Name: Wellness and Cultural Wealth: Exploring Racism and Mental Health in Higher Education
Start: 07/06/2023 01:00 PM +00:00
End: 08/06/2023 11:00 PM +00:00

Contact: Evans Erilus
The HOPE initiative is designed to examine and eliminate the social, institutional and academic barriers that often prevent males of color from achieving their full potential at BHCC and beyond. The initiative is run by a group of faculty, staff and administrators who are focused on three main areas: research and analysis of both qualitative and quantitative data to better understand the experiences of our students, identifying gaps in College programs and services where more could be done to better serve our students, and developing opportunities for student and peer mentoring. Currently aimed at transforming inequitable systems and structures so that Black and Latino males can thrive, the program aims to expand in the coming years to include other ethnic groups as well as women.

HOPE Initiative: Student-Centered Action as Transformative Resistance

Contact: Alison Ruch
Established in spring 2018, Tell is a digital literary magazine produced in the fall and spring semesters as a project by students enrolled in Literary Publishing (ENG 234 with Professor Alison Ruch). Tell publishes original artwork, poems, stories, and essays by the BHCC community, including student, staff, and faculty work. Professor Ruch and the editors recently published the 7th edition, all contents relating to the theme "roots," which lent itself well to explorations of cultural wealth. Other themes the magazine has addressed include "identity," "growth," "taboo," "walls," and "normal?" Tell is published at the end of the semester, at which time the student editors host a reading and release party. Community contributors join the Tell staff to read from their creative work and celebrate the new publication. All editions of Tell are accessible for viewing at https://bhcc.digication.com/Tellmagazine. Tell's mission was crafted by Professor Ruch and the student editors. Its mission is: "Tell facilitates an inclusive environment offering a voice via media representation of artistic expression to all BHCC students and community members. Tell is committed to advocating for racial and social justice and to centering and honoring the assets and cultural wealth of historically marginalized people." At the beginning of each semester, new student editors carefully consider this mission as we decide upon a new theme and begin to call for and review submissions. ENG 234 is an experiential learning course, in which the students work as a team to produce the magazine. The structure of the course and project requires collaboration and reliance on what each student brings to the work. Each new group of student editors brings in a fresh perspective and bundle of assets, and this constant renewal brings vitality to the overarching project; the mission and course outcomes serve as the project's anchor. The ENG 234 course outcomes are: Create and revise publication-ready written works. Develop a philosophy of editing for application to the magazine production process. Demonstrate intercultural competence in a collaborative and inclusive approach to magazine editing. Express clear critical ideas about magazine contributions in group discussions and in writing. Produce a collaboratively edited and designed literary magazine. Describe and use basic terms and concepts of graphic design and typography.&nbsp;
&nbsp;

Tell Magazine: BHCC's Literary Magazine

Contact: Kevin Wery
The Mary L. Fifield Art Gallery aims to enrich and expand the intellectual, creative and academic lives of BHCC students and the campus community. The Gallery draws upon and celebrates our students&rsquo; shared experience and perspectives with relevant, artistically excellent, and culturally significant exhibitions, events, workshops, lectures and other programming. Under the banner of &ldquo;Art Leads the Way,&rdquo; the Gallery showcases a multitude of creative expressions that serve as teaching tools across the College curriculum to enhance knowledge, critical thinking, and self-reflection. The Gallery strives to embody a spirit of inquiry, inclusive excellence, and lifelong learning. Gallery programs and events also encompass the College&rsquo;s performing arts programs, creating mutually supportive links among the spectrum of arts, culture and humanities. &ldquo;BHCC&rsquo;s ever-expanding roster of arts curriculum, programs and events enhances the cultural education of our students and prepares them for meaningful participation in the burgeoning creative economy,&rsquo;&rsquo; said BHCC President Pam Eddinger. &ldquo;The Gallery is a focal point of our learning.&rdquo;&nbsp;

The Mary L. Fifield Art Gallery

Contact: Molly Hansen
The mission of the DISH Food Pantry is to Deliver Information, Sustenance, and Health to the Bunker Hill Community College campus community. The DISH aims to empower those in need to obtain resources so that they may focus on being healthy, happy, and successful at Bunker Hill Community College without the barrier of fighting hunger. The DISH is a student-driven and supported resource that is committed to being a safe, dignified, and stigma-free environment.
The DISH aspires to alleviate the barriers associated with food insecurity to support student success at Bunker Hill Community College, promote equity within the higher education system, and to ensure that no one goes hungry because of a lack of income or access to food.

