software providers, including the College's eLearning vendor Blackboard, have responded with robust mobile platforms which allow students to get work done on their mobile devices. The College has found this data to directly con-elate to visits to non-classroom open computer labs. The Community Computing Center (CCC) houses a multi-purpose open lab for students and area community members and reports from staff who share that space at the ITS Helps desk indicate that visitors seek assistance with their personal devices far more often than in the past; visits to the CCC to use actual lab computers has dropped off considerably in recent years. Backroom Improvements Take the Stage Steps were taken this year to better protect College email systems and further comply with Freedom of Information Act (FOIA) requests and for legal subpoenas. The first part of this improvement was achieved by implementing an email archive solution. The system automatically archives a copy of all employee emails that flow through the College email system. The email messages are indexed and then can easily be located by individual user. Each user is able to search only those items that pertain to themselves while administrators of the system can also do system-wide searches for emails in any mailbox pertaining to a specific matter or individual if needed. Since being installed last July the system has archived and indexed an impressive 6,774,732 inbound emails, 3,286,915 outbound emails, and 7,488,340 internal emails. ITS also implemented a cloud backup of the archiving unit which serves as a secondary safeguard to recover email in the event of a catastrophic system failure or data loss. The College's voicemail system was retired last year after a 25-year career. In recent years ITS reported growing concerns as the aging system was quickly becoming a liability for reliable communications. The project was completed last summer and provides the College with a system that offers many new advantages and options such as increased storage capacity for message retention, speech recognition to improve call routing, new message notification via email, reduced monthly support costs, and overall availability. The transition to the new system went very smoothly, and although members of the College community had to get acquainted with the prompts and keys on the new system, they easily transitioned to the new voicemail platform. INSTITUTIONAL RESEARCH, PLANNING, AND ASSESSMENT This report summarizes the activities carried out by the Office of Institutional Research, Planning, and Assessment (OIRPA) during FY16. The office staff consists of Dr. Rhonda Gabovitch, Vice President; Angelina O'Brien, Director; and Lisa Lavoie, Administrative Assistant Il. The office also has a Staff Associate, Jade Vieira, funded through the U.S. Department of Labor TAACCCT4 Grant, who focuses on grant-related projects and activities. In Spring 2016, Justin Anderson, a BCC Co-op student, interned at OIRPA and completed a variety of research projects. Further, during the summer, Mairin Hughes, Clerk I, is assisting with data analysis and the development of survey reports. The major focus of the Office in FY! 6 was to guide and support the development of the 2016- 2020 Strategic Plan: Shaping the Future which can be viewed at the following link: http:/ !blog. bristolcc.edu/spc files/I %20BRISTOL%20COMMUNITY%20COLLEGE%20Strate gic%20Plan--JUNE%202016.pdf. 69
Transcript
software providers, including the College's eLearning vendor Blackboard, have responded with robust mobile platforms which allow students to get work done on their mobile devices. The College has found this data to directly con-elate to visits to non-classroom open computer labs. The Community Computing Center (CCC) houses a multi-purpose open lab for students and area community members and reports from staff who share that space at the ITS Helps desk indicate that visitors seek assistance with their personal devices far more often than in the past; visits to the CCC to use actual lab computers has dropped off considerably in recent years.
Backroom Improvements Take the Stage Steps were taken this year to better protect College email systems and further comply with Freedom of Information Act (FOIA) requests and for legal subpoenas. The first part of this improvement was achieved by implementing an email archive solution. The system automatically archives a copy of all employee emails that flow through the College email system. The email messages are indexed and then can easily be located by individual user. Each user is able to search only those items that pertain to themselves while administrators of the system can also do system-wide searches for emails in any mailbox pertaining to a specific matter or individual if needed. Since being installed last July the system has archived and indexed an impressive 6,774,732 inbound emails, 3,286,915 outbound emails, and 7,488,340 internal emails. ITS also implemented a cloud backup of the archiving unit which serves as a secondary safeguard to recover email in the event of a catastrophic system failure or data loss.
The College's voicemail system was retired last year after a 25-year career. In recent years ITS reported growing concerns as the aging system was quickly becoming a liability for reliable communications. The project was completed last summer and provides the College with a system that offers many new advantages and options such as increased storage capacity for message retention, speech recognition to improve call routing, new message notification via email, reduced monthly support costs, and overall availability. The transition to the new system went very smoothly, and although members of the College community had to get acquainted with the prompts and keys on the new system, they easily transitioned to the new voicemail platform.
