Sep 5, 2012 ... Enrollment Distribution by Age and Gender: Fall 2010 . ..... Adjunct Faculty: Fall
2007, 2008, 2009, 2010 . ..... Seminar for First-Year Students, a core requirement
for first-time, full-time degree seeking students; Learning ...
2010-2011 Fact Book
2010-2011 FACT BOOK
Bunker Hill Community College 250 New Rutherford Avenue Boston, MA 02129-2925
Mary L. Fifield, Ph.D., President Board of Trustees Jeanne-Marie Boylan, Chair Ronald Bonney, Jr., 1st Vice Chair Richard J. DeAgazio, 2nd Vice Chair Robert S. Miller, Secretary, BHCC Alumnus Denise Bruno Matthews, Alumni Trustee Thariq Iqbal, Student Trustee James T. Chadwick Michael Charbonnier Colleen Richards Powell Gerardo Villacrés Richard C. Walker, III Compiled and Prepared by Office of Institutional Effectiveness
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Table of Contents Introduction ......................................................................................................................... 1 COLLEGE PROFILE History ................................................................................................................................ 2 Mission Statements ............................................................................................................... 3 Bunker Hill Community College Vision Statement ....................................................................... 4 Institutional Goals: 2010 – 2013 ........................................................................................... 5 Statement on Inclusion .......................................................................................................... 5 Degree Programs: Fall 2010 .................................................................................................. 6 Certificate Programs: Fall 2010 .............................................................................................. 7 Bunker Hill Community College Accreditation Statements ........................................................... 8 Engaged Campus Initiative: FY 2011 ...................................................................................... 9 Achieving the Dream: Community Colleges Count................................................................... 13 Office of Community Engagement: FY 2011 .......................................................................... 15 College Pathway and Academic Support ................................................................................. 17 Collaboration with K-12 Schools: FY 2011 ............................................................................ 18 Center for Self-Directed Learning (CSDL) ................................................................................ 21 Tutoring and Academic Support Center (TASC) ....................................................................... 25 Prior Learning Assessment Program ....................................................................................... 25 Adult Basic Education Program ............................................................................................. 26 Student Affairs Division: FY 2011 ........................................................................................ 27 Workforce Development ....................................................................................................... 30 ACT Center ........................................................................................................................ 33 Community Education .......................................................................................................... 34 Boston Welcome Back Center for Internationally Educated Nurses .............................................. 35 Library and Learning Commons ............................................................................................. 38 Computers Available for Student Use: Spring 2011 ................................................................. 40 STUDENT PROFILE Credit Student Demographic Summary: Fall 2010 ................................................................... 42 Enrollment Distribution by Age and Gender: Fall 2010 ............................................................. 43 Enrollment by Ethnicity: Fall 2010 ........................................................................................ 45 Enrollment by City or Town: Fall 2010 .................................................................................. 46 Boston Enrollment by Neighborhood: Fall 2010 ...................................................................... 46 Student Enrollment by Number of Credits: Fall 2010 ............................................................... 47 Developmental Course Enrollments: Fall 2010 ........................................................................ 48 BESL and ESL Enrollments: Fall 2010 .................................................................................... 48 BHCC Online (Distance Education) Enrollments: Fall 2010 ........................................................ 49 Evening and Weekend College: Fall 2010 .............................................................................. 49 Chelsea Campus Enrollment and Student Demographics: Fall 2010 ........................................... 50 Number of Credits by Academic Department: Fall 2010 ........................................................... 51 Grade Distribution: Fall 2010 ............................................................................................... 52 ENROLLMENT TRENDS Headcount Trends: Fall 1995 – 2010 ................................................................................... 53 FTE Enrollment Trends: Fall 1995 – 2010 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Headcount Trends: Spring 2000 – 2011 ............................................................................... 54 FTE Enrollment Trends: Spring 2000 – 2011 ......................................................................... 54 Annual Unduplicated Credit Headcount: FY 1993 – FY 2011 ................................................... 55 Total Credits by Term: FY 2000 – FY 2011 ........................................................................... 56 Enrollment Trends by Ethnicity: Fall 1998 – 2010 .................................................................. 57 Enrollment Trends by City or Town: Fall 1999 – 2010 ............................................................ 58 Enrollment Trends by Boston Neighborhood: Fall 2002 – 2010 ................................................. 59 Enrollment Trends by AA Concentration: Fall 2007 – Spring 2010 ............................................ 60 Enrollment Trends by AS Option: Fall 2007 – Spring 2011 ...................................................... 61 Enrollment Trends by Certificate: Fall 2007 – Spring 2011 ...................................................... 63 Enrollment Trends in Developmental Courses: Fall 2006 – Spring 2011 ..................................... 65 International Students: Fall 2006 – Spring 2011..................................................................... 66 International Student Enrollment by Continent: Fall 2010 ......................................................... 71 Enrollment Trends in BSL: Fall 2006 – Spring 2011 ................................................................ 73 Enrollment Trends in ESL: Fall 2006 – Spring 2011 ................................................................ 74 BHCC Online FTE Trends: Fall 2006 – Spring 2011 ................................................................ 76 BHCC Online Sections: Fall 2006 – Spring 2011 .................................................................... 76 Web & Weekend College Headcounts & Enrollments: FY 2011 ................................................. 77 Chelsea Campus Student Demographic Trends ........................................................................ 78 Chelsea Campus Enrollment Trends: Fall 2007 – Fall 2010 ...................................................... 79 Student Success: Fall to Spring Student Retention .................................................................. 80 Student Success: Spring to Fall Student Retention .................................................................. 80 Student Success: Fall to Fall Student Retention ...................................................................... 81 Student Success: Withdrawal Rate Spring 2004 – Spring 2011 ................................................ 81 Student Success: Retention of First Time in College Students .................................................. 82 Student Success: Productive Grade Rate Spring 2007 – Spring 2011 ........................................ 83 Student Success: Licensure Examination Results 2004 – 2010 ............................................... 83 Grade Distribution Trends: Fall 2003 – Fall 2010 .................................................................... 84 Grade Distribution Trends: Spring 2004 – Spring 2011 ........................................................... 85 Grade Distribution Trends: Summer I 2003 – Summer I 2010................................................... 86 Grade Distribution Trends: Summer II 2003 – Summer II 2011 ................................................. 87 Student Success: Web Course Withdrawal Rate Spring 2007 – Spring 2011 ............................. 88 Student Success: Web Course Productive Grade Rate ............................................................. 88 Web Course Grade Distribution Trends ................................................................................... 89 Degrees and Certificates Awarded: FY 2000 – FY 2011 .......................................................... 90 EMPLOYEE PROFILE Full-Time Employee Profile: Fall 2008 – Fall 2010 ................................................................... 95 Full-Time Faculty Profile: Fall 2008 – Fall 2010 ...................................................................... 96 Full-Time Faculty Rank: Fall 2010 ......................................................................................... 97 Full-Time Faculty by Highest Degree: Fall 2005 – Fall 2010 ..................................................... 97 Adjunct Faculty: Fall 2007, 2008, 2009, 2010 ...................................................................... 98 FINANCIAL PROFILE Cost of Attendance: FY 2011 ............................................................................................ 102 Tuition and Mandatory Fees: FY 2008 – FY 2012 ................................................................ 103 2 0 1 0
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Scholarships and Tuition Waivers: FY 2008 – FY 2011 ......................................................... 105 Textbook Assistance Program: FY 2006 – FY 2011 .............................................................. 106 Supplemental Grants: FY 2011 .......................................................................................... 107 Grants Spending: FY 2005 – FY 2011 ................................................................................ 108 Weekend College Revenue: FY 2008 – FY 2011 .................................................................. 109 BHCC Online Revenue: FY 2008 – FY 2011 ........................................................................ 110 Revenues and Expenditures: FY 2008 – FY 2010 ................................................................. 112
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Introduction Institutional effectiveness is the systematic comparison of institutional performance with institutional purpose. The Bunker Hill Community College Fact Book provides general statistical and descriptive information about the College which may be useful to those engaged in planning, assessment, preparing reports, writing grant proposals or other endeavors within the college. This Fact Book is a reference tool that provides a picture of BHCC in the 2010
– 2011 year, along with historical trend data.
There are five major sections to this Fact Book. The first, College Profile, provides a general description of the College, its mission and strategic goals. This section also includes institutional effectiveness data from the Engaged Campus Initiative, the Achieving the Dream Initiative, the Community Engagement, the College Pathway and Academic Support division, the Student Affairs division, the Workforce Development Center, the Boston Welcome Back Center, and the Library and Learning Commons. The second section, Student Profile, provides a snapshot of Fall 2010 statistics about students, enrollment and other academic information. The third section, Enrollment Trends, provides historical trend data, including student demographics, patterns of enrollment, and student success data such as student retention, successful course completion, licensure examination results and degrees awarded by program. The fourth section, Employee Profile, includes demographic information on full-time employees, full-time faculty, and adjunct faculty. The final section, Financial Profile, shows the cost of attendance, financial aid awards, scholarships and grant funding for the 2010 year plus revenues and expenditures for FY08 – FY10.