DISH Food Pantry 

Contact: Nahomi Carlisle
Compelling Conversations in 2021-2022 To engage and inspire students, faculty, staff and our community, Bunker Hill Community College&rsquo;s Compelling Conversation Speaker Series invites today&rsquo;s diverse voices, eminent thought leaders, and visionaries from both domestic and international platforms to share local, national and global perspectives on contemporary and culturally relevant issues of human interest, social justice and change.
Sponsored by the Office of Equity, Diversity and Inclusion, this series of speakers is intended to support meaningful discussion inside and outside the classroom, as part of an ongoing college-wide commitment of equity and cultural wealth, resistance and resilience. The 2021-2022 Speaker Series recognizes and gives greater visibility to Men of Color and issues of race and gender inequity they often experience in education and employment, family and mentorship, violence and health, civil rights and criminal justice.

Compelling Conversations Speaker Series

Contact: Kevin Wery
2021-2022 Resident Artist Larry Spotted Crow Mann &nbsp;
Larry Spotted Crow Mann is Bunker Hill Community College's 2021-2022 Artist and Scholar in Residence. Mann's residency includes a variety of Native American programming. On September 2, 2021, President Eddinger welcomed Larry Spotted Crow Mann at the College's Convocation. On October 1, Mann hosted an in-person retreat for faculty at the Ohketeau Culture Center to learn about Native American culture. Fifteen faculty fellows are consulting with Mann on a year-long project that embeds Native American culture and history into the curriculum. As part of the College's Compelling Conversation's series, on October 5, Mann led an engaging talk focused on the spiritual, cultural, and social significance of 'Place and the Art of Story' on the Indigenous peoples of New England.&nbsp;
Mann will also provide virtual professional development workshops about Native American history, culture, and storytelling. He will develop a short-documentary film about the history and banishment of the Nipmuc people on Deer Island. Mann will facilitate new partnerships among BHCC and Native Americans within the Massachusetts area. He will consult on a culminating gallery exhibit on campus in the Mary L. Fifield Art Gallery and coordinate a Native American cultural component at BHCC's graduation ceremony.&nbsp;
Larry Spotted Crow Mann is a member of the Nipmuc Tribe of Massachusetts. He is an award-winning writer, poet, cultural educator, traditional storyteller, tribal drummer/dancer, and motivational speaker involving youth sobriety and cultural and environmental awareness. He travels throughout the United States, Canada, and parts of Europe to schools, colleges, powwows, and other organizations sharing the music, culture, and history of the Nipmuc people. He has also given lectures at universities throughout New England on issues ranging from Native American Sovereignty to Identity.
The one-year residency program was launched in 2018 by College President Pam Eddinger to give students opportunities to have meaningful interactions with practicing artists and scholars, and to provide them with a forum for new thinking and approaches to art and culture. The Distinguished Artist Scholar in Residence is selected with input from faculty and staff working at the intersection of art and scholarship. Each resident will have a body of work that tracks with the College curriculum; this work will be shared with the College Community through lectures, workshops, informal meetings, dinners, and other events. The residency provides for a sustained dialogue about the themes, techniques, and implications of the artist/scholar&rsquo;s work, stimulating both conversation and reflection, and offering the chance to learn together.&nbsp;
The residency also enhances educational opportunities for both students and the Greater Boston community. It reflects the interdisciplinary nature of teaching and learning on campus and embodies a recognition that creativity, equity-mindfulness, a valuing of cultural wealth and intellectual curiosity nurture all academic endeavors.