INSTITUTIONAL RESEARCH, PLANNING, AND ASSESSMENT
This report summarizes the activities carried out by the Office of Institutional Research, Planning, and Assessment (OIRPA) during FY16. The office staff consists of Dr. Rhonda Gabovitch, Vice President; Angelina O'Brien, Director; and Lisa Lavoie, Administrative Assistant Il. The office also has a Staff Associate, Jade Vieira, funded through the U.S. Department of Labor TAACCCT4 Grant, who focuses on grant-related projects and activities. In Spring 2016, Justin Anderson, a BCC Co-op student, interned at OIRPA and completed a variety of research projects. Further, during the summer, Mairin Hughes, Clerk I, is assisting with data analysis and the development of survey reports.
The major focus of the Office in FY! 6 was to guide and support the development of the 2016-2020 Strategic Plan: Shaping the Future which can be viewed at the following link: http:/ !blog. bristolcc.edu/spc files/I %20BRISTOL%20COMMUNITY%20COLLEGE%20Strate gic%20Plan--JUNE%202016.pdf.
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MASSACHUSETTS DEPARTMENT OF HIGHER EDUCATION (DHE) PERFORMANCE DATA
The DHE no longer produces its annual Performance Measurement Report. The last Performance Measurement Report was published in March 2010 and can be found at the following link, along with other informative data utilized by the office: http://www. mass. edu/library/reports. asp. The data that follow were calculated by OIRPA in accordance with the procedures previously developed by the DHE for this report.
The Key Performance Indicators Linear Trends Report is also no longer published by the DHE as data are available on!ine at the DHE Data Center at the following link: http://www. mass. edu/datacenter/home/home. asp. Information in the Data Center contains key performance indicators for all 15 community colleges and 9 state universities in Massachusetts. Indicators for the community colleges are provided in the areas of: Access and Affordability, Student Access and Success, Meeting Regional Economic and Workforce Development Needs, Cost Effective Use of Resources, and Fundraising. Beginning in FY12, the DHE no longer provided data for minority enrollment in the Southeast Region (80 percent draw) in the Linear Tends report; however, historical data for BCC, compiled by the OIRPA, are shown.
Beginning in FY14, the DHE provided colleges with Vision Project Dashboards which are intended to inform the assessment of institutional progress over the past year in the context of the annual presidential evaluation process and the setting of priorities for the year ahead. This Dashboard includes indicators of college performance in relationship to Vision Project goals and related goals in BCC' s Strategic Plan including College Participation, College Completion, Student Learning, Workforce Alignment, Preparing Citizens, and Closing Achievement Gaps.
Over the last five years, fall headcount enrollment at Bristol Community College has decreased 2.7 percent Headcount 8,761 and fall FTE enrollment has increased 1.0 percent. Despite the decrease in enrollment amongst many FTE 5,789 community colleges, BCC ranked third in enrollment and second in FTE among the 15 Massachusetts Community Colleges in Fall 2015. Annual Credit Enrollment ·
. • .
Annual 14-15 Credit Enrollment . · ..
Over the last five years, annual headcount enrollment Headcount 11,954
at Bristol Community College has decreased 1.3 percent and annual FTE enrollment has increased 1.6 percent.
STUDENT SUCCESS AND ACADEMIC QUALITY AT BRISTOL COMMUNITY COLLEGE
SUCCESS AND QUALITY INDICATORS:
Fall-to- Fall Cohort First-Year Retention Fall 2014.Cohort .·· -·- c .
. ·. · . . . "' _- -
Bristol Community College's first-year First-Year Retention Rate retention rate has remained relatively stable over the last five years and is higher than the Retained at original institution 60.8% segmental average of 58.1 percent. Note: fall-to-spring persistence is no longer used Retained at any institution 63.9% as a performance measure by the DHE as it has a narrow definition.
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' · Fall Cohort Six-Year Overall Success Rate
... . .· ·.· ·.
This indicator measures students who have earned a degree/certificate, transferred to another institution, earned 30 or more credits, or are still enrolled after six years.
The credit course completion rate at Bristol Community College is above the Board of Higher Education's target rate of 75 percent.
Degreesartd Certificates Conferrecl · .
The number of degrees and certificates conferred by Bristol Community College over the last five years has increased by 43 .5 percent. Every year since FY08, the College has been number one in the state in the number of degrees and certificates conferred compared to all Massachusetts Community Colleges.
