Boston's Premier Foundation College

Helping individuals of all ages build the foundation for personal success
as students, workers, citizens and leaders.

Priceless education and connections



Goal What are we doing? What do we plan to do? How will we assess our effectiveness?
A specialty for the benefit of themselves, their employers, their communities and society at large
  • Course, CDA, certificate, license, career opportunities aligned with state and federal requirements, national standards, partner school transfer requirements for working in early education and care, human services or general studies.
  1. Continue to align our curriculum with state and national standards
  1. Explore new career opportunities (health care, elder care, ABA assistants, etc.)Elder Care started, also Child Health Care, Safety and Nutrition, Infant/ Toddler specialization, Director
  2. Continue to explore further articulation agreements for easy transfer ( Northeastern, Eastern Nazarene, etc,
  3. Further explore becoming a 4 year college
  4. Add a new certificate for ECE directors
1. curriculum revised to meet new standards (ELLs, Dual Language Learners, Effects of Stress on Brain Development, Asperger’s and other Spectrum disorders 2 Meetings with health care providers, YMCA Training, Inc. ; Children’s Behavioral Health Initiative; new courses in Holistic Health, Yoga & Meditation. 3. Fisher done. Working on Suffolk, UMASS/Boston, Wheelock, Newbury, Lesley  for updates 4.Approval for charter as a 4 year college put on hold while we move. New degree for Para-educators 5. New certificate for ECE directors and  para-educators; revision of course requirements for AA in Human Service Administration
Communication Skills- oral and written so as to write, speak and listen to achieve intended meaning and understanding
  • Developing rubrics for all courses
  • Adding writing and speaking assignments to more content classes using common rubrics
  • LRC support
  • Workshops for English Language learners
  • Improved assessment
  • Sought other assessment tools
  1. Institutionalize the use of common rubrics conference held in October
  1. Videotape final speeches for panel review ( need to purchase video camera, buy-in from students who are nervous
  2. Utilize newly developed rubrics for portfolio assessment done
  3. Add writing and speaking assignments to all content classes
  4. have workshops for faculty on writing across the curriculum
  5. Find better assessment for writers of languages other than English
  1. Scores on rubrics
  1. Grades in classes
  1. Faculty evaluations
  1. Review of syllabi for presence of writing and speaking assignments
  1. Workshops held and to continue on measuring outcomes
  2. New in-house assessment developed and implemented. More work needed on this.
Information Literacy- so as to have a systematic and disciplined approach to accessing, evaluating and using information
  • Hired a librarian
  • Added small research components to more classes
  • Librarian visited all classes
  • Handouts developed for student use of on-line data bases both at home and in LRC
  • Many faculty, students and staff