– 2011
It is important for the reader to be aware that data presented in this publication may differ from statistics found in other college and state reports. Such variances result from differences in the source of information used, the date on which the report was generated or the reporting period included in the data. Trends should be tracked using identical data sources over time. This Fact Book was prepared with the assistance of many Bunker Hill Community College employees. Like all Fact Books, it is a work-in-progress subject to annual revision. If you have comments or recommendations, please direct them to me and I will do my best to incorporate them into future editions. Emily Dibble, Ph.D. Executive Dean of Institutional Effectiveness Bunker Hill Community College 250 New Rutherford Avenue Boston, Massachusetts 02129 617-228-2412
Last revised: September 5, 2012
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History Bunker Hill Community College (BHCC) is a multi-campus urban institution. The main campus is situated in the historic Charlestown neighborhood of Boston, Massachusetts. A second campus is located in nearby Chelsea, Massachusetts; four satellites are located in the communities of Malden, Somerville, East Boston and Boston’s South End. Founded in 1973 by the Commonwealth of Massachusetts, BHCC enrolls more than 12,700 students in day, evening, late-night, midnight, weekend, web-based and distance learning courses and programs each semester. The College offers 101 associate degree and certificate programs that prepare students for successful employment and transfer to four-year colleges and universities. Internationally recognized for development of individualized and alternative methods of instruction, BHCC is a leader in distance learning technologies that enhance and strengthen the learning environment. The College also has extensive course offerings in English as a Second Language and Adult Basic Education. The largest community college in Massachusetts, BHCC incorporates multi-cultural and international perspectives in its courses, programs and institutional climate. With students from 97 countries and students of color comprising 63% of the student population, BHCC is one of the most diverse and cosmopolitan colleges in New England. The average age of students is 27, 56% percent are women, and the majority of students work while attending college. An array of student services support the varied needs of BHCC students. A leader in workforce education, the College’s academic and technical programs reflect the workforce needs of the local and regional economy. The Workforce Development Center and ACT Center provide customized programs to support Greater Boston’s employment training needs.
Source: BHCC Publications, August 2011
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Mission Statements Three separate but cohesive mission statements guide Bunker Hill Community College. The first is a comprehensive, system-wide mission statement for Public Higher Education in the Commonwealth of Massachusetts. The second is a mission statement of general characteristics common to all Massachusetts community colleges. The third mission statement contains the specialized and focused components which identify Bunker Hill Community College’s distinctive characteristics and priorities.
Mission of the Massachusetts System of Public Higher Education Massachusetts Public Higher Education is a SYSTEM with a distinguished past, increasing and measurable accomplishments, and dedicated to being recognized as having one of the nation's most outstanding array of institutions. It comprises 15 community colleges, nine state colleges, and five campuses of the University of Massachusetts. The system exists to provide accessible, affordable, relevant, and rigorous programs that adapt to meet changing individual and societal needs for education and employment. The public system is committed to continuous improvement and accountability in all aspects of teaching and learning. The Board of Higher Education, together with each respective Board of Trustees, expects all students, faculty, and staff to be held to exacting standards in the performance of their roles and responsibilities.
Massachusetts Community College Mission Statement The fifteen Massachusetts Community Colleges offer open access to high quality, affordable academic programs, including associate degree and certificate programs. They are committed to excellence in teaching and learning and provide academic preparation for transfer to four-year institutions, career preparation for entry into high demand occupational fields, developmental coursework, and lifelong learning opportunities. Community colleges have a special responsibility for workforce development and through partnerships with business and industry, provide job training, retraining, certification, and skills improvement. In addition, they assume primary responsibility, in the public system, for offering developmental courses, programs, and other educational services for individuals who seek to develop the skills needed to pursue college-level study or enter the workforce. Rooted in their communities, the colleges serve as community leaders, identifying opportunities and solutions to community problems and contributing to the region’s intellectual, cultural, and economic development. They collaborate with elementary and secondary education and work to ensure a smooth transition from secondary to post-secondary education. Through partnerships with baccalaureate institutions, they help to promote an efficient system of public higher education. The community colleges offer an environment where the ideas and contributions of all students are respected. Academic and personal support services are provided to ensure that all students have an opportunity to achieve academic and career success. No eligible student shall be deprived of the opportunity for a community college education in Massachusetts because of an inability to pay tuition and fees.
Source: http://www.mass.edu/aboutus/missionbhe.asp
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Mission of Bunker Hill Community College Bunker Hill Community College is a public institution of higher education offering programs and courses of study including arts and sciences, nursing and allied health, domestic and international business, hospitality and culinary arts, early childhood development, and computer applications. The college supports open access to post-secondary education by providing a range of educational opportunities that include distance learning, self-directed learning and an Honors program. The college offers an entry-level assessment program for new incoming students, a sound foundation in developmental studies and, for non-native English speaking students, a variety of levels of English as a Second Language (ESL) instruction. The student body reflects the diversity of the urban community, and an essential part of the College’s mission is to encourage this diversity. The College seeks to become a national model for successfully incorporating the strengths of many cultures, ethnic backgrounds, age groups and learning styles into the curricular and extracurricular life of the institution. Bunker Hill Community College seeks to enhance its position as a primary educational and economic asset for the Commonwealth through cooperative planning and program implementation involving neighboring institutions of higher education, the public schools, community organizations and area businesses and industries.
Bunker Hill Community College Vision Statement Bunker Hill Community College is a comprehensive multi-campus urban community college that serves diverse educational needs and is enriched by our global community. We are dedicated to a dynamic educational environment that is accessible to all and to a College that is invested in the social and economic well being of its communities. We believe in student-centered learning that draws upon the rich diversity of our students’ life experiences and that uses strategies and technologies to maximize opportunities for reaching educational goals. We respect and value what each student brings to the College and celebrate learning as an interactive and reciprocal process.
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Institutional Goals: 2010 – 2013 Create Pathways and Partnerships to Promote Student Success BHCC will strengthen and coordinate public and private sector pathways and partnerships leading to college readiness; student internships; dual enrollment; mentoring; career opportunities; practica, civic engagement and learning communities.
Demonstrate Strength through Diversity BHCC will demonstrate the value of diversity by modeling successful college initiatives; collaborating with public and private sectors to expand diversity interests; strengthening college hiring, promotion and retention practices; and closing achievement gaps among all student populations.
Develop and Cultivate College-Wide Sustainability Initiatives BHCC will raise institutional and individual awareness of and commitment to the responsible use of natural resources.
Expand Technology throughout the College BHCC will provide software, hardware, infrastructure, social networking, internet, multimedia, repository, and other extended technology resources required to maintain institutional excellence and increase student success.
Foster Wellness, Growth and Lifelong Learning BHCC will address the holistic needs of the college community by expanding student support interventions and strategies, and increasing faculty and staff professional development.
Identify and Close Workforce Gaps BHCC will design and align curricula to meet current and future high demand employer needs.
Institute a Culture of Evidence and Accountability BHCC will collect, analyze and use data for assessment of academic programs, non-academic departments, and college-wide decision making.
Statement on Inclusion The Bunker Hill Community College Board of Trustees endorsed and approved for adoption on June 9, 1997, the American Association of Community College Statement on Inclusion as follows: Bunker Hill Community College strongly endorses the continued use of admissions policies and employment practices that promote broad diversity in the community college system. The College will be free to pursue standards and polices that allow it to fulfill its diversity mission and vision. The students who are educated will help provide tomorrow’s leaders, and their college experience will demonstrate the richness and substance of our diverse, multi-cultural and global environment. The College environment will promote understanding and appreciation of others, while encouraging students to grow as individuals. Bunker Hill Community College reaffirms its commitment to diversity. In accord with this philosophy, the College will evaluate its hiring, admissions and financial aid policies to ensure diversity and equal access within the institution. The College will ensure that the results of these evaluations conform to the concept of open access – the cornerstone of the College’s mission. Bunker Hill Community College believes that diversity in education is crucial to a democratic society. Community colleges are in effect microcosms of our greater society. As such, Bunker Hill Community College will encourage and enhance the fullest understanding of human rights and responsibilities and will teach the skills that allow its students to effectively participate in a democratic society. The College will be responsible for shaping an environment that mirrors the general culture and creates opportunities for all within the College community to interact with understanding, tolerance and respect for others. In this way, diversity in education not only serves as a model for the world at large, but it also perpetuates social harmony for the future.