Nursing Exam Pass Rate Bristol Community College's nursing exam pass rate was above the Board of Higher Education's target pass rate of 85 percent.
Workforce Development (WD) ·
Average annual enrollment in workforce development courses per year over the five three years at Bristo] Community College is 12,358.
Fall 2008 CohortSix,Year . • . . .
Overall Success Rate
Fall 2007 Cohort Six-Year Individual Success Rates
First-year Retention Rate (Fall-to-Fall) at Bristol Community College
68.0%
66.0%
64.0%
62.0%
60.0%
58.0%
56.0%
54.0%
52.0% College Segment College Segment College Segment
Fall 2012 Fall 2013 Fall 2014
III Retained at original institution Retained at any institution
Degrees and Certificates Ccmferred by Bristol Community College
1,800
1,600
1,400
1,200
1,000
F 800
600
400 -
200
0 FYlO FYll FY12
Ill Associates
FY13
Certificates
COLLEGE COMPLETION
FY14 FY15
The six-year "Achieving the Dream" Success Rate captures students who, within six years, earn an associate's degree or certificate, transfer to a four-year institution, or are
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still enrolled with 30 credits earned. Examining the 2008 cohort, 47 percent of BCC students are successful after six years. Reviewing the five-year change on this measure, there has been a 1.3 percentage point increase over time.
Bristol Community College 45.6% 44.6% 45.7% 47.8% 46.9%
STRATEGIC PLANNING
Dr. Katherine German and Dr. Philip Sbaratta of Development Institute in Boston, were selected as the consultants to assist with the creation of a new Strategic Plan. They led conversations about the five-stage process for the development of the new strategic plan in A Yl 6. This year's process was modeled from the previous planning process with an emphasis on community engagement and alignment with the BHE Vision Project Goals. The strategic planning phases and their outcomes are:
Phase One: Developing a Strategic Vision • Improvements in the College's Mission Statement and Core Values as approved by
BCC' s Board of Trustees.
Phase Two: Analyze the Environment External Scan Trends and Assumptions - Examples • Aging population - fewer high school graduates - more minorities and non-native
speakers - substantial population with some college, but no degree. • Regional Differentiation - Fall River and New Bedford residents have lower educational
attainment and are less affluent than Attleboro and Taunton populations. • Economic recovery is still volatile with new growth in advanced manufacturing,
renewable energy and life sciences. • The Completion Agenda continues to be the national, state, and local priority and is
reflected in performance assessments and determining budget allocations.
Internal Scan Trends and Assumptions - Examples • New initiatives continue to expand (e.g. multiple-measure skills assessment, academic
pathways, streamlined developmental education, online certificates/degrees, twenty-first century skills, and advanced instructional and support technologies).
• Student "life" issues remain paramount ( e.g. hunger, transportation, child care, scheduling and non-academic support services, and exceeding availability).
• New programs in Hospitality, Veterinary Health Care and Life Sciences approved. • Enrollment in eLearning has grown 40 percent in the last 5 years - faster than any other
program - and is 36 percent of enrollment. • Workforce Education Institute continues to strengthen partnerships and increase
opportunities for College and community collaboration.
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Phase Three: Identify Strategic Priorities and Strategies • In addition to the internal and environmental scans and resulting trends and assumptions:
o 21 focus groups and listening sessions were held. o An online survey for faculty and staff was administered. o Strategic Planning blog was developed. o There was an all-college review of the draft plan along with online commentary. o Key points were shared and discussed by the SPC membership.
Phase Four: Create a Draft Plan • Developed seven strategic directions aligned with the BHE Vision Project - all with
measurable outcomes.
Phase Five: Develop an Implementation Process • Created annual action planning format for completion within each component of the
Institution.
• Refined incubator projects aligned with the priorities of the plan and the annual action plan to engage members of the College community in projects to move the plan forward.
