PITTSFIELD, Mass — BCC is participating in national High-impact Practices (HIP) Institute witha goal of improving student success.

 

High-impact practices (HIPs), designed to increase rates of student engagement and retention, include first-year experiences, writing-intensive courses, collaborative projects, diversity/global learning, community-based learning, and internships. According to the Association of American Colleges and Universities (AAC&U), HIPs have proven to be particularly beneficial for historically underserved students who often do not have equitable access to high-impact learning. 

 

At BCC, nearly three-quarters of students are part-time, and 54 percent are non-traditional college students (aged 23 or older). Many juggle families and jobs while continuing their education. 

 

“Some of our students face life challenges or crises that can impede their ability to remain in college or devote the time needed to remain in college," said Laurie Gordy, BCC Dean of Humanities, Behavioral & Social Sciences. 

 

George Ambriz, BCC Director of Academic and Career Advising, underscored the need to implement HIPs carefully. 

 

“We must ensure that we do not create additional barriers for students — and that we make these HIPs available to students early in their educational careers," he said.

 

Gordy, who led the BCC HIP team, said she and four other team members attended the four-day HIP Institute session to learn about designing, assessing and implementing equity-minded HIPs. The team subsequently prepared an action plan that they plan to share this fall when faculty return to campus. 

 

“We want to help students feel more connected to the college and be better equipped for success," she said.

 

 Julia Curletti, Assistant to the VP of Student Affairs & Enrollment Management and Division Support Manager, said, “Our plan will help us facilitate collaboration among faculty and staff, allowing us to deepen our holistic approach to supporting students."

 

While BCC has not systematically integrated HIPs throughout the curriculum, Gordy acknowledged, the college already utilizes several HIPs. Many faculty and staff have provided collaborative learning and assignments for students, both inside and outside the classroom. For example, in fall 2020, the Humanities, Behavioral & Social Sciences Division faculty adopted a curriculum based on the theme of voting. And, in recent years, the college has increased its commitment to use data-driven evaluation of equity outcomes, making it an ideal time to initiate a more comprehensive approach to HIPs.

 

“BCC has renewed its efforts to be more intentional in collecting, analyzing, discussing and using data to reduce equity gaps in student success outcomes," Gordy said. 

 

In addition to Gordy, Ambriz and Curletti, the BCC HIP team included Julianna Spallholz, Professor of English, and Gina Foley, Associate Professor of Life Science.