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Degree Programs: Fall 2010 Associate in Arts Degrees* Computer Media Technology: Gaming/Computer Simulation Web Development Option
Business Chemical Science Communication Computer Information Systems Computer Science Education English Fine Arts Foreign Language General Concentration History and Government Mathematics Music Physics/Engineering Psychology Sociology Theatre
Criminal Justice Program Culinary Arts Program Early Childhood Development Program Electric Power Utility Program Engineering Program: Biomedical Engineering Engineering Transfer Fire Protection and Safety Program Hotel/Restaurant/Travel Program: Hotel and Restaurant Management Management of Assisted Living and Institutional Facilities Option Meeting and Event Planning Option Travel and Tourism Management
Associate in Science Degrees Biological Science Program: Biology Transfer Biotechnology
Human Services Program
Business Administration Program:
Medical Imaging Program:
Accounting Craft Entrepreneurship Entrepreneurship Finance International Business Management Technical Business
Cardiac Sonography General Sonography Medical Radiography Medical Radiography Part-time Evening Nursing Program: Nursing Program Day Option Nursing Program Evening Option Nursing Program Weekend Option
Clinical Laboratory Science Program Computer Technology Program: Computer Technology Program Core Computer Support Specialist Database Programming and Administration Network Technology and Administration Computer Science Transfer Digital and Computer Forensics and Investigations Information Technology Transfer
Office and Information Management Program: Administrative Information Management Medical Information Management Paralegal Studies Program Respiratory Therapy Program Visual and Media Arts Program: Graphic Design Program Media Communications Program
*Students enrolling in any AA degree program can earn World Studies Emphasis certification simultaneously
Source: BHCC 2010 – 2011 Catalog 2 0 1 0
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Certificate Programs: Fall 2010 Certificate Programs Allied Health:
Early Childhood Development
Medical Assistant Medical Interpreting Patient Care Assistant Phlebotomy Technician
Fire Protection and Safety Hotel/Restaurant/Travel: Hotel/Restaurant Management Meeting and Event Planning Travel and Tourism Management
Business Administration: Accounting Craft Entrepreneurship Entrepreneurship International Business
Human Services:
Computer Technology: Computer Forensics Computer Support Specialist Computer Technology Certificate Program Core Cisco Systems CCNA Database Programming and Administration Excel Applications Support Specialist Network Technology and Administration Object-Oriented Computer Programming & Design Computer Media Technology:
Community Health Worker Professional Human Services Work Psychiatric Rehabilitation Substance Abuse Services Medical Coding Medical Imaging: Computed Tomography Imaging Informatics Magnetic Resonance (MR) Mammography Vascular Sonography Office and Information Management:
Web Development
Information Management Specialist Medical Information Management Assistant
Criminal Justice: Law Enforcement Paralegal
Surgical Technology: Central Processing (Sterile Processing and Distribution Management) Surgical Technology
Culinary Arts: Culinary Arts Pastry Arts
Source: BHCC 2010 – 2011 Catalog
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Bunker Hill Community College Accreditation Statements Bunker Hill Community College is accredited by the New England Association of Schools and Colleges, Inc., through its Commission on Institutions of Higher Education. Inquiries regarding accreditation status by the New England Association should be directed to the administrative staff of the institution. Individuals may also contact: Commission on Institutions of Higher Education, New England Association of Schools and Colleges, 209 Burlington Road, Bedford, MA 01730-1433 (telephone: 781-271-0022; fax: 781-271-0950; e-mail:
[email protected]; URL: http://cihe.neasc.org/). The Nursing Program is accredited by the National League for Nursing Accrediting Commission (N.L.N.A.C.), 3343 Peachtree Road NE, Suite 500, Atlanta, GA 30326 (telephone: 404-975-5000; fax: 404-975-5020; e-mail:
[email protected]; URL: http://www.nlnac.org) and approved by the Massachusetts Board of Registration in Nursing, 239 Causeway Street, Suite 500, 5th Floor, Boston, MA 02114 (telephone: 617-973-0800; fax: 1-800-414-0168; URL: http://www.state.ma.us/reg/boards/rn/). The Medical Radiography Program is accredited by the Joint Review Committee on Education in Radiologic Technology (J.R.C.E.R.T.), 20 North Wacker Drive, Suite 2850, Chicago, IL 60606-2901 (telephone: 312-704-5300; fax: 312-704-5304; e-mail:
[email protected]; URL: http://www.jrcert.org). The Surgical Technology Program, Ultrasound Program, Cardiac Sonography Program and the Diagnostic Medical Sonography Program are all accredited by the Commission on Accreditation of Allied Health Education Programs (C.A.A.H.E.P.), 1361 Park Street, Clearwater, FL 33756 (telephone: 727-210-2350; fax: 727-210-2354; e-mail:
[email protected]; URL: http://www.CAAHEP.org). The Medical Laboratory Technician Program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences, 5600 North River Road, Suite 720, Rosemont, IL 60018 (telephone: 773-714-8880; fax: 773.714.8886; e-mail:
[email protected]; URL: http://www.naacls.org). The Certified Nurse Assistant Program is accredited by the Massachusetts Department of Public Health, Nurse Aide Registry, MDPH/Division of Health Care Quality, 99 Chauncy Street; 2nd floor, Boston, MA 02111-1212 (telephone: 617-753-8144; fax: 617-753-8096; URL: http://www.mass.gov/dph/dhcq).
Source: Information updated August 2011 by Dean of Nurse Education, Medical Imaging & Respiratory Therapy and by Dean of Science, Engineering & Health Programs
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Engaged Campus Initiative: FY 2011 The Engaged Campus Initiative (2006-2011), funded by a U.S. Department of Education Title III grant of $1.89 million, supports BHCC’s core institutional goal of increasing student retention and program completion. Its objectives include increasing first-time, full-time student persistence by 15%, year-to-year retention by 10%, and program completion by 5% by 2012. Over the five-year grant period, the Initiative has established 100 learning communities serving more than 4,000 students per academic year. BHCC’s Learning Communities offer engaging and supportive environments that emphasize active and interdisciplinary learning. Faculty members focus on the student as much as on the content of the course, and support services such as advising and peer mentoring are integrated into the classroom. Drawing on the pioneering work of the faculty-driven Student Learning Outcomes and Assessment Program (SLOAP), BHCC’s Learning Communities have been built on a foundation of student outcomes assessment. Assessment strategies incorporated into the learning communities document student performance and achievement, inform teaching and learning improvements, and promote best practices proven to foster student achievement. The College has implemented three levels of learning communities to deepen the level of student engagement: The Learning Community Seminar for First-Year Students, a core requirement for first-time, full-time degree seeking students; Learning Community Clusters, geared toward students in their second semester and beyond; and Common Interest Communities that bring together students with common career goals and interests for structured learning experiences outside of the classroom. The results are promising: Term-to-term and year-to-year retention of students enrolled in BHCC Learning Communities is consistently 10 to 15 percentage points higher than college-wide retention rates. 83% of fall 2009 learning community students returned in spring 2010, compared to 73% of all BHCC students. 61% of these same learning community students persisted into fall 2010, compared to 47% of all BHCC students. Fall-to-fall-spring retention of learning community students rose to 58%, compared to a 46% rate for all BHCC students.
Longitudinal Retention Fall 2009 Learning Communities Cohort vs. All BHCC 83% 73% 61% 53%
58% 46%
All BHCC Fall 2009 Learning Communities Cohort
Fall 2009-to-Spring 2010
Fall 2009-to-Fall 2010
Fall 2009-to-Spring 2011
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Engaged Campus Initiative FY 2011 (continued) Learning Community Seminar for First-Year Students The Learning Community Seminar for First-Year Students enables incoming students to explore a topic of interest as they orient to the college environment. The Seminar develops students’ competencies in reflection and assessment; goal setting and problem solving; critical thinking and information literacy; communication skills; teamwork and diversity; and community engagement. Small class size, integration of student experiences into the classroom, and field study and service learning components make the Seminar a rich learning experience. Importantly, the Seminar provides a suite of support services that are woven into the curriculum. Peer mentors, many of whom have graduated from a Seminar, are integrated into the classroom, where they serve as master learners, peer teachers, and study group facilitators. In collaboration with the College’s Achieving the Dream Initiative, Success Coaches who work in the College’s Advising Office are assigned to designated Seminars, where they work with Seminar faculty to design the course’s career exploration and educational planning components; deliver elements of the Seminar curriculum; reach out to Seminar students at key points during the term; conduct individual coaching sessions; and provide support to students on a drop-in basis. In FY11, the College offered 145 Learning Community Seminar sections serving 2,652 students.
Learning Community Clusters BHCC’s Learning Community Clusters enroll the same group of students in two or more courses, enabling students to learn and study together. Faculty members have planned their courses together around common academic themes. Clusters, which are geared toward students in their second semester and beyond, offer interdisciplinary learning and hands-on activities such as field study and service learning. Faculty have designed BHCC’s Clusters to enable students to demonstrate a core set of outcomes that are essential to 21st century careers, including the ability to analyze issues and assumptions from multiple disciplinary perspectives; form and support justifiable conclusions based on diverse sources; apply these critical thinking skills to issues beyond the classroom; evaluate their own learning and the learning of peers; work independently; practice intellectual honesty; and seek and effectively utilize appropriate support when necessary. In FY11, the College offered 35 Learning Community Clusters serving 703 students.