On May 13, the College and its Strategic Planning process passed an important milestone when the outline of the College's draft Strategic Plan was presented at the DHE. BCC attendees included Shawn Tivnan and Livia Neubert, co-chairs of our Strategic Planning Committee; Vice President Sally Cameron, a member of the committee; Vice President Rhonda Gabovitch, the administrator overseeing the Strategic Plan; and President Sbrega. The group met with Commissioner Carlos Santiago and BHE Board members Fernando Reimers (chair of the Strategic Planning sub-committee) and Paul Toner. The staff and Board members endorsed the College's Plan. This Touch Point provided an opportunity to process and demonstrate how the College's plan meshes with The Vision Project, which is a high priority for the BHE and Commissioner. In fact, the Commissioner extended high praise for the College in creating linkages between College goals and The Vision Project since the inception of The Vision Project. The BHE members in attendance were impressed with BCC' s inclusive process and careful attention to the priorities of participation, completion, eliminating disparities, educating citizens, and supporting workforce development. BCC's Board of Trustees approved the Plan on June 13.
INSTITUTIONAL EFFECTIVENESS
The Institutional Effectiveness Committee had its first joint meeting with the Outcomes Assessment Committee on September 14, 2015. Topics discussed included the proposed merger of the two committees, creating the Educational Effectiveness Committee, including the rationale and structure proposed. A pilot was conducted in Fall 2015 and Spring 2016. The following subgroups were formed and met during regular meeting times and reported back to the large group as follows:
• Academic Program Review
• Student Learning Outcomes Assessment (SLO)
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• CAS Functional Area Review
• Policy Project Group
• General Education Group
FIVE-YEAR ACADEMIC PROGRAM REVIEW
Over the reporting period, the Office focused on maintaining accurate records and system development that would enhance the program review process. Standard surveys were created for each program that will be conducting a review over the next five years. These surveys will be used to provide supporting evidence for program review reports and program directors will be able to edit these surveys as needed.
PROGRAM REVIEW TIMELINE BY ACADEMIC YEAR 2015-2016
• Business (focus on Career) - Division 3 - in progress • Engineering (focus on Career) - Division 5 - in progress
2016-2017 • Communication - Division 1 • Computer Information Systems (focus on Career)- Division 3 • Environmental Science Transfer (Concentration of Liberal Arts/Life Sciences
(Proposed)) - Division 5 • Fire Science Technology - Division 5 • English as a Second Language - Division 1
2017-2018 • Art Graphics & Design Programs - Division 1 • Fine Art Transfer - Division 1 • Paralegal Studies - Division 2 • Office Administration - Division 3 • Life Sciences (Concentration of Biology & Biotechnology) - Division 5
2019-2020 • Liberal Arts - Humanities - Division 1 • Liberal Arts - Professional - Division 2 • Hospitality Management - Division 3 • Liberal Arts - Math & Science - Division 5 • Sustainable Agriculture - (Concentration of Life Sciences) - Division 5
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COUNCIL FOR THE ADVANCEMENT OF STANDARDS (CAS) FUNCTIONAL AREA REVIEW (FAR)
In Fall 2015, the Vice President and Director met with those under review in order to aid in the evaluation process. The Director worked within the new CAS/FAR Subgroup for Educational Effectiveness to assist those who are under review to provide the necessary support to complete this process. The Director led the CAS/FAR process for Institutional Research. Three themes arose from the review process: (1) compile a procedure manual, (2) increase the public face of IR, aud (3) increase transparency and accessibility of data.
Programs 3. Registrar & Records 3. Financial Aid 3. Disability 3. Academic
3. Office of I 4.
4. Student Activities & Resources and Advising and Admissions Health Services Student Life Services Connections
a. Student Leadership (Proposed) 4. Counseling [ 5. International Education I Programs 4. Commonwealth
b. Student Life & 4. Civic Honors Program 5. Auxiliary Services
I I Community Engagement and (Non-CAS)
Functional Areas Engagement Service-Learning Programs
6. Public Safety
I 15. Prior Experiential (Proposed)
I 5. Library
(Non-CAS) Learning (PLA) (Proposed)
(Non-CAS) 5. Transfer Student Programs and
I 6. Communications 6. Writing Center I Services
(Proposed) (Proposed)
7. Cooperative Education
7. Grants (Proposed)
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INSTITUTIONAL RESEARCH ACTIVITIES
FEDERAL, STATE, AND REGIONAL REPORTING
INTEGRATED POSTSECONDARY EDUCATION DATA SYSTEM (IPEDS) Throughout Fall 2015 and Spring 2016, the Office reported information for the Fall Enrollment Survey, the Graduation Rate Survey, and the Graduation Rate 200 survey. Appropriate ARGOS reports were run. Human Resources, Finance, and Financial Aid were completed, as well, during this cycle resulting in all reports being submitted within two cycles, rather than three - for the third year in a row. The College received a letter of commendation from the National Center for Education Statistics for submitting all IPEDS surveys within two collection cycles. A new survey was added to the College's IPEDS reporting this year (Outcome Measures) which collects award and enrollment data from degree-granting institutions on four undergraduate cohorts at two points in time: six years and eight years. This year we needed to report outcome measures for the 2007 Cohort.