BHCC Distinguished Artist Scholar in Residence

Contact: Maria Kathleen Puente
In 2016, the Federal Government designated Bunker Hill Community College as an Asian American, Native American Pacific Islander Serving Institution (AANAPISI). This federal designation as a Minority Serving Institution (MSI)1 , the first that the College received, signifies BHCC&rsquo;s unequivocal commitment to equity. In the same year, the College was also awarded a five-year, $1.7 million Title III AANAPISI grant by the U.S. Department of Education. Running under the title banner Building the Framework for Success, the core initiative of the AANAPISI grant has been the comprehensive reform of the English Language Learning (ELL) Program which won statewide recognition in October 2020. Beyond ELL Program reform, the AANAPISI grant has also expanded the use of culturally responsive practices by infusing Asian American Studies content in course curricula, collaborating with diverse constituents to co-create cultural programming that amplifies the diversity of Asian American and Pacific Islander (AAPI) communities, and piloting innovative student support services that are grounded in students&rsquo; affinity groups and cultural wealth. Building the Framework for Success is acknowledged as one of the most transformational grants in the College&rsquo;s recent history that has advanced equity, not just for AAPI students but for all students. The success of the AANAPISI Initiative hinged on the commitment of at least thirty-three faculty, staff and administrators from three divisions, at least seven office units, the ELL and English departments, plus additional faculty from other departments and students from the ACE peer mentor program, to collaborate tirelessly and go beyond meeting the grant objectives. The complete overhaul of the ELL Program, while a signature achievement of the grant, is but one transformative change that occurred under the AANAPISI Initiative. There are other noteworthy transformations that continue to evolve at the College that have been substantively influenced by the AANAPISI grant, among them: increasing the number of courses that use more asset-based, culturally relevant pedagogical approaches; the use of more culturally responsive practices in success coaching, student advising and new student placement testing; effective data collection and analysis to inform formative and summative evaluations and improve student success initiatives; engagement in collaborative cultural events programming that amplifies the diverse issues and voices of AAPI communities; and the creation of AAPI affinity groups that honors and builds on the strength, cultural wealth and leadership potential of AAPI students, faculty staff and administrators.
&nbsp;__________________&nbsp;
1 Historically, the Minority Serving Institution (MSI) designation emerged in response to the consistent experience of inequity and lack of access among minority students to resources in higher education. Currently, eight categories of MSIs exist, each charged with supporting the success of Pell-eligible, underrepresented students of color. Colleges designated as an Asian American, Native American Pacific Islander Serving Institution (AANAPISI) demonstrate a student population where at least 10% identify as Asian American or Pacific Islander (AAPI) and at least 50% are Pell-eligible.&nbsp;
Please visit: The AANAPISI LibGuide at the BHCC Library: https://libguides.bhcc.mass.edu/annapisi; The AANAPISI ePortfolio (Accessible to BHCC Account Holders): https://bhcc.digication.com/aanapisi-bfs

Building the Framework for Success: An AANAPISI-Funded Initiative 

Contact: Alison Ruch
Community College faculty integrate Ethnographies of Work (EoW) into curricula to provide opportunities for students to explore career pathways through an equity lens. The initiative involves faculty, community engagement staff, career support staff, and internship coordination staff. Originating at Guttman Community College in New York, Ethnographies of Work uses techniques from ethnographic field research and written ethnography to structure how students reflect on work experience and explore future work possibilities. EoW at BHCC encourages students to critically examine the world of work through worksite observations (F2F and/or virtual), personal reflections (student experiential course activities) and career planning and exploration (exposure to career assessments tools, feedback, and worksite experiences). This approach allows students to investigate the role of work in human lives, while embedding relevant career exploration activities in the curriculum from the early stages of students' academic journey until their capstone courses. EoW at BHCC is designed within an anti-racist and equity framework, which asks students to analyze work, work places, and work policies based on the study of concepts such as alienated labor, emotional labor, anti-racism, and equity. Courses that integrate EoW are designed such that each student has the chance to both reflect upon personal, familial, and community experiences at work and also to research future career-related ideas and goals. Participating students are also prompted to analyze how their own unique cultural wealth enhances their profiles and portfolios as they move within the workforce. Now, wrapping up its second year of implementation, BHCC continues to broaden the disciplinary scope of EoW integrating courses. Currently, courses from Anthropology to Computer Science, Sociology to American Literature, and Economics to Fine Arts are integrating EoW concepts to empower students to reflect on and research career pathways from a variety of disciplinary standpoints.

