMING INSTITUTIONAL CULTURE TO PROMOTE STUDENT SUCCESS BUNKER HILL COMMUNITY COLLEGE DREAM CONFERENCE – February 29, 2012 Janice Bonanno – Associate Vice President of Student Services James Canniff – Vice President of Academic Affairs and Student Services David Leavitt – Director of Institutional Research Success is what counts.
BHCC Strategic Plan Drives Institutional Priorities Key to Bunker Hill Community College’s success is its unique and cyclical strategic planning process: BHCC holds a strategic planning event every three years. o Goals and objectives developed by the combination of civic leaders, faculty, staff o and alumni, frame College’s operational plan and budget. Success is what counts.
Leadership Strategy; a Shared Vision BHCC Planning Process Involves participation of both internal and external constituents Provides community assessment of regional and state-wide educational needs Allows for discussions among various constituents and reporting out on ideas Establishes Stakeholder Buy-In, a Shared Vision, and Three-Year Goals and Objectives Success is what counts.
BHCC plan relies on perspectives of more than 100 business and community leaders. “Bunker Hill Community College is a pathway to success for our young people. When you consider the doors that are open to the many talented students at BHCC, you can see the opportunity that awaits our next generation of leaders. These are exciting times for BHCC, for current and future students. The world stands at your doorstep filled with dreams to explore and the chance to challenge yourselves to be the best that you can be.” — Gary L. Gottlieb , President and CEO, Partners HealthCare System, Inc. Stephen R. Woods, President of Citizens Bank Beverly Edgehill, President and CEO of The Partnership Richard Taylor, Shirley Singleton, chairman of Chairman, President and CEO of Taylor Smith Realty, Edgewater Technology, Inc. Inc. Success is what counts.
College Budget Supports Accomplishment of Institutional Goals and Priorities Action Plans are requests for additional funding beyond the departmental operational budget to support new student success initiatives Are derived from College Goals Include a competitive application process Applications must include time frames and success measures Funding preference is given to plans that cross departments and divisions Plans proven to be effective in promoting student success are institutionalized Success is what counts.
Advancing Institutional Change Promote broad engagement in programs and initiatives Create channels for communication and collaboration among president, board of trustees, executive staff, deans, mid-management team, faculty, students, and alumni through meetings, forums, and presentations Conduct college-wide faculty, staff and student focus groups Provide forums to review and analyze data Initiative a faculty-driven approach Establish working groups for various tasks led by key faculty and staff leaders Send invitations and appointment letters from college president Integrate college and grant funded student success initiatives into one institutional Student Success Agenda Success is what counts.
Keys to Broad Engagement Strategic Leadership: Enabling Inclusive Decision-Making at all Levels of the Institution Crafting a Shared Vision, Goals, and Objectives Creating Channels for Communication, Collaboration, and Building Trust Building on a Strong Foundation Using Data to Inform Decisions Integrating Student Success Efforts Ensuring Accountability and Assessment Success is what counts.
Achieving the Dream Goals Strongly Aligned with BHCC Strategic Goals ATD Goals BHCC Goals 1. Increase: percentage of students Create pathways and partnerships who complete developmental to promote student success. courses; progress to credit bearing courses, successfully complete gatekeeper courses; Demonstrate strength through complete courses with grade of C Diversity. or higher; re-enroll form one semester to another. 2. Increase success of students of Identify and close workforce gaps. color and low income students. 3. Increase percentage of students Institute a culture of evidence and who earn certificates and accountability. degrees. Create a culture of inquiry , 4. evidence and accountability. Success is what counts.
Institutional Student Success Agenda: To improve academic success, persistence and program completion Unified Outcomes Learning Student Services Assessment Communities • Educational Plans • Institutional Framework • Increased Engagement • Intensive Advising • E-Portfolio • Enriched Learning • Career Planning Professional Academic Success, Persistence Development & Program Completion • Interactive Teaching Strategies • Training in Data Analysis & Personal Issue Support Support with Success Personal Issues Coaching • Data Collection • Intensive Advising • Crisis Intervention • Intervention • Direct Assistance Strategies • Referrals & Linkages Success is what counts.