Common Interest Communities BHCC’s Common Interest Communities provide structured learning experiences outside of the classroom for students sharing common careers goals and interests. In 2010-2011, the College sponsored the following Common Interest Communities: Alternative Spring Break; Connecting Across Cultures; Internship Edge; Serving Our Communities; SomerPromise; STEM Learning Community; Take a Bow Performing Arts Learning Community; and Veterans Learning Community. Participants in Common Interest Communities report that the opportunity to network with faculty and their peers enriches their college experience and helps them to build on their strengths and overcome obstacles to success. In FY11, the College offered 8 Common Interest Communities serving more than 600 students. (continued on next page)
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Engaged Campus Initiative FY 2011 (continued) Faculty and Staff Participation & Professional Development In 2010-2011, 112 faculty members designed and implemented Learning Communities. Since 2006, the Initiative has involved 326 faculty and staff from a broad range of disciplines and work areas: 105 full-time faculty (80% of total number of full-time faculty), 95 part time faculty (20%), 56 administrators (81%) and 70 Professional & Classified Staff (38%) have participated in Engaged Campus programs and initiatives. Faculty/Staff Participation: Engaged Campus Activities (2006-2011) Total = 326
Adjunct Faculty
20%
Professional and Classified Staff
38%
Administrators
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Full-time Faculty
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To support faculty and staff teaching BHCC’s learning communities, the College has implemented a robust professional development program. Faculty and staff receive training to design integrated curricula, implement pedagogies and practices proven to foster student success, weave support services into the teaching and learning environment, and devise team teaching approaches. In addition, teams meet regularly during the semester to collaborate and discuss individual student progress. From 2007 to 2011, an unduplicated headcount of 326 faculty and staff participated in more than 50 professional development programs co-sponsored by the Engaged Campus Initiative and Achieving the Dream. Among the highlights: The Engaged Campus: Building on our Strong Foundations, May 31, 2007 Learning Community Models, Dr. Phyllis Van Slyck & Will Koolsbergen, LaGuardia Community College, June 12, 2007 Teaching in Learning Communities, Dr. Judith Kamber, Pricilla Bellairs, and Gerry Morin, Northern Essex Community College, Amy Beaudry and Gaelan Lee Benway, Quinsigamond Community College, June 20, 2007 Designing a Learning Community, Jim Dutcher and Jack Mino, Holyoke Community College, September 21, 2007 Civic Engagement & Learning Communities, Dr. Robert Franco, Kapi'olani Community College, October 11, 2007 Long Range Planning Event: Transforming BHCC: Turning Points to Student Success, January 15, 2008 Affirming Diversity in the Classroom, Kathleen Clark & James Kershner, Cape Cod Community College, March 7, 2008 Spring Professional Day: Student Success in the First Year and Beyond, March 27, 2008 Cooperative Learning Institute, Drs. Susan Shearer & Greg Hodges, Patrick Henry Community College, May 20-22, 2008 Interact and Integrate: Designing Learning Experiences that Promote Success, Drs. J. Herman Blake & Emily Moore, January 8-9, 2009 (continued on next page) 2 0 1 0
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Engaged Campus Initiative FY 2011 (continued) Designing Integrated Learning Experiences for Students, Dr. Phyllis Van Slyck & Will Koolsbergen, LaGuardia Community College, June 3, 2009 Electronic Portfolios: Tools for Lifelong and Life Wide Learning, Dr. Helen Barrett, September 25, 2009 Fall Professional Day: Catch Them While You Can, Arleen Arnsparger, Center for Community College Engagement, October 15, 2009 Approaches for Holistic Advising, Andrea Apa & Elvira Perez, Broward College, October 15, 2009 Learning Communities: Data, Documentation & Directions, Christy Cheney & Terry Rafter-Carles, Valencia Community College, October 15, 2009 Students, Stats & Success: The Impact of Learning Communities, Arleen Arnsparger, Center for Community College Engagement, October 16, 2009 Using Reflection to Transform Student Learning, Dr. Mary King, National Society for Experiential Education, November 13, 2009 Advising Across the College: Student Success is Everyone’s Business, May 25-26, 2010 Building Successful Learning Experiences for Seminar Students, Dr. Robert Whitman, June 15-16, 2010 Building on Our Best: Designing and Teaching Effective Learning Communities, Dr. W. Joye Hardiman, Evergreen State College, June 23-24, 2010 Promising Practices for Student Success, Dr. Robert Whitman, January 11, 2011 Long Range Planning Event: Transforming Bunker Hill Community College: Getting Past Go: The Journey to Completion, Dr. W. Joye Hardiman, Evergreen State College, January 19, 2011 Learning Community Brown Bag Lunch Series, February 17, March 31, April 8, April 28, May 19, 2011 Engagement, Integration & Reflection: An Inquiry Approach, Dr. W. Joye Hardiman, Evergreen State College, May 24 & 25, 2011 Source: Engaged Campus Office Participation Record, July 2011
Student Retention Together, BHCC’s three tiers of learning communities -- built on a foundation of student outcomes assessment and buttressed by integrated support services and professional development – have been at the forefront of BHCC’s efforts to drive student persistence and success. From 2003 to 2009, BHCC has achieved a 28% increase in year-to-year retention of the Title III grant’s target population of firsttime, full-time degree-seeking students.
BHCC Year-to-Year Retention of First-time, Full-time Students (28% increase)
55%
43%
Fall 2003-to-Fall 2004
Fall 2009-to-Fall 2010
Source: Director of Learning Communities, August 2011 2 0 1 0
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Achieving the Dream: Community Colleges Count Bunker Hill Community College is one of four community colleges in Massachusetts and one of 160 in the nation chosen to take part in a multi-year initiative to help more students achieve their educational goals. The College received an initial $50,000 grant from the Lumina Foundation to plan and launch in FY08 Achieving the Dream: Community Colleges Count. In FY09, the College received an implementation grant of $400,000 over four years from the Boston Foundation, the Lloyd G. Balfour Foundation, the Educational Resources Institute, and the Irene E. and George A. Davis Foundation. Through Achieving the Dream, BHCC is expanding and institutionalizing a robust structure of student engagement, building upon the work of the Title III-funded Engaged Campus Initiative. As an Achieving the Dream institution, BHCC is committed to fostering a student-centered vision, building a culture of evidence, and promoting equity and excellence as twins goals. The College’s Achieving the Dream initiative focuses on three strategies: success coaching, developmental learning communities and professional development. In FY11, Success Coaches provided intensive advising for at-risk students during their early college experience to strengthen their ability to stay on track toward their educational goals. New learning communities were developed for developmental and gateway course students, supported by integrated student services. An array of professional development opportunities co-sponsored with the Engaged Campus Initiative provided faculty and staff with the tools to create successful learning environments. Bunker Hill Community College’s Achieving the Dream strategies have resulted in marked increases in student retention and success.
Success Coaching
In the Learning Community Seminar for First-Year Students, Success Coach Advisors are integrated into the classroom, where they collaborate with faculty on career and educational planning components and offer a just-in-time support system that enables students to overcome challenges. In 2010-2011, Success Coaches were integrated into 70 sections of the Seminar. More than 75% of this student population had 2 or more contacts with a Success Coach; 60% had 3 or more. Success Coaches had 1053 face-to-face advising sessions during classroom visits and spent more than 220 hours of advising time in the classroom. Conversations between Success Coaches and students fell into three broad areas; academics (50%), self-management (25%), and course registration (25%). External evaluations have confirmed that the Success Coach intervention facilitated the development of a network of supports that enabled Learning Community Seminar students to persist at higher rates than their peers. Based on the success of the approach, BHCC has hired two additional fulltime Success Coaches for 2011-2012. Since the integration of Success Coaching in fall 2009, Bunker Hill Community College has achieved notable retention gains in the Learning Community Seminar for First-Year Students. 84% of fall 2009 Seminar students persisted into spring 2010, compared to 73% of all BHCC students. 62% of these same Seminar students persisted into fall 2010, compared to 47% of all BHCC students. Fall-to-fallspring retention of Seminar students rose to 60%, compared to 46% for all BHCC students.