Ethnographies of Work

Contact: Kristine Larkin
BHCC Single Stop operates as a one stop resource center providing intervention that supports all students and their families, specifically low income, by working with state, local and Federal agencies. Through collaboration with Student Financial Services, students are screened with respect to basic needs and referred to our office where they can be connected with wraparound services, such as assistance with access to food, affordable housing, shelters, utilities, broadband, financial literacy, tax preparation, child care, and immigration, to name a few services. These services are open to all students, faculty, and staff regardless of age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status. Single Stop staff meets with students on campus, when applicable, via phone or WebEx, through mail, email and/or text. Based data and research projects in collaboration with Single Stop USA, the RAND Corporation, HOPE, and BHCC Institutional Effectiveness, BHCC Single Stop programs have been found to have positive effects on academic achievement for community college students increasing retention, persistence, and graduation rates.&nbsp;
As a result of the pandemic, the top student priorities for Single Stop have been providing access to: *computers and Wifi *food *shelters *legal assistance *emergency funds*. The above priorities are representative of the challenging issues of racial disparity and inequities that threaten our community.&nbsp;
At the beginning of ther pandemic, many of our students did not have the resources to transition from campus classes to remote learning. Through the assistance of BHCC Foundation and the Cares Act we were able to proide supportive funds to students who were food insecure and in need of other support resources as a result of job losses to include those who depended on work study and our international student population. Such situations were challenging for our students and BHCC's commitment to cultural wealth and equity enabled us to advocate for students to address their concerns by way of incorporating student learning outcomes such as: Inquiring - how students can overcome barriers through appreciative and holistic advising; communicating to students and building their trust through active listening to connect students to vital resources on and off campus; Act through collaboration with internal and external resources; Grow through uncovering best practices and forging partnerships with individuals and organizations that have shared concerns about cultural wealth and equity. As a result, students connecting to Single Stop will &hellip; 1) know how to access resources 2) communicate, understand and manage needs 3) be accountable and responsible for active participation in problem solving 4) be able to self-advocate&nbsp;

Single Stop

Contact: Naoko Akai-Dennis
The One Book Program engages our college community in a dialogue about a common text that addresses a current issue. Through curricular and co-curricular events and programming, students, faculty, and staff share the experience of reading a text and examining its effects upon our community. Faculty who incorporate the text into their work receive free copies for their students, and year-round programming supports community inquiry and learning. The culminating event happens each spring semester when the college invites the One Book author to visit, interact, and speak with our student body. The One Book program promotes literacy in an innovative way and creates interest within a subject that students may be encouraged to pursue and advocate for in the future. Over the past several years, texts have been chosen to foster and promote equity and cultural wealth within the BHCC community. Recent selections such as Seng Ty&rsquo;s memoir The Years of Zero: Coming of Age Under the Khmer Rouge and Fatimah Ashgar&rsquo;s book of poetry If They Come for Us provided an opportunity to collaborate with BHCC&rsquo;s AANAPISI team. Together, we developed programming to promote community-building among Asian American Pacific Islander faculty, staff, administrators and students, and provided historical context and professional development among faculty and staff to cultivate more culturally responsive practices. Other selections have included The Immortal Life of Henrietta Lacks by Rebecca Skloot, The Dew Breaker by Edwidge Danticat, and She Came to Slay: The Life and Times of Harriet Tubman by Erica Armstrong Dunbar.&nbsp;

One Book Program

Contact: Handine Jean-Marie
The Talent Search program identifies and assists individuals from disadvantaged backgrounds who have the potential to succeed in higher education. The program provides academic, career, and financial counseling to its participants and encourages them to graduate from high school and continue on to and complete their postsecondary education. Talent Search also encourages persons who have not completed education programs at the secondary or postsecondary level to enter or reenter and complete postsecondary education. The goal of Talent Search is to increase the number of youth from disadvantaged backgrounds who complete high school and enroll in and complete their postsecondary education. The program provides individual college and career counseling to underrepresented populations with a higher rate of truancy, drop-out and low-socioeconomic status. Students are served based on desired goal towards postsecondary enrollment with a menu of services based on their needs and personal goals. Ultimately, each participant is afforded the opportunity to manifest their desired outcomes by selecting which services/activities align with their goals. Staff: Handine Jean-Marie (Director) Maria Ortiz (Outreach Specialist) Herman Perez-Sostre Jr. (Outreach Specialist) Jay Pedrero (Middle School Outreach Specialist) Ouiza Azouni (Math &amp; Science Tutor) Anna Davies (Student Mentor) Population served: Legal Resident of the United States (Citizen, Perm. Res., Refugee, Asylum Status-I94) Students enrolled at Browne Middle School and Wright Science &amp; Technology (Grades 6-8) Students enrolled at Chelsea High School (Grades 9-12) High School graduate seeking postsecondary enrollment Adult seeking GED/High School Completion Program Objectives: 66% First-generation and Low-Income 75% Grade-Level Persistence 75% Secondary Graduation within 4 years 75% Postsecondary Enrollment 30% Postsecondary Completion (Certificate, Associates, Undergraduate Degree)

