Culturally Relevant, Community-based Learning

In partnership with community organizations, K-12 districts and four-year institutions, the College has developed a replicable model for grounding our curricular and co-curricular practice in the cultural wealth of Boston’s local communities. The foundation of these efforts, the Cultural Institutes, brought together 170 faculty, staff, students and community partners in 2016 to support the success of the College’s diverse student body.

Museum of African American History Partnership

BHCC and Boston’s Museum of African American History worked together in 2013 to pioneer the first Cultural Institute, a four-day immersion program in African American history. Now in its fifth year, the Institute engages faculty from across disciplines in discovering the central role that African American Bostonians played in the abolitionist and equal education movements. This history provides a lens through which to examine contemporary issues and challenges. In summer 2016, the College and Museum co-sponsored two Teacher Institutes coinciding with the opening of the year-long Museum exhibit Picturing Frederick Douglass: The Nineteenth Century’s Most Photographed American. 30 BHCC faculty and staff joined K-12 and post-secondary teachers for the Institutes, which provided a scholarly foundation and resources for integration. In 2016-2017, about 600 BHCC students engaged in field study at the Museum and Black Heritage Trail®.

National Endowment for the Humanities (NEH) Bridging Cultures Asian American Studies Project

Modeled after the Museum partnership and with support from a three-year NEH Bridging Cultures Grant, the College partnered with the University of Massachusetts Boston’s Asian American Studies Program from 2014-2017 to integrate the area’s diverse Asian American cultures and communities into humanities-based courses. Under the leadership of UMass Boston Asian American Studies Program Director Dr. Peter Kiang and his colleagues, three Bridging Cultures Institutes immersed 30 BHCC faculty and staff in the cultures and histories of Boston’s Asian American communities. In 2016-2017, Asian American Studies content was integrated into 22 BHCC courses across the disciplines, engaging about 800 students in learning about Asian American histories, intergenerational storytelling, and Asian American intersections in civic life.

Latino Student Success Initiative

In fall 2015, BHCC won a $200,000 Massachusetts Department of Higher Education Vision Project grant to implement “Latino Student Success: Building Pathways from High School to Baccalaureate,” aimed at improving educational outcomes for Latino students. The initiative brings together BHCC, Chelsea High School (CHS), and the University of Massachusetts Boston (UMB) to leverage the cultural assets of Latino students toward the aim of increasing college participation, degree completion and transfer among underserved Latino students. In the first year, the collaboration utilized a holistic approach to student success by focusing on four critical areas: Engagement & Cultural Inclusivity; Educational & Career Planning; Applied & Experiential Learning; and Aligned & Accelerated Pathways. During this phase, more than 200 students, faculty, staff and community partners came together for a series of conversations, workshops, and thematic institutes. These interactions culminated in the formation of four cross-institutional teams, each of which developed an action plan for deepening and sustaining collaborative activities that support Latino students as they transition from high school to college. In spring 2017, the college won an additional MA Vision Project grant to continue the work of the Latino Student Success initiative. The principle objective of this second phase is to align and integrate efforts within and across the partner institutions toward a Culturally Responsive Early College model at Chelsea High School The initiative builds on the success of faculty and staff professional development in the first year, and seeks to remove barriers identified that prevent CHS students from transitioning from high school to college.

ID 16770

To contact this college about this intervention, take note of the ID above, ID #16770, and then fill out the intervention contact request form

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