HIGHER EDUCATION INFORMATION RESOURCE SYSTEM (HEIRS) During FY16, the Vice President and Director generated a variety of files and reports that were submitted to the DHE. Enrollment is closely monitored during each semester and updates are sent to the appropriate personnel to keep them apprised of live and frozen headcount and FTE. A new data-entry system will begin on July 1, 2016, in order to improve the data-entry process. This system will utilize ARGOS instead of the NONCRAD database in Banner. The Vice President and Director continually reviewed weekly noncredit HEIRS reports to monitor data entry.
NEASC
The Office collected and generated data for the 2016 NEASC Annual Report. This year, a new area of the report was added to disclose the new IPEDS Outcome Measures. The Annual Report was submitted by the May deadline.
CAMPUS PROFILE DATA
The 2015 Fact Sheet was updated this year and featured the College's new solar canopy. In addition to the annual fact sheet, zip code data was compiled for both credit and noncredit students. To assist with grants and other projects that are conducted at the College, the Director composed a narrative to provide an overview of the student population to inform planning and decision-making processes at BCC. To assist with the Presidential Search Process, the IR staff completed a key indicators form for the search consultant which included data on College finances, student demographics and success measures, human resources, and College operations. Further, in an effort to provide additional opportunities for the College Community to provide input for the Presidential Search Process, the Presidential Survey was developed and sent via email to 13,013 College Community members.
PUBLIC DISCLOSURES
The DOE requires that the College disclose information about student costs, tuitions, fees, and other statistical information to various governing bodies. The College's Gainful Employment
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disclosure was updated, submitted, and published for each Gainful Employment program in the academic catalog.
The College is also required to disclose Student-Right-To-Know information. The U.S. Department of Education requires that all postsecondary institutions provide both prospective and current students with information concerning the performance of current students as an illustration of the likelihood of success. The law requires that the information includes the rate at which first-time, full-time certificate and degree-seeking students who attend the institution successfully complete their program. A student is considered to have successfully completed the program if he/she graduates within 150 percent of the time required by the program. For example, a student who graduates from a two-year program within three years has, according to federal guidelines, successfully completed the program.
The Director updated this disclosure for the 2012 student cohort on the College's website (http://www.bristolcc.edu/aboutbcc/policiesdisclosureslegalstatements/studenttfahts/studentrightto-know/). The Bristol Community College graduation rate for first-time, full-time certificate and degree-seeking freshmen entering the College in the Fall of 2012 and graduating three years later (2015) was 21 percent. Thirteen percent of the first-time, full-time certificate and degreeseeking students transferred to other institutions prior to completing their BCC program. The most current (2011) national graduation rate is 20 percent.
SURVEYS AND DATA COLLECTION
The Office completed many internal and external requests in FY16. For example, the Director generated student profiles for credit and noncredit traditional-aged and nontraditional-aged students for various initiatives and grants. The Vice President and Director worked with Stacey Kaminski from CONNECT to first, define, and then provide data that the CONNECT CEOs need to develop a plan for Commissioner Santiago and Board Chair Chris Gabrieli that would move the needle forward regionally relative to degree completion.
The College participated in the CAEL Adult Learning Focused Institutional Self-Assessment (ALFI) in Spring 2016 which involved a self-assessment and student survey. To complete the self-assessment three major groups (academic affairs, student services, and workforce development) convened to discuss survey questions. The College community was also invited to attend all discussions. For the student survey, a group of colleagues gathered to review the survey and added institutional-specific questions. The Adult Learner Inventory (ALI) was sent to all credit and noncredit students who are 20 years of age or older.
In Spring 2016, BCC joined four other Massachusetts community colleges in conducting the Community College Survey of Student Engagement (CCSSE). Research shows that the more actively engaged students are-with college faculty and staff, with other students, and with the subject matter-the more likely students are to persist in their academic studies and to achieve at higher levels. Surveys were administered from March 21 to April 1. A total of 807 surveys were completed. Survey results will be returned to the institution in the summer. Plans are being made to conduct a College-wide presentation on the College's results as well as an interactive workshop to interpret survey results in Fall 2016.