Chelsea TRIO Talent Search Program

Contact: Ceit De Vitto
Since 2017 Bunker Hill has provided equity-centered Open Educational Resources (OER) content, saving our students well over a million dollars. We set specific standards and have created an alternative definition to OER that is more inclusive that allows faculty to include instructional material that is low cost (under $50) to students. Students do not have to worry about going without, because their course material is provided to them at low cost (under $50) or no cost. OER is just one part of a growing movement. Over the last few years, Open Education Resources has transformed into the Open Education (OE) movement which is not just about free textbooks; it&rsquo;s about broader issues like equity and social justice. Open Education includes pedagogical approach, open source materials like journals, open software platforms, and is a more collaborative approach for faculty, students and administrators. Although faculty can determine what pedagogical approach they will take in teaching OER courses, OER encourages the use of the Open Pedagogy approach. Open Pedagogy is about letting go of the disposable assignment. Open Pedagogy encourages and fosters social justice, equity, collaboration, diversity, and critical thinking by allowing students to become creators of knowledge rather than consumers. There are many different ways you can become involved in the OER program here at BHCC. If you would like to have your course designated as OER please fill out the intake-form. If you would like more information about our OER program please reach out to Ceit De Vitto, the Senior Special Program Coordinator kmdevitt@bhcc.edu&nbsp;

OER @BHCC

Contact: Melissa Colon&nbsp;
Launched in the academic year 2015-2016, the Latinx Student Success Initiative (LSSI) is a multidisciplinary, multi-institutional collaborative effort whose vision is to intentionally increase the college participation and completion of Latina/o/x students. LSSI originally started as a partnership between BHCC, UMass Boston (UMB), and Chelsea High School (CHS). With this vision in mind, LSSI team members developed policies, practices, programs, and knowledge (research) grounded in the Latinx Community Cultural Wealth model (Rendon, Nora, &amp; Kanagala, 2014; Yosso, 2005), and this ultimately, in service of Latina/o/x students, families, and communities. From an operations perspective, the work of the LSSI is facilitated by two Latina/o faculty (Faculty Fellows). Currently, LSSI is part of the Center for Equity and Wealth (CECW) and is one of three core cultural Institutes/Initiatives of BHCC that were foundational to the CECW. Over the past six years the LSSI BHCC team has focused on the following Priorities: Culturally Responsive and Sustaining Pedagogies and Professional Development: * Opportunities that focus on the needs and strengths of Latina/o/x students, educators, and communities (includes the LSSI Cultural Institutes, Convenings, and other PD&rsquo;s). Research and Evidence-Based Knowledge: * In partnership with the Gast&oacute;n Institute (G.I.), LSSI has tracked BHCC student enrollment, outcomes, and transfer to UMB. BHCC Institutional Effectiveness (I.E.) has also played a role in this effort. Latina/o/x Community Building: * Developed a Planning Team of Latina/o/x faculty and staff that plans and implements LSSI&rsquo;s work. Education /Career Planning for students: * Transitional advising and programming for BHCC Latina/o/x students who transfer to UMB (and other Institutions). Curricular/Co-curricular Integration: * LSSI has contributed to the curricular and co-curricular integration and applied learning experiences of faculty, staff, and BHCC community partners and collaborators.&nbsp;

Latina/o/x Student Success Initiative (LSSI)