Developmental Learning Communities Developmental Learning Community Clusters not only retain more students but provide them with the skills and strategies to successfully complete their coursework. For students in fall 2010 developmental Clusters, development course completion with a grade of C or better was eleven percentage points higher than for students in stand-alone versions of the course. For five semesters in a row, a higher percentage of students in developmental Clusters completed their developmental course with a grade of C or better than their peers in stand-alone versions of the course (84% versus 66% for fall 2008, 71% versus 61% for spring 2009, 69% versus 61% for fall 2009, 72% versus 62% for spring 2010, and 79% versus 68% for fall 2010). (continued on next page) 2 0 1 0
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Achieving the Dream FY 2011 (continued) Successful Course Completion Stand-Alone versions vs. Developmental Clusters 84%
79% 71%
66%
72%
69%
61%
68%
62%
61%
Stand Alone Versions Developmental Clusters
Fall 2008
Spring 2009
Fall 2009
Spring 2010
Fall 2010
Professional Development A robust professional development program supports the work of faculty and staff in learning communities. In FY11 an unduplicated headcount of 109 faculty and staff participated in an array of professional development activities designed to provide tools for creating interactive and integrated teaching and learning environments. Training consisted of nine seminars and workshops on topics ranging from developing the first-year Seminar curriculum to designing and integrating a college-wide advising plan, four brown bag presentations focused on a range of teaching and learning topics, and a learning community of seven core faculty leaders who are carrying out local research in support of the College’s student success efforts. FY11 professional development activities co-sponsored by Achieving the Dream and the Engaged Campus Initiative included: •
Proven Practices: Using Technology Tools to Enhance Student Learning & Success, November 23, 2010
•
Promising Practices for Student Success, Dr. Robert Whitman, January 11, 2011
•
Long Range Planning Event: Transforming Bunker Hill Community College: Getting Past Go: The Journey to Completion, Dr. W. Joye Hardiman, Evergreen State College, January 19, 2011
•
Learning Community Brown Bag Lunch Series, February 17, March 31, April 8, April 28, May 19, 2011
•
Engagement, Integration & Reflection, Dr. W. Joye Hardiman, Evergreen State College, May 24 & 25, 2011
In FY11, an external evaluator assessed the impact of Achieving the Dream’s professional development program. The evaluator found that faculty and staff who attended trainings learned about new pedagogies and practices aimed at improving student success, as demonstrated in surveys distributed after each professional development activity. In addition, a review of faculty syllabi, assignments, student work, and direct observation of learning community seminars, indicated that faculty and staff who attended trainings utilized knowledge gained by implementing new pedagogies and practices in their courses. Source: Dean of Humanities and Learning Communities, July 2011 2 0 1 0
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Office of Community Engagement: FY 2011 Bunker Hill Community College’s Office of Community Engagement promotes service learning and civic engagement as a special form of experiential education. Students engage in organized activities designed to enhance their understanding of course content, meet community needs, develop career-related skills, and become responsible citizens. Whether the involvement is civic-centered or serviceoriented, the Office of Community Engagement helps students establish and understand the connection between involvement in their communities and the development of their own professional and personal aspirations. Since the Office’s founding in 2008, it has received several national and regional recognitions and awards:
Named to President’s Higher Education Community Service Honor Roll in 2008, 2009 and 2010
Classified as a Community Engagement Institution in the categories of Curricular Engagement and Outreach & Partnerships from the Carnegie Foundation for the Advancement of Teaching 2008
Awarded a Massachusetts Campus Compact AmeriCorps *VISTA 2006, 2007, 2008, 2009 and 2010
Awarded a $2,500 gift from the Wal-Mart Foundation and the HandsOn Network in 2010
Recognized for extraordinary volunteer service participation from the Charles River Conservancy and Project Bread’s Walk for Hunger in 2011
Four Bunker Hill Community College students received a $1,000 educational award through AmeriCorps Student Leaders in Service Program for completing 300 hours of service each in 2011
Curricular Community Engagement
Bunker Hill Community College defines Community Engagement projects within three categories: Service learning, volunteerism, and action research. Faculty members submit proposals that align with the guidelines and outcomes for each category. This process allows faculty members to design creative and high quality service activities with students and community partners. Highlights from FY11 include: •
For students in Professor Shirley Cassara’s Child Psychology course, theory becomes reality when students contribute 15 hours of service to organizations that serve children. Students volunteer at day care centers, tutor and mentor in afterschool programs, return to their elementary school classrooms, and organize donations for children.
•
Professor Khaled Abukhidejeh’s Learning Community Seminar The Balancing Act; Juggling Work, School and Life explores what community service means to students and how it connects to their academic, personal and professional lives. Students then take a step outside of the classroom to volunteer with Cambridge’s Heading Home Community Center. After several visits to the Center, students begin to see the tangible impact of their civic engagement efforts.
•
Learning English in the classroom is only the beginning for Professor Lindsay Naggie’s students. Naggie’s English as a Second Language students regularly tutor other English Language Learners at Centro de Latino in Chelsea. Teaching reinforces the skills and theories that are learned in Naggie’s class, boosts self esteem, and engages students in the local community.
(continued on next page)
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Office of Community Engagement FY 2011 (continued) FY 11 Curricular Community Engagement Projects Courses Integrating Community Engagement
35 (20 Service Learning, 9 Volunteerism, 6 Action Research)
Faculty Designing Projects
28
Students Participating in Projects
538
Co-Curricular Community Engagement
The Office of Community Engagement hosts a variety of initiatives that involve hundreds of BHCC students in direct service to Greater Boston communities and forward the College’s mission of promoting civic engagement and leadership. •
Service Months are themed service opportunities that occur throughout the academic year. BHCC students participating in last year’s opportunities, Serve in October, Give Thanks in November, Give a Heart in February, and Lend a Hand in April contributed 1,020 hours of service. These one-time volunteer opportunities seek to inspire and challenge our conceptions on prevalent community issues, as well as wet students’ appetites to volunteering.
•
The bi-annual Get Involved! Volunteer and Internships Fair raises awareness of how to volunteer and intern in the Greater Boston area and provides concrete opportunities with participating community organizations.
Alternative Spring Break, Serve Boston and Serving Our Communities involve students in sustained community engagement projects that deepen their understanding of and commitment to service learning. FY11 Co-Curricular Community Engagement Initiatives Service Months
Events Held
35
Community Partners
17
Student Participation
347
Hours of Service to Greater Boston Community
1,020
Get Involved! Volunteer and Internships Fair
Fall 2010 Participation
37 community organizations
Spring 2011 Participation
25 community organizations
Alternative Spring Break, Serve Boston, and Serving our Communities
Student Participation
22
Source: Dean of Humanities and Learning Communities, July 2011
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College Pathway and Academic Support Division Mission Statement
The Division of College Pathway and Academic Support provides effective and dynamic instructional, academic and student support services through a variety of traditional and non-traditional resources. Individual and group learning experiences are designed to enhance student retention and success at Bunker Hill Community College.
Division Philosophy
It is our philosophy that each student is a unique learner. The division is dedicated to meeting the individual needs of all students, ensuring that all students work in a respectful, supportive environment that values the diversity of the college community.
College Pathway and Academic Support Division Grant-Funded Initiatives Source of Funds
Grant
Award
Federal Grants TRIO/Student Support Services, year 5 of 5 (US DOE)
$305,690
State Grants Commonwealth Dual Enrollment Program (MA DHE – ARRA Funding)
$28,100
Metro Boston Tech Prep Consortium (MA DESE)
$136,187
MA Statewide DECA Program (MA DESE)
$40,000
MCAS Transitional Summer Program (MA DESE)
$13,000
MCAS Academic Year Program (MA DESE)
$32,000
Adult Basic Education/Chelsea (MA DESE)
$676,043
ABE-Transitional Pathways to College (MA DESE)
$66,060
McNair–MA Educational Opportunity Program, year 2 of 2 (MA DHE)
$10,603
McNair–Disadvantaged Student Program/Enhancing Student Success & Retention, year 2 of 2 (DHE)
$16,259
Suffolk County Sheriff’s Department – Academic Transition Program
$47,890
Local Grants Private/Foundation Grants ABE – Metro North Regional Employment Board
$26,974
Pipeline Partnership for the Advancement of Engineering Education Program (NACME)
$28,443
Grand Total $1,398,067
Source: Director of Grant Management, FY11 Grant Award Listing as of March 2011
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Collaboration with K-12 Schools: FY 2011 K–12 SCHOOL
Academy of Public Service Boston Arts Academy Boston Adult Tech Academy Boston Charter School Consortium Boston Day and Evening Academy Boston Community Leadership Academy Boston Latin Academy Boston Latin School Boston Preparatory Charter School Bedford H.S. Braintree H.S. Blue Hills Regional Technical H.S. Brighton H.S. Brookline H.S. Cambridge Extension H.S. Cambridge Rindge & Latin H.S. Charlestown H.S. Champion Charter School Chelsea H.S. Clarence R. Edwards Middle School Codman Academy Community Charter School of Cambridge Danvers H.S. Dedham Dorchester Academy East Boston H.S. Everett H.S. Full Circle H.S. Granite Academy Greater Egleston Community H.S. Fecteau-Leary Junior Senior H.S. Greater Lawrence Technical High Harvard/Kent Elementary School Horace Mann School for Deaf & Hard of Hearing Jeremiah Burke H.S. John D. O’Bryant Josiah Quincy Upper School Keefe Vocational H.S. Lowell H.S. Lynn H.S. Madison Park H.S. Malden H.S. Malden Catholic H.S. Media Communications Technology 2 0 1 0
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CISCO
MCAS OUTREACH & SUPPORT
MEOP
X
TECH PREP
COLLEGE AWARENESS ACTIVITIES
DUAL ENROLLMENT
X
X
X X
X
X X
X X
X
X X
X X
X X X
X
X X X X X X X X X
X X
X
X
X X X X
X
X X
X
X
X X X X X
X
X
X
X X X X X X
X
X
X
X
X X X X
X
X X
X X
X
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Collaboration with K–12 Schools: FY 2011 (continued) K–12 SCHOOL
CISCO
Medford H.S. Medford Voc. Technical H.S. Milton H.S. New Bedford H.S. Northeast Metropolitan Technical H.S. North Shore Education Consortium North Shore Technical H.S. Odyssey H.S. Parkway Academy of Tech & Health Phoenix Charter Academy Quincy H.S. Randolph H.S. Revere H.S. Rindge School of Technical Arts Salem H.S. Seacoast H.S. Shawsheen Valley Technical Snowden International Somerville H.S South Shore Vocational Technical H.S. Tech Boston The Engineering School The Phoenix School The Gifford School Tri-County Regional H.S. Wakefield H.S. Watertown H.S. Winchester H.S. Woburn H.S. Weymouth Worcester Technical H.S.