Multi-Tiered Learning Communities Learning Community Seminar 3-credit, college level student success courses for first-time, full-time students, taught thematically by faculty from across the disciplines Learning Community Clusters Integrated pairs/clusters organized around academic themes, enrolling common cohort of students Common Interest Learning Communities Organized for students with common interests, academic aspirations, or career goals outside of the classroom Success is what counts.
Learning Communities Offer . . . Engaging & Supportive Learning Environment Quality Relationships More Time on Task Collaborative Teaching Active & Team Learning Critical & Integrated Thinking Integrated Support Services Success is what counts.
Support Services Integrated Into Learning Communities Faculty Advising Success Coaching Peer Mentoring Career Planning Information Literacy Community Engagement Success is what counts.
The Role of Professional Development in Promoting Lasting Institutional Change Encourages faculty inquiry, research, and exploration Promotes review of literature and discovery of national best practices Builds on existing best practices initiated by faculty and staff Make professional development a funding priority Establish a professional development program that is lead by key faculty and staff and includes workshops conducted by external experts Success is what counts.
INTERNAL RESOURCE: PRESENTING GUIDELINES FOR PEDAGOGICAL FRAMEWORKS Prof. Lloyd Johnson Success is what counts.
Faculty & Staff Participation in BHCC Learning Communities 2007-2011 342 faculty & staff 73 Professional 101 Part-time & Classified Staff 70 Faculty (39%) (22%) 56 Administrators 47 (85%) 112 Full-time Faculty (84%) Success is what counts. Data: BHCC Engaged Campus Office Participation Record
Student Participation in Learning Communities 2007-2011 3955 2144 854 229 Fall 2007/Spring 2008 Fall 2008/Spring 2009 Fall 2009/Spring 2010 Fall 2010 – Summer 2011 Success is what counts.
Success Coaching Intervention Fall 2009 Success Coach Pilot: 79 visits to 28 Seminars 956 direct contacts (doubled in SP10) Discussions mostly covered 3 areas: • Academic obstacles • Educational planning • Personal issues/counseling Interventions and/or referrals took place in almost every drop-in & during Seminar visits Referrals to financial aid, career services, counseling, writing center Success coaches systematically followed up Dr. Robert Whitman, Consultant Success is what counts.
Bunker Hill Community College Longitudinal Retention Fall 2009 Learning Communities Seminar vs. All BHCC 100% Learning Communities All BHCC 90% 84% 80% 66% 70% 71% 69% 60% 50% 61% 61% 72% 40% 62% 30% 20% 10% 0% Fall 2009-to-Spring 2010 Fall 2009-to-Fall 2010 Fall 2009-to-Spring 2011 Fall 2009-to-Fall 2011
Bunker Hill Community College Developmental Learning Community Clusters Successful Course Completion (grade > C) Developmental Clusters vs. Stand-alone Versions Developmental Cluster Stand-alone Developmental Course 90% 77% 84% 80% 72% 76% 71% 70% 69% 62% 68% 70% 66% 64% 62% 61% 61% 60% 50% 40% 30% 20% 10% 0% Fall 2008 Spring 2009 Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011
Bunker Hill Community College Developmental Learning Community Clusters Successful Course Completion (grade > C) Fall 2008 Cohort by Race/Ethnicity 100% 93% 80% 78% 80% 74% 63% 62% 61% 61% LCC 60% Not LCC 40% 20% 0% Black or African Hispanic/Latino (8) White (5) TOTAL American (14)
Bunker Hill Community College Developmental Learning Community Clusters Successful Course Completion (grade > C) Fall 2011 Cohort by Race/Ethnicity 100% 83% 78% 80% 76% 72% 68% 68% 67% 67% LCC 60% Not LCC 40% 20% 0% Black or African Hispanic/Latino (47) White (40) TOTAL American (54)
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