Contact: Lindsay Naggie
Learning Communities are courses or linked courses that are specially designed to make sure that each student has what they need to meet their educational and career goals at BHCC. Learning Communities are designed with relevant, important themes that connect learning and lived experience. In addition, Learning Communities promote relationships among students, between students and faculty, and with staff and mentors. The strengths of our program include our commitment to equity, our partnership with faculty, and engagement of students. Learning Communities remain inclusive: seminars have no prerequisites and accelerated clusters meet students where they are and move them more quickly through prerequisites into degree programs. Because of this accessibility, Learning Communities provide a place of belonging for students from different backgrounds as soon as they enter BHCC. Inclusion and belonging are achieved through our focus on themes that reflect real-world issues and intersectional identities and our culturally sustaining pedagogy and field study practices. Learning Communities provide embedded opportunities for educational, financial, and career planning as well as academic support. Students in Learning Communities learn how to navigate the BHCC system and are mentored by faculty, staff, and peers. Perhaps most importantly, Learning Communities faculty value, respect, and validate student voice and experiences. In these courses and clusters, students are generators of knowledge. Through experiences that promote civic engagement and self-awareness, students become authors of their own education. Learning Communities offer faculty formal and informal opportunities for collaboration and communities of practice &ndash; creating, sustaining, and expanding a sense of community among faculty. In the fall 2019 survey, one faculty wrote that Learning Communities teaching &ldquo;helps me feel connected to the college and my work.&rdquo; Faculty report getting to know their students better and on a more personal level, being able to track progress more efficiently, having more time to scaffold assignments, and being able to connect academic knowledge to the work and career environment. Most faculty also report that Learning Community pedagogy extends into their other courses. Learning Communities help BHCC maintain and grow relationships with community organizations through our commitment to civic engagement. On the fall 2019 survey of faculty, 80% report including some kind of civic engagement or community-based learning, including neighborhood tours, museum exploration, and films. The themes of classes offer opportunities for action-oriented research: gentrification, immigration, human rights. Student surveys completed in Fall 2019 confirm that friends, faculty support, trips to museums, gallery events, guest lectures, resume workshops and mock interviews are among the benefits of Learning Communities. Students cite the themes as strengths of the courses. Students often attest to the value of having an ACE mentor in their feedback on Learning Communities. Please visit us at:
https://www.bhcc.edu/learning-communities/ AND https://www.bhcc.edu/acementors/
&nbsp;

Learning Communities

Contact: Stephanie Bryszkowski
The Learn &amp; Earn program continues to change to encompass the needs of its students. The program has grown to not only cater to large corporations, but to the smaller education and non-profit sectors, as well, giving students more of an opportunity to work in fields they are passionate about. The Learn &amp; Earn program helps grow students&rsquo; professional experiences, but also the Boston area community of which BHCC is a member. The Internships &amp; Career Development office, following the college&rsquo;s diversity and equity drive, changed the way it recruited for Learn &amp; Earn internships. Rather than just having students self-select to apply for open positions, ICD recruited students not only based on major, but also by courses taken. The staff recruits each student uniquely, rather than a generic email, which has raised both interest and placements. In 2018, 44 students were placed in Learn &amp; Earn internships. In the 2019-20 academic year, 67 students received their first Learn and Earn internship. With the sudden growth of the Learn and Earn Program, the internships and Career Development team realized the need for an onboarding process for new partner organizations. Katie Colello and Kadee Tapley have lead a team of Faculty and Professional staff in creating a program that will support BHCC Equity initiative, while also educating new partners on BHCC, our students and equitable practices.

Learn and Earn Internship Program

In 2019 Bunker Hill Community College was designated a Hispanic Serving Institution when we met the threshold of serving a student population of at least 25% identified as Hispanic/Latino/a/x. This designation allowed us to pursue a Title V grant, awarded in October of 2020. BHCC's Title V grant (Pathways to Success Through Culturally Responsive Programming) ensures students, particularly Hispanic/Latino/a/x and low-income, are supported by clear educational pathways. Educational pathways that appropriately align learning objectives with the skills and knowledge required for employment in high-demand sectors and occupations. By providing such pathways, BHCC will enable students to relate their academic learning to occupational possibilities, increase their sense of belonging to the College, and career goals from the start of their journey at the institution. The goal is to prioritize our student's experience while designing curricular and co-curricular experiences linked to a student's guided pathway. BHCC will create capacity and structure for students to increase their sense of belonging and be empowered to seek personal connections throughout their BHCC journey. In addition, BHCC aims to integrate services, organize academics, and enhance technologies. Thus, strengthening institutional self-sufficiency while decreasing attrition.
As part of the Title V Grant Office comprehensive goals, professional learning is one of the primary pillars. Most importantly, it is the component of ensuring our Title V grant efforts are grounded in culturally sustaining practice from a Hispanic and Latino/a/x lens. Are you looking for practical steps to embed culturally sustaining practice into your work with students? Are you passionate about serving our Latino/a/x and Hispanic students and would like to join your peers in deep learning? You can be an active participant in our BHCC Title V grant work by joining the first HSI Compass Cohort in Fall 2022 or plan to join us in Spring 2023. For more details about this opportunity click on our website link.
Contacts: Maritza.Onodje@bhcc.edu or
Miguel Zepeda Torres at MAZepeda@bhcc.edu