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DHE CIVIC LEARNING TEAM In AY16, monthly meetings were held to discuss strategies for implementing the Civic Learning graduation requirement. In Fall 2015 and Spring 2016 there were six Civic Learning courses, three History, and three Government. Recognizing that History and Government courses are not the only areas where Civic Learning takes place, criteria is being develop for designating Civic Learning courses that will allow for classes in multiple disciplines to receive the Civic Learning classification. The College will be offering the options of Civic Learning (CL) and Civic Learning with Experience (CLER), with CL occurring at the Course level and CLER occurring at the section level.
ENROLLMENT-RETENTION COUNCIL The "Operating from a Culture of Data" Subcommittee focused on identifying critical data points for data-informed decision making and action planning. The group also discussed data needed to collect but not currently collected. Group members identified the following Operational Goals that could be the focus of the work being conducted by Emollment-Retention Council:
1. Improve quality control of services. 2. Increase promotion of Transfer and Career Services. 3. Research scheduling software to improve this process for students. 4. Evaluate the effectiveness of MAPW orks. 5. Increase use of ARGOS across the College.
These goals were presented and discussed at the large Council meeting with the intention of having these goals guide the work of the group.
DIVERSITY INITIATIVES The Leading for Change Diversity Team met regularly throughout the year. At the beginning of the Fall Semester, a Leading for Change meeting was held with our first-year, men of color to connect them with peers and staff at the College who can assist them in their transition to College. Participants reported that the group dynamic was helpful along with the topics that were discussed. They stated that the event helped them meet and get to know other people and provided them with different perspectives on stereotypes.
The Leading for Change Diversity Team continued their efforts to engage men of color at the College throughout the year. Drop-in meetings were being held in the Multicultural Student Center and Diversity Training was held for faculty and staff. The Director was tasked to develop a draft template for the diversity benchmarks which will be vetted through the leadership team for feedback. This template will be used by Consortium Institutions to publically display their benchmarks online.
GRANT-RELATED ACTIVITIES Over the reporting period, the IR continued working to aid in the evaluation and assessment of initiatives for the TAACCCT4 Grant. IR worked closely with individuals associated with the grants to obtain data and develop evaluation plans.
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..
.,
INSTITUTIONAL REVIEW BOARD
BOARD ACTIVITIES The first meeting of the academic year was held on September 24. At this meeting a short presentation was made to introduce the review process and discuss the role of the Institutional Review Board (IRB) at the College. In Spring 2016, the IRB reviewed a number of Honors projects and the Chair and Administrator assisted students in the development of their research. The Office strives to provide prompt feedback to ensure students have enough time to complete their projects. The majority of projects fall within the category of normal educational practice.
TRAINING ACTIVITY The Chair notifies Board members of trainings or webinars that are being held that relate to research, ethics, and related best-practices. Further, new members of the IRB completed the National Institute of Health (NIH) Protecting Human Subject Research Participants course in order to understand research protocols. Continuing members were also reminded to renew their NIH course certification if it had been more than three years since they had completed this course.
RESOURCE DEVELOPMENT
In FY16, the Resource Development Office, BCC Foundation, and Alumni Association continued to increase private funds raised, expand and strengthen the .Foundation's relationships with alumni and with employees, and launch its first capital campaign. The $10 million Imagine.Invest.Transforming Bristol Community College campaign aims to provide the much needed advanced technology and learning resources for a twenty-first century health science's education. The four-phase campaign looks to transform the learning facilities at each of its major locations with the last phase of the campaign focused on endowed scholarships. Total funds received from all sources are $1,239,087 .
This includes the following detailed breakdown listed below: Annual Fund - Unrestricted Support: Restricted Gifts:
Annual Fund - Unrestricted Support
$102,436 $1,136,651
The FY16 Annual Fund strategy focused on reaching out to different constituencies. The strategy consisted of continuing to cultivate our internal "family" donor base which includes faculty and staff, BCC Foundation Board of Directors, Board of Trustees, President's Council members, BCC vendors, alumni, friends of the College, and corporate support. This year's Annual Fund unrestricted support goal was set at $124,700. A total of $102,436 has been raised
, for unrestricted support. Unrestricted support includes all income raised from the Annual Fund and net profits from special events.
~ Restricted Gifts and Significant Gifts A total of $1,136,651 has been received in restricted gifts . ..
