Framework for Student Success: Title III AANAPISI Program

Building the Framework for Student Success: Title III AANAPISI Program

In October 2016, Bunker Hill Community College (BHCC) received a $1.7 million grant from the United States Department of Education’s Asian American Native American Pacific Islander Serving Institutions (AANAPISI) program, created to expand the capacity of educational institutions to serve these populations as well as low-income individuals. The funds, which will be awarded over the next five years, will impact the College’s growing population of Asian American and low-income English language learners.

BHCC is using the grant to deliver significant positive outcomes on enrollment, achievement, retention and completion rates through a multi-pronged approach that aligns and  of the College’s English as a Second Language (ESL) curriculum, targeted success coaching, and a substantive infusion of global learning enhanced by culturally-responsive pedagogy across key courses in the general education curriculum. These reforms, particularly the reform of the ESL curriculum, will not only increase access but propel students beyond the most critical barrier to their success: college-level English.

The work accomplished by the AANAPISI teams in the first year of the grant was marked primarily by comprehensive review and the development of initial recommendations in several key areas. BHCC undertook: (1) a comprehensive review of BHCC’s assessment and placement processes that led to a set of initial recommendations to improve these processes; (2) a literature- and field- based review of best practices in asset-based pedagogical approaches to redesign the ESL program through a Learning Communities structure with embedded lab supports; (3) a review of the current acceleration practices already being done by ESL faculty to fast track ESL students’ progression towards college-level English and the results of these practices; (4) a review of the alignment of outcomes between the highest academic level of ESL and developmental English; (5) a review of best practices in targeted success coaching, including preparations to hire the first success coach who will primarily focus on supporting the needs of the College’s AAPI student population; and (6) implementation of the first Local-Global Learning Institute to expand global learning across the general education curriculum with a focus on Asian American Studies – a professional development initiative that drew nearly 70 participants from faculty, staff, and administrators.

Alongside these accomplished tasks, BHCC held two highly successful launches of the AANAPISI grant: a College-wide launch that drew participation from nearly 90 faculty, staff, and administrators in the grant’s initiatives and disseminated information on the goals of the grant; and a second launch that drew participation from nearly 50 BHCC stakeholders and 14 community partners to deepen the College’s partnerships with the latter through greater engagement in co-curricular and place-based learning initiatives that will support student success.

BHCC is using the grant to deliver significant positive outcomes on enrollment, achievement, retention and completion rates through a multi-pronged approach that aligns and accelearates the College’s English as a Second Language (ESL) curriculum, provides targeted success coaching, and infuses global learning enhanced by culturally responsive practices across key courses in the General Education curriculum. These reforms will not only increase access but propel students beyond the most critical barrier to their success: College-level English.

A component of the grant is the demographic disaggregation of student populations into more descriptive sub-groups. Technical staff has programmed the College’s student information system to permit 92 sub-groups that can be aggregated into the seven standard IPEDS demographic categories. The numbers of these subgroups include White (4), Black/African American (6), American Indian/Alaska Native (33), Asian (25), and Native Hawaiian/Pacific Islander (24). With this application, the College will be able to determine with more precision where gaps exist in order to implement culturally relevant and responsive strategies to address inequitable outcomes among specific sub-populations.

ID 16771

To contact this college about this intervention, take note of the ID above, ID #16771, and then fill out the intervention contact request form

Please note that for security purposes, contact information can only be provided to known contacts at active Achieving the Dream institutions.

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