Title V Grant: HSI Compass – Professional Learning Opportunities on Culturally Sustaining Practice through a Hispanic, Latino/a/x Lens

Past Event: 2021 CECW Institute

Contact: Cheryl Price
BHCC&rsquo;s &ldquo;Student Success Program,&rdquo; funded under the TRIO Student Support Services grant, is one of the College&rsquo;s longest-running and most impactful programs, integral to the College&rsquo;s mission to assist high-need students in attaining success in college. BHCC has a 30-year history of operating a successful Student Support Services program. Using federal eligibility requirements as a guideline, the student population at BHCC affords a large pool of eligible students for the Student Success Program. Data on student needs are presented in accordance with eligibility guidelines in the Student Support Services program regulations, and focus on (1) the high number and percentage of BHCC students meeting eligibility requirements (low-income, first generation in college, individual with disabilities), and (2) the academic needs and barriers to success faced by these students. The student body reflects the diversity of the urban community, and an essential part of the College's mission is to encourage this diversity.&nbsp;

TRIO Student Support Services

Morning Meditation

Lee Santos Silva

Dr. Naoko Akai-Dennis

Sophia Garcia

Emily Singer

Welcome, Overview of Day 2, One Book Program, and a Student's Story

The Radical Healing Collective will discuss how healing practices must address both individual and community needs as well as the systemic oppression that is causing harm. With extensive experience working with Black, Latinx, including LGBTQIA+ people of color, they are transforming not only individuals but communities, institutions, and the field of psychology. They will offer their insights on strategies for addressing institutional racism in higher education settings.
Musical Performance by Danny Rivera, Jr.

Hector Adames

Helen Neville

Jioni Lewis

Della Mosley

Danny Rivera

Radical Healing in Higher Ed

@ 11:00am Sasha Johnson will offer instructions for attending the CECW Institute breakout sessions. Enjoy!

Sasha Johnson

Break & Transition to Breakout Sessions

Institutional racism in higher education creates a hostile environment where students from historically traumatized communities experience mistreatment, bias, and discrimination from peers, faculty, and administrators. BIPOC students in higher education who experience institutional racism have also been exposed to intergenerational trauma - the historical impact of traumatic events on individuals and communities. The lasting impact of personal and historical trauma in the context of institutional racism modulates responses to stress, leading to anxiety, trauma, and the disruption of social support networks. Survivors also experience imposter syndrome and internalized racism, impacting their sense of self-worth and ability to navigate the intrinsic rigors of academia. Addressing the impacts of institutional racism on the mental health, wellness and outcomes of survivors requires a comprehensive approach that involves (1) acknowledging the systemic discrimination that contributes to trauma, (2) increasing access to support and resources, and (3) educating individuals to be trauma informed.

David A Andrade

Jacob Leal

Santiago Thompson

Breaking the Cycle: The Intersection of Institutional Racism, Trauma, & College

The imperative to help vulnerable student populations at community colleges reach their goals has never been higher. Educational shifts stemming from the COVID-19 pandemic in the context of the renewed commitment to success for all students point to better-supporting community college educators in their quest to get students to the "finish line." Through a developmental and ecological lens, participants will examine the experiences of a particular historically underserved population, Latine students. Through this analysis, there will be an overview of &ldquo;perceived risks&rdquo; factors that Latine students face in post-secondary education (financial barriers, family obligations, and cultural differences) while also drawing on insights into the successful strategies institutionally implemented to support this student population (mentorship, peer support programs, and culturally responsive teaching practices). Attendees will engage with their colleagues and acquire a toolkit of practical strategies they can implement in their work supporting Latine and all students.