X
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MEOP
TECH PREP
X
X
COLLEGE AWARENESS ACTIVITIES
DUAL ENROLLMENT
X X
X
X X
X
X X X
X X X X
X
X
X
X
X
X X
X X X
X
X X
X X X X
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Collaboration with K–12 Schools: FY 2011 (continued) CISCO – BHCC is both a regional and local CISCO academy. BHCC’s regional academy provides recruitment and support for local high schools and other educational institutions. As a local academy, BHCC offers for-credit courses in the operation, configuration and installation of CISCO networking equipment. Courses count towards BHCC’s degree programs and provide strong pathways with local high schools. MEOP – The Massachusetts Educational Opportunity Program is an intensive college preparation program held after school on BHCC’s Charlestown Campus. MEOP offers a broad range of college prep, academic and life skills activities to highly motivated students from the Boston Public Schools who demonstrate economic need and/or who are the first in their family to enter college. Each academic year, participants are recruited from grades 10-12 from Boston area high schools. Upon completion of their program, students do a presentation which is attended by BHCC staff. TECH PREP – Funded through the Carl Perkins grants for the Secondary Postsecondary Career and Vocational Technical Education Linkage Initiative, Tech Prep provides activities and services including career planning, early college placement testing, articulation agreement credit, college and industry on-site visits, hands-on workshops in related career/vocational fields, as well as workshops and conferences in science, technology, engineering and mathematics. These activities and services are designed to encourage and aid high school students in successfully completing at least a two-year associate degree, two-year certificate program, or a registered apprenticeship training program. Dual Enrollment – – The Dual Enrollment Program at BHCC enables high school and GED students from Boston area schools and programs to earn high school and college credits simultaneously while gaining familiarity with the college experience. The courses are taught by BHCC faculty on the BHCC campus. The program coordinator provides students with advice on procedures for testing, enrollment and college expectations. The coordinator also provides academic and non-academic support for students throughout their time at the college.
Source: Interim Dean of Academic Support and College Pathway Programs; Office of Recruitment & Transfer Counseling and Dean of Professional Studies, Summer 2011
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Center for Self-Directed Learning (CSDL) Mission Statement The Center for Self-Directed Learning extends academic opportunity and support to all students through its flexible and individualized approach. The Center provides an alternative educational environment, which promotes independent learning and academic success. The CSDL is committed to making quality education accessible and values each student’s unique learning style and educational needs. The CSDL is an open, friendly environment in which students have access to 75 networked computers with a wide-range of instructional software to supplement their course work. In the assistance area, tutors and course facilitators are available at all times to provide content tutoring and answer questions. Students who wish to work together can find a study table where they can meet and exchange ideas. All testing for CSDL courses take places in one centralized area, the Testing Room (E225), and feedback on test results is prompt in order to enable students to review and retake a test if necessary. In addition, there is a quiet study/VCR room where students watch their supplemental videotapes and DVD’s or find a quiet corner in which they can work on their courses. CSDL courses deliver course content via self-paced, individualized methods of instruction. Students are mentored by professional Learning Specialists and learn at their own pace in a computer-oriented environment using the most up-to-date computer software programs. CSDL Program offers a wide range of courses from many departments and uses state-of-the-art multimedia instructional devices to assist the student in pursuing independent instruction. Students are always active participants in the learning process – solving problems, answering questions and developing skills.
Center for Self-Directed Learning Activities: Spring 2011 Content tutoring by full-time staff and part-time staff for CSDL students Content tutoring by full-time staff and part-time staff for students enrolled in 2+1 sections* Internet and email usage (non-academic) Academic internet projects Microsoft applications support for new users Computer Assisted Instruction supporting CSDL and 2+1 students* Computer Assisted Instruction supporting external faculty Testing of CSDL courses, External Studies, web courses and students enrolled in 2+1 sections* ESL activities Computer assisted instruction for nursing, medical imaging and science programs Administration of ATI (Assessment Technologies Institute) computerized test for nursing students Administration of proctored Kaplan Test for Welcome Back Center nurses * 2+1 sections are taught by BHCC faculty. Students spend two 75-minute time blocks with their faculty member each week and one additional hour accessing the services of the CSDL, which include testing and tutoring. (continued on next page)
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Center for Self-Directed Learning Statistics: Spring 2011 Number of CSDL Course Offerings Total CSDL Course Enrollments
37 830
Total Visits CSDL Students
26,247
Total Hours CSDL Students
32,682
Total Individual Tutoring Sessions by Course Facilitators
3,304
Total Individual Tutoring Hours by Course Facilitators
3,285
Total Individual Tutoring Sessions by Part-time Tutors
1,842
Total Individual Tutoring Hours by Part-time Tutors
1,477
Number of 2+1 sections taught by BHCC faculty*
15
Number of student visits from 2+1 sections*
8,233
Number of hours for students in 2+1 sections*
7,924
Total Student Visits for Computer Access
48,378
Total Hours for Computer Access
44,965
* 2+1 sections are taught by BHCC faculty. Students spend two 75-minute time blocks with their faculty member each week and one additional hour accessing the services of the CSDL, which includes testing or tutoring.
CSDL Testing Room: Spring 2011 Students taking courses in the CSDL and faculty 2+1 sections are required to take their quizzes, mid-term and final exams in the CSDL Testing room (E225). These tests are distributed and corrected by trained staff under the supervision of the Testing Room Coordinator. In addition, tests for those students enrolled in the External Studies and Web-based courses are also distributed and monitored by the staff. The Testing Room is open day, evening and weekend hours and students take their tests on a drop-in basis. Currently, there are 42 seats available for concurrent course testing.
Testing Room Activities: Spring 2011 CSDL Courses
BHCC Faculty Sections
External Studies & Web Courses
Sub-Total
Jan 20 – Jan 31
53
19
3
75
Feb 1 – Feb 28
832
585
14
1431
March 01 – Mar 31
1043
1049
295
2387
April 01 – Apr 30
989
942
132
2063
May 01 – May 13
1061
1024
475
2560
Total
3978
3619
919
8516
Source: CSDL Director, Summer 2011
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The Language Lab The Language Lab provides students both drop-in and scheduled tutoring sessions for ESL, English, BSL, and other academic departments. Two full-time tutors, three part-time tutors, three work study students, two ESL faculty members, and a full-time coordinator are available to assist students. The lab also features several interactive software programs that assist students in improving their reading, writing, speaking, and listening skills. In addition to these services, there is foreign language software support for Arabic, Chinese, French, Italian, Japanese, and Spanish. The lab also encourages ESL and English students to take practice exit exams throughout the semester to better prepare for the end of semester exit exams. The lab also provides grammar and software workshops for students and faculty members to help students enhance both their language and computer skills.
Spring 2011 Language Lab Attendance Individual Student Visits Sunday
Monday
Tuesday
Wed.
Thursday
Friday
Sat.
Weekly Totals
Jan 24 – Jan 30
64
251
229
228
0
46
52
870
Jan 31 – Feb 6
100
233
63
0
280
94
65
835
Feb 7 – 13
38
283
274
277
255
91
42
1260
Feb 14 – 20
38
294
319
323
314
98
84
1470
Feb 21 – Feb 27
37
0
296
260
271
4
83
951
Feb 28 – March 6
40
316
274
260
274
97
94
1315
March 7 – 13
22
282
266
315
317
181
52
1435
March 14– 20
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
March 21 – 27
35
318
275
302
209
83
75
1297
March 28 – April 3
38
256
251
306
274
74
105
1304
April 4 – April 10
48
281
272
294
238
82
98
1313
April 11 – 17
21
295
271
329
225
62
48
1251
April 18 – 24
30
0
261
276
258
46
64
935
April 25 – May 1
42
273
263
245
217
77
75
1192
May 2 – May 8
40
281
266
285
213
38
34
1157
May 9 – 15
25
276
262
297
198
56
40
1154
May 16 – 22
0
170
175
139
0
0
0
484
618
3,809
4,017
4,136
3,543
1,129
1,011
18,263
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f a c t
Spring 2011 Total (continued on next page)
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Spring 2011 Language Lab Attendance Reasons for Visiting Language Lab Visit Reason
Number of Visits
Hours
Number of Students
Academic Questions
40
32
35
Audio Recordings
212
154
91
Classroom Visits
1461
1071
566
Email
852
565
299
Foreign Language
353
257
167
Grammar Practice/Software
1,459
1,191
418
Lab Workshops
66
43
45
Meet with Tutor/Tutoring
4,389
2,195
4,389
Other
2,178
1,783
516
Paper Editing
594
608
201
Printing
670
453
240
Pronunciation /Pronunciation Practice
295
238
152
Reading Practice
67
45
44
TOEFL Practice/TOEFL
324
59
142
Total
8,608
6,522
2,942
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Tutoring and Academic Support Center (TASC) Student Academic Support Services: Fall 2006 – Spring 2011 Fall 2006
Spring 2007
Fall 2007
Spring 2008
Fall 2008
Tutoring Sessions
8,580
8,403
8,871
10,122
9,418
9,778
11,440
Unduplicated Students
1,486
1,448
1,566
1,627
1,654
1,755
2,147
2,320
2,437
2,464
550
625
830
848
985
1,030
1,144
1,145
1,258
1,136
612
600
664
723
673
698
763
879
884
913
-
-
-
-
97%
-
-
95%
96%
-
Hours of Tutoring per Week Student Visits per Week (approx.) Students who report that tutoring improved their grades* Number of Math Tutors
Spring Fall 2009 2009
Spring 2010
Fall 2010
Spring 2011
13,185 13,255
14,147
*Fall 2006, Spring 2007, Fall 2007, Spring 2008, Spring 2009, Fall 2009 and Spring 2011 no survey was performed.
