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:

o BHCC holds a strategic planning event every three years.

o 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

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.

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

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

1. Increase: percentage of students

who complete developmental

courses; progress to credit

bearing courses, successfully

complete gatekeeper courses;

complete courses with grade of C

or 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

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.

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 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

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