Bristol Community College

Bristol Community College

Year 4: 2011 - 2012

The impact of the Title III-A grant on the institution's capacity to contribute to fulfilling the goals of the legislation.
Once again in Year Four, the Title III grant funds have had a tremendous impact on Bristol Community College’s capacity to fulfill the goals of the legislature. In years one and two of the grant, the annual objectives were met or exceeded. In Year Four, as the college moves to institutionalizing the efforts, the majority of the objectives were met.

Members of the Title III team had the opportunity to present at several national and state-level conferences, sharing the design, development, and implementation of the Course Toolkits. These conferences included the League for Innovation in Philadelphia, Campus Technology in California, and National Institute for Staff Organizational Development (NISOD) in Texas.

The level of first-year student use of Connected College support services from the Community College Survey of Student Engagement (CCSSE) Benchmark Support for Learners has increased from a score of 46.4 in 2007 to 50.3 in 2011 (above the 2007 national CCSSE cohort score of 49.9) through provision of connected student and academic supports by 9/30/12.

First-year student success has also increased across all Gateway courses from 2005 baseline of 66 percent to 68 percent through participation in redesigned courses by 9/30/12.

BCC has seen increases in all of the CCSSE targets indicated in the grant. Participation in academic advisement and planning increased from 47.2 percent in 2007 to 55.9 percent in 2011. Use of peer or other tutoring increased from 21.5 percent (2007) to 22.0 percent (2011) and the number of students reporting that they have received sufficient supports to succeed increased from 46.4 percent to 50.3 percent.

Based on the results from the Community College Survey of Student Engagement, there has been an 8.4 percent increase in the number of students reporting that they receive sufficient supports to succeed in college from 2007 to 2011. Student success in Title III Gateway courses continues to be monitored by the Title III Team.

Work continues on the implementation of the Unified Advising Process as outlined in Year Four of the grant.  Approximately $20,000 in Title III funding provided technology and other resources to assist the College in creating a Unified Assessment Center.

The Orientation Committee’s name and mission change received approval. They are now the First-Year Experience and Orientation (FYEO) Committee, which better reflects the work they have been doing to enhance the experience of new students. The committee is also chaired by the First Year Experience specialist. Although overall Orientation attendance slightly decreased by 0.8 percent from 1,096 in 2010 to 1,087 in 2011, there has been a 101 percent increase in Next Night attendance from 129 in 2010 to 259 in 2011. The combined Next Night and Orientation attendance has increased 11 percent from 1,216 in 2010 to 1,346 in 2011.

Other FYE highlights include continued work on developing a template for CSS 101, a pilot Late Start Cohort for 31 students, a First-Year Experience Essay Contest, a First-Year Student Survey, a pilot Open House, a video for prospective students about the admissions process and acceptance letter, and changing the name of Family Nights to Next Nights. The FYE Student Survey was administered to all new, incoming students in fall 2011. Survey results indicate that most new students reported that they developed a supportive relationship with a member of the BCC community. In terms of technology, the Virtual Orientation was re-packaged as the FYE@BCC webpage and an FYE@BCC Blog joined the active Facebook “NewBees” page.

The Course Design Toolkit project continues with the final cohort of Toolkits developed and piloted this year.  All 26 Toolkits were fully implemented in Fall 2012. The developmental math courses have been redesigned to use the website. Title III support included approximately $53,000 to provide technology for the Math Lab classrooms as well as providing funds for tutoring and project management/data analysis expertise. 

Prompted by faculty feedback, the Toolkits have been migrated to a Webpage format to improve access and provide a cleaner design structure. In May, faculty teams were formed to create eLearning templates for each of the redesigned courses. These were shared during this year’s Summer Institute. More than 400 faculty members (duplicated headcount) attended Title III sponsored professional development training this year. During each semester, surveys were distributed to faculty who teach redesigned courses with a limited number of responses received; however, an increase in Toolkit usage was indicated. In Fall 2011, half of the respondents to these surveys indicated that they used the Toolkits previously and more than half indicated that they would use the Toolkits in the future. For those faculty members who indicated that they were not using a Toolkit, the main reason included that that they do not know enough about the Toolkits to use them. Efforts continue to be made in order to promote the Toolkits and to assess faculty use and implementation of this resource.

As part of the technology for the redesigned courses, Title III supports several technologies including iPads. More than 233 faculty (duplicated headcount) participated in iPad training. The Title III iPad sets have been in steady use throughout the year. One set of iPad2s is for short-term faculty check-out, and the second class set is used for lesson-level student check-out. The iPad1 set has been made available to students in a learning community. The iPad 2 class set was used in 16 classes over the Spring 2012 semester.

Another unique activity was the creation of an iPad Learning Community that paired history and English courses.  Twenty-four students borrowed iPads for use for the entire Spring 2012 semester. Both instructors utilized the iPads for in-class student work and used eTexts when available for their courses. Initial feedback indicates that the students were able to connect with the course material, classmates, and the college through activities.