Source: TASC Coordinator, July 2011
Prior Learning Assessment Program
Portfolio Learning Assessment per Calendar Year 2004
2005
2006
2007
2008
2009
2010
Portfolio/credit activities Number of Students Advised Number of Student Assessed Credits Received
231 49 210
226 53 189
185 53 238
234 49 197
191 44 154
221 54 198
136 86 806
Credit by Testing Data (CLEP) Number of Students Advised Number of Students Assessed Number of Credits Received
171 146 810
168 148 755
176 149 1,020
199 127 695
146 111 599
217 109 578
223 100 576
Department Challenge Exam Number of Students Advised Number of Students Assessed Number of Credits Received
187 42 63
155 48 69
193 48 62
189 64 94
200 50 108
63 50 114
249 81 123
Community Educational Services Program Number of Students Assessed Number of Credits Received
29 522
30 540
33 474
33 474
28 501
28 472
26 468
Source: Prior Learning Assessment Program Coordinator, May 2011
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Adult Basic Education Program The Adult Basic Education and Transitions Program is grant funded by the Massachusetts Department of Elementary and Secondary Education and offers free classes at both the Charlestown and Chelsea Campuses. At the Chelsea Campus, the program offers classes through a collaborative partnership with three community based organizations: Centro Latino, Inc., Chelsea Public Schools/Intergenerational Literacy Program (CPS/ILP), and LARE/American Training. Basic English for Speakers of Other Languages (ESOL), Spanish Native Literacy and GED in Spanish, ESOL Family Literacy, English Literacy, Pre-GED and GED in English are offered day and evening. These classes are offered at BHCC’s Chelsea Campus, Centro Latino, Inc., Chelsea Public Schools/Intergenerational Literacy Program and LARE/American Training. Supplemental tutoring is provided by volunteer tutors. The Transitional Pathways to College program is located at the Charlestown Campus. Classes in transitions to college are offered in the evening.
Adult Basic Education Statistics: FY 2007 – FY 2011 Adult Basic Education Classes – 23 Centro Latino, Inc.
2 ESOL Level 1 2 ESOL Level 2 2 Spanish Native Literacy Level 1 1 English Literacy 1 Pre GED English
CPS/ILP
1 ESOL Family Literacy Level 1 1 ESOL Family Literacy Level 2 1 ESOL Level 1 1 GED Spanish
LARE/American Training
1 English Pre-GED 2 English GED 1 ESOL Level 2
Chelsea Campus
2 ESOL Level 3 2 ESOL Level 4 1 Spanish Pre-GED 2 Spanish GED
Adult Basic Education Enrollments
FY 2007
Summer
FY 2008
FY 2009
327
150
379
FY 2010
FY 2011
309
279
Fall
364
357
270
321
338
Spring
427
389
298
314
351
FY 2008
FY 2009
FY 2010
FY 2011
Transitions to College Classes – 1 Charlestown Campus
1 Transitions to College
Transitions to College Enrollments
FY 2007
Fall
21
26
14
12
12
Spring
28
29
14
12
12
Source: Chelsea Campus Director of ABE, July 2011
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Student Affairs Division: FY 2011 The Division of Student Affairs assists students in their transition to college and provides comprehensive support services to promote student success at BHCC. The Division includes the Student Activities Office, Athletics Department, Office for Students with Disabilities, and Health Services Office. New Student Orientation In FY11, the New Student Orientation Program assisted 2,134 students in their transition to BHCC (up from 1,928 in FY10). An Orientation Program Evaluation Survey was completed by 90% of the student participants. In summary: •
98% indicated that they found the program either very helpful or helpful
•
98% indicated that the program achieved its stated goals
•
Survey respondents indicated that the program successfully addressed issues of concern to new students, including: •
Academics - expectations in a college environment
•
Techniques for being a successful student
•
Availability of student support services
•
Student Activities Programs
After attending Orientation, 91% of the respondents felt better prepared to begin classes (up from 87% in FY10) and 85% were more confident in their ability to succeed at BHCC (up from 83% in FY10). Peer Mentoring Program The Peer Mentoring Program allows Orientation Mentors to support new students by maintaining contact with them beyond the New Student Orientation. In Summer/Fall 2010, 53 students served as Orientation Mentors. In Spring 2011, 35 students served as Mentors. Orientation Leaders/Peer Mentors and Student Club/Organization Leaders participated in training workshops presented by Massachusetts Mentoring, a local organization recognized for its work developing student mentors. Student Leadership Development Retreats Two Student Leadership Development Retreats were held off-campus. The retreats included training and presentations by external professionals recognized nationally in the student development field. Forty-five students participated in the January 2011 Retreat and 60 students participated in the June 2011 Retreat, which is the largest group we have ever had. Cultural, Social and Educational Activities Programs The Student Activities Office offered 407 educational, social and cultural Student Activities Programs at the Charlestown and Chelsea Campuses during the day, evening, and weekends. Activities provide students of various backgrounds with the opportunity to engage in social interaction, develop leadership skills, and increase their cultural competency. Programs presented by the Office include cultural festivals, educational programs, speakers, service activities, retreats, conferences, field trips and special events that mark the change of seasons and celebrate holidays throughout the calendar year Recognition of Student Leaders and Student Organizations Two student leaders were the recipients of the 2010 All-USA Academic Team Award; one of them was named a New Century Scholar, for receiving the highest application score in the state of Massachusetts. This is the 2nd time in 2 years and the 4th time in 7 years that a BHCC student leader has won this honor. Two student leaders were recognized by national, regional and state organizations for their leadership and academic accomplishments. Alpha Kappa Mu, BHCC’s chapter of the Phi Theta Kappa Honor Society, received eight awards at the Phi Theta Kappa New England Regional Conference. Textbook Assistance Program 2,843 books were loaned to students through the Textbook Assistance Program, (up from 2,099 in FY10). (continued on next page) 2 0 1 0
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Student Affairs Division: FY 2011 (continued) BHCC Athletic Teams The Men’s Soccer Team completed another monumental season in the fall of 2010 earning their first (NJCAA) National Junior College Athletic Association Regional Championship. The team played brilliantly this past year posting a final record of 10 wins, 5 losses and 1 tie. With the New England Regional title in tow, the team advanced to the NJCAA Elite Eight, National Tournament Championship, where they finished fifth in the country. The 2010 fall soccer season was not only an historical campaign for the players, but also for BHCC Head Coach, who was voted as the Region 21 “Coach of the Year” for the fifth time in his career. The Women’s Basketball Team rebounded this past season and made some noise of their own, and made it back into the playoff picture during the 2010-2011 campaign. The Lady Bulldogs silenced a few of their critics and posted an overall record of 11 wins and 13 losses. With a solid record in hand, the ladies rode this wave of momentum right into the state and regional post season tournaments. The future looks bright for the Lady Bulldogs Basketball program. The team is expecting many new recruits for the upcoming 2011-2012 season, and they are looking to take another step next year. The Men’s Basketball Team produced some magic of their own and brought home several key victories in the (MCCAC) and the (NJCAA) conferences. The Bulldogs posted an overall record this season of 13 wins and 10 losses. The team, through hard work and determination, capped off their regular season with an amazing 13-8 record and a stunning four game winning streak into the playoffs. With the new campus facility completed, we can only expect more exciting hoop action in the future from our team. Men’s Baseball The defending 2009 (MCCAC) State Champion Men’s Baseball team had a solid season in the spring of 2011. The boys of summer were able to salvage their season and gain some momentum in the (MCCAC) Massachusetts Community College Athletic Conference regular season. The team possessed the heart of a true champion coming down the stretch toward the end of the regular season winning four out of their last five games finishing with an overall record of 11 wins and 15 losses. The team is very excited about the upcoming 2012 season and what it could bring. They can and will be on a mission to get back into championship form. Office for Students with Disabilities The Office for Students with Disabilities served 456 students in Fall 2010, and 338 students in Spring 2011; Services in FY11 included the following:
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51 student assistants (27 for Fall 2010, 24 for Spring 2011) were employed to assist students with disabilities as notetakers, scribes, tutors and/or mentors.
