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