Dr. Natacha M. Cesar-Davis

Supporting Latine & All Students Belong: The Art of Situation Crafting

Recent research has shown that singing in groups promotes not only happiness and a sense of community, but it can also strengthen your immune system, and positively affect your mental health. In this session, participants will create brave communal space through exercises, and share music from their own lives. We will explore our voices in a spoken and sung manner, and create harmony with BHCC students Demitri Borrero, Sara Isabel Lima, and music professor Riikka Pietilainen Caffrey. Our languages, songs and stories will be woven into a larger musical texture by composer Kristin Vining. Participants will get a copy of a recording of the harmony parts that they can sing along in their own spaces, and a collaborative lyrics sheet that was created at the session.&nbsp;

Riikka Pietilainen Caffrey

Kristin Vining

Sara Lima

Demitri Borrero

Together in Song

What are emotions? Emotion research is shedding new light on this question. The way an emotion feels and the stories that correlate are unique because emotion concepts are specific to culture. Children learn emotion concepts from the people around them including how to recognize and what to do with them, and their related symbols. How do we make space for an embodied experience of emotions - our own and others&rsquo; - in the classroom, during advising, during interactions with colleagues? Our nervous systems are communicating with us, especially during emotionally intense conversations that involve identity. Listening, and responding with care and empathy can help us to navigate emotionally charged learning and professional relationships with a greater sense of agency. By reclaiming our intuition through embodiment, we can sustain our physical and emotional capacity to resist and re envision what a higher education institution can do for its students, faculty, and staff.

Lauren Stauble

Angela Carolina Garcia

A Sacred Practice: Reclaiming Our Humanity in Higher Ed 

Lunch

Welcome Back and Mindfulness Practice

This session explores the impacts of anti-Asian hate and racism on the mental health and wellness of Asian American/AANAPISI college students. A showing of selected original digital story videos co-produced with students at UMass Boston will be followed by a facilitated discussion with the student storytellers. Participants will gain critical knowledge regarding the family/community/historical contexts for understanding institutional racism in local Asian American communities. The session demonstrates examples of ways higher education institutions can strengthen resilience and wellness of AANAPISI and all students.&nbsp;

Agenda

Speakers.css-2zwi6c{margin:0;font-size:1.4rem;font-weight:500;line-height:1.5;color:#494949;font-family:'Poppins',sans-serif;margin-left:0.8rem;}43 Speakers

Lee Santos Silva

Emily Singer

Pam Eddinger

Deborah Spears Moorehead, MA

Pam Ellis, ESQ

Larry Spotted Crow Mann

Lauren Stauble

Dr. Lloyd Sheldon Johnson

Sasha Johnson

D. McMillion-Williams

Dr. Suzanne Buglione

Sriramya Potluri

Jen Lewis

Helen Ngo

Dr. Naoko Akai-Dennis

David A Andrade

Jacob Leal

Riikka Pietilainen Caffrey

Kristin Vining

Sara Lima

Angela Carolina Garcia

Paul Kasili

Dr. Angel Acosta

Dr. Joy Angela DeGruy

Jackie McMillion-Williams

Hector Adames

Helen Neville

Jioni Lewis

Della Mosley

Shirley Tang

Ammany Ty

Niki Nguyen

Giovanni Lampong

Stephanie Alyza Gapongli Mastinggal

Maria Kathleen Puente

Anthony Nguyen

Danny Rivera

Sophia Garcia

Pamela Eddinger

Dr. Natacha M. Cesar-Davis

Santiago Thompson

Demitri Borrero

Angela Carolina Garcia

Booths.css-14sv5ey{margin:0;font-size:1.4rem;font-weight:500;line-height:1.5;color:#494949;font-family:'Poppins',sans-serif;color:#FFFFFF;margin-left:0.8rem;font-weight:400;}18 Booths

HOPE Initiative: Student-Centered Action as Transformative Resistance

Tell Magazine: BHCC's Literary Magazine

The Mary L. Fifield Art Gallery

DISH Food Pantry

Compelling Conversations Speaker Series

BHCC Distinguished Artist Scholar in Residence

Building the Framework for Success: An AANAPISI-Funded Initiative

Ethnographies of Work

Single Stop

One Book Program

Chelsea TRIO Talent Search Program

OER @BHCC

Latina/o/x Student Success Initiative (LSSI)

Learning Communities

Learn and Earn Internship Program

Title V Grant: HSI Compass – Professional Learning Opportunities on Culturally Sustaining Practice through a Hispanic, Latino/a/x Lens

Past Event: 2021 CECW Institute

TRIO Student Support Services

Speakers43 Speakers

Booths18 Booths