•
A notetaker was provided in 99 classes in Fall 2011 and 84 in Spring 2011; tutors were provided for 72 students in Fall 2010, and 61 in Spring 2011.
•
The Assistive Technology Educator trained 68 students and faculty in the use of assistive technology, including speech to text software, text to speech software, and CD players designed to read textbooks for the visually impaired.
•
Sign Language Interpreters were hired to assist ten deaf students (5 in Fall 2010, 5 in Spring 2011).
•
Two Mathematics Support Specialists continued to work part-time to address the needs of students with mathematics challenges, and a Literacy Specialist continued to work part-time with students enrolled in Developmental Reading and Writing courses.
•
An Educational Coach continued to mentor students with disabilities and to support them with organization, time management, test-taking, and study skills. The Educational Coach also participated in the Concurrent Enrollment Initiative to support students attending Bunker Hill Community College to engage in “the college experience.”
•
The Office for Students with Disabilities participated in an initiative from the Department of Higher Education, entitled the Concurrent Enrollment Initiative, in which students with significant cognitive learning issues who were enrolled in High School also attended Bunker Hill Community College to engage in “the college experience.”
•
The Office for Students with Disabilities participated in workshops for Full-time and Adjunct Faculty to encourage faculty to help inform students with disabilities of the services available and to support faculty in managing specific challenges in the classroom. –
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Student Affairs Division: FY 2011 (continued) Health Services The Health Services Office reviews and maintains the health records of all students enrolled in health professions programs. Further, these students are tracked throughout their course of study to ensure immunization follow up subsequent to the initial requirements of their programs as well as documentation of annual/ semiannual TB testing or TB risk assessments, as required by clinical sites. During FY11 there were 3,748 student, faculty and staff visits to the Health Services Office. Health Prevention/Promotion Programs were offered to the college community in areas including: Seasonal Flu Blood pressure screening Weight control management Sexually transmitted diseases Domestic Violence Alcohol Abuse Sexual Reproductive Health
• • • • • • •
Office for Health Services The Health Services Office, in partnership with the Visiting Nurse Association of Boston, organized and scheduled clinics for students, faculty, staff, and their family members to receive seasonal flu immunizations on campus. Working as a partner with the Boston Public Health Commission and the Tuberculosis Control Unit, the Health Services Office actively monitors, performs surveillance, and provides follow up and education with regard to communicable disease. During FY11 tuberculosis, pertussis, measles, and mumps were monitored and/or tracked. As a partner with the Massachusetts Department of Public Health, the Health Services Office continues to work to educate the college community about immunization updates and new immunization requirements and recommendations, impacting clinical placement, for health professions students. The Health Services Office worked closely with the college’s new insurance broker to achieve a more comprehensive understanding interpreting benefits to ensure students receive the maximum level of coverage available with regard to immunizations, TB testing, and blood titers. Health Services collaborated with the International Center to present health information orientations to international students on topics identified by the students as being of importance to them in their transition to the USA and BHCC, including health care referral. Health Services collaborated with Nursing Students by providing resources for health fairs on campus and in the community, advised student organizations regarding health related presentations, and worked with students in the Introduction to Health Careers course to research health related issues. The Health Services Office continues to work closely with Enrollment Services by addressing questions regarding student immunization requirements mandated by the Commonwealth of Massachusetts.
Source: Dean of Student Affairs, July 2011
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Workforce Development Through Workforce Development, BHCC flexibly meets the specific economic and workforce development needs of the community with a variety of non-traditional training programs and services designed for both organizations and individuals. BHCC assists local businesses in assessing and upgrading the skills of their employees through contract training programs offered 24 hours a day, seven days per week. Individuals enroll in continuing education courses and computer-based training to acquire new skills leading to career enhancement as well as personal enrichment. Different types of services are available, depending on the needs and interests of organizations and individuals, as follows: •
The Workforce Development Center provides custom hands-on training and consulting services to employees of businesses and organizations in the Greater Boston area. Services are designed to address the unique business needs of each customer and are developed in collaboration with appropriate subject matter experts. Training topics include basic workplace skills, supervisory skills, leadership, customer service, team building, Workplace English as a Second Language, computer literacy, allied health, food sanitation, criminal justice and occupational Spanish. Training is provided either on-site or at BHCC, and is scheduled at the convenience of the organization.
•
The ACT Center is a state-of-the-art training center that uses computer-based technologies to build the job skills needed for success. Employers and individuals can take advantage of more than 2,000 web-based courses in topic areas such as computer software, time management, customer service, reading and writing, and IT certification as well as more than 150 tests.
•
The Office of Community Education specializes in providing programs that meet the needs of Greater Boston area residents. These seminars, workshops, non-credit courses and programs help members of the community to keep up with the myriad of changes that affect them every day, at home and on the job. Courses include workforce and career education classes including, but not limited to: “Green” courses, Real Estate Sales, Basic English as a Second Language, CPR, in on-line and instructor-led formats. The Office of Community Education offers an affordable way for individuals to learn new skills or to prepare for new careers. Classes are held at the main campus in Charlestown or at the Chelsea Campus.
•
The Community Center for Entrepreneurship coordinates the various credit and non-credit activities of the college related to entrepreneurship and small business services and provides one-stop shopping for our students and the business community to access resources including services provided by virtue of our designation as an outreach site of the Massachusetts Small Business Development Center Network. CCE delivers or coordinates access to the following; credit and non-credit courses, certificate programs and degrees, advising and counseling, entrepreneurship library, referral services including financing assistance and mini-grants, partnerships, free topical seminars, easy availability to custom training programs, student Entrepreneurship Club, sustainable student business project.
Workforce Development Center The Workforce Development Center at BHCC is in the business of helping companies grow and adapt to the new economic realities through targeted hands-on training programs, custom designed to yield real world results. The Center strives to be the preferred training and economic development partner and resource for companies and organizations in Greater Boston, to grow and retain quality jobs, thereby enhancing the region’s quality of life. We focus on those core workplace skills necessary to achieve positive change in virtually all organizations.
Workforce Development Core Skills Training Available for All Industries Assessments Change Management Computer Skills Cultural Diversity Customer Service Early Childhood Education
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English as a Second Language Food Sanitation Health Care Interpersonal Skills Leadership
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Math Skills Problem Solving Reading Skills Sales Skills Sexual Harassment Stress Management
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Supervisory Skills Teaming Train-the-Trainer Violence in the Workplace Writing Skills Zenger-Miller (Achieve Global)
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Workforce Development Industries Served: FY 2011 Industries served Biotechnology Child Care Community Groups Education
Government Health Care Manufacturing Non-Profits
Pharmaceuticals Transportation Utilities
Workforce Development Center Revenues: FY 2000 – FY 2011 Revenue $600,000 $500,000 $400,000 $300,000 $200,000 $100,000 $0
FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 Revenue $369,581 $536,000 $318,000 $252,510 $424,391 $477,034 $528,185 $447,592 $516,159 $470,970 $399,900 $371,378
Source: BHCC Workforce Development Center, July 23, 2012
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Workforce Development Activities: FY 2011 In 2011, the Workforce Development Center graduated the 6th group of students in an A.S. degree—Associate in Science Electric Power/Utility Program. This program, a unique collaboration among NSTAR, Local 369 of the Utility Workers of America, Workforce Development Center, the Computer Information Technology for Business and Industry Department, and the Greater Boston Tech Prep Consortium, was conceived, led and managed by Workforce Development Center. The program boasts an impressive overall gradation rate of 73% (now with 60 grads) and a nearly 100% job placement rate. The Just-A-Start BioMedical Certificate Program includes Chemical Science I & II, Medical Terminology, Principles of Biology and Introduction to Computers. Through this collaborative program now in its 19th year, Just-A-Start and BHCC prepare disadvantaged adults, mostly immigrants, for sustainable wage jobs in the growing biotechnology field. The Program offers academic credit classes, computer labs, biomedical lab training, job counseling and placement. Since this partnership began, over 420 students have graduated from the program, which boasts an impressive 88% graduation rate over its 19 year history.
Just A Start and
Bunker Hill Community College certify that
__Sally Student___ has successfully completed
Cambridge Biomedical Careers Program May 2011 ______________________ Gordon Gottsche Executive Director Just A Start Corporation
______________________ Les Warren Executive Director Workforce Development Center
Source: BHCC Workforce Development Center, as of July 15, 2011
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ACT Center The ACT Center is a state-of-the-art training center that uses computer-based technologies to build the job skills needed for success. Employers contract with Bunker Hill Community College to provide the courses that their employees need. Individuals can also take advantage of the training resources available through the ACT Center to advance their employability and skills. Training is hands-on and self-paced, ensuring that each participant acquires the desired skills. The ACT Center’s products and services include computer-based programs in three areas: Assessment, Training, and Testing.
ACT Center Most Popular Tests in FY11
FSOT 14%
PCTA Other ACT 2% Drake Criterion 1% 5%
Castle Worldwide 5%
CLEP 12%
Dantes 2% ASE 3%
BU 1%
ASWB 28%
Other 4% Compass 1% Proctoring 2%
Testing
Lasergrade 2%
Comira 0%
TSA
