SUCCESS BUNKER HILL COMMUNITY COLLEGE DREAM CONFERENCE February 29, - - PowerPoint PPT Presentation

Success is what counts.

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.
• Goals and objectives developed by the combination of civic leaders, faculty, staff

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.

Shirley Singleton, Chairman, President and CEO of Edgewater Technology, Inc. Beverly Edgehill, President and CEO of The Partnership Stephen R. Woods, President of Citizens Bank Richard Taylor, chairman of Taylor Smith Realty, Inc.

“Bunker Hill Community College is a pathway to success for our young people. When you consider the doors that are

• pen 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.

BHCC plan relies on perspectives of more than 100 business and community leaders.

Success is what counts.

College Budget Supports Accomplishment

• f 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

1. Increase: percentage of students who complete developmental courses; progress to credit bearing courses, successfully complete gatekeeper courses; complete courses with grade of C

• r higher; re-enroll form one

semester to another. 2. Increase success of students of color and low income students. 3. Increase percentage of students who earn certificates and degrees. 4. Create a culture of inquiry,

evidence and accountability.

BHCC Goals

Create pathways and partnerships to promote student success. Demonstrate strength through Diversity. Identify and close workforce gaps. Institute a culture of evidence and accountability.

Success is what counts.

Institutional Student Success Agenda: To improve academic success, persistence and program completion

Academic Success, Persistence & Program Completion Unified Student Services

• Educational Plans
• Intensive Advising
• Career Planning

Success Coaching

• Intensive Advising
• Intervention

Strategies

Support with Personal Issues

• Data Collection
• Crisis Intervention
• Direct Assistance
• Referrals & Linkages

Learning Communities

• Increased Engagement
• Enriched Learning

Outcomes Assessment

• Institutional Framework
• E-Portfolio

Professional Development

• Interactive Teaching Strategies
• Training in Data Analysis &

Personal Issue Support

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

• f 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.

• Faculty Advising
• Success Coaching
• Peer Mentoring
• Career Planning
• Information Literacy
• Community

Engagement

Support Services Integrated Into Learning Communities

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

• f 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

Data: BHCC Engaged Campus Office Participation Record

342 faculty & staff

70 47

112 Full-time Faculty (84%) 56 Administrators (85%) 73 Professional & Classified Staff (39%) 101 Part-time Faculty (22%)

Success is what counts.

Fall 2007/Spring 2008 Fall 2008/Spring 2009 Fall 2009/Spring 2010 Fall 2010 – Summer 2011

854 229 2144 3955

Student Participation in Learning Communities 2007-2011

Success is what counts.

• 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

Success Coaching Intervention

• Dr. Robert Whitman, Consultant

Bunker Hill Community College Longitudinal Retention Fall 2009 Learning Communities Seminar vs. All BHCC

84% 71% 69% 72% 66% 61% 61% 62% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Fall 2009-to-Spring 2010 Fall 2009-to-Fall 2010 Fall 2009-to-Spring 2011 Fall 2009-to-Fall 2011 Learning Communities All BHCC

Bunker Hill Community College Developmental Learning Community Clusters Successful Course Completion (grade > C) Developmental Clusters vs. Stand-alone Versions

84% 71% 69% 72% 77% 70% 76% 66% 61% 61% 62% 62% 64% 68% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Fall 2008 Spring 2009 Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Developmental Cluster Stand-alone Developmental Course

74% 93% 78% 80% 61% 63% 61% 62% 0% 20% 40% 60% 80% 100% Black or African American (14) Hispanic/Latino (8) White (5) TOTAL LCC Not LCC

Bunker Hill Community College Developmental Learning Community Clusters Successful Course Completion (grade > C) Fall 2008 Cohort by Race/Ethnicity

Bunker Hill Community College Developmental Learning Community Clusters Successful Course Completion (grade > C) Fall 2011 Cohort by Race/Ethnicity

78% 72% 83% 76% 67% 67% 68% 68% 0% 20% 40% 60% 80% 100% Black or African American (54) Hispanic/Latino (47) White (40) TOTAL LCC Not LCC

44% 48% 41% 45% 45% 51% 0% 10% 20% 30% 40% 50% 60% FA06 to FA07 FA10 to FA11

Bunker Hill Community College Fall-to-Fall Retention All BHCC v. White Students v. Students of Color

All BHCC White Students of Color

Enrollment Fall 2006 Fall 2010 Change Students of Color 4,538 6,898 +52.0% White Students 3,027 4,139 +36.7% Other 782 1,335 +70.7% Total 8,347 12,372 +48.2%

44% 48% 40% 43% 52% 53% 0% 10% 20% 30% 40% 50% 60% FA06 to FA07 FA10 to FA11

Bunker Hill Community College Fall-to-Fall Retention All BHCC v. No Pell Award v. Pell Award

All BHCC No Pell Pell

Enrollment Fall 2006 Fall 2010 Change Pell 2,464 5,808 +135.7% No Pell 5,883 6,564 +11.6% Total 8,347 12,372 +48.2%

Success is what counts.

ACHIEVING THE DREAM

Success is what counts.

www.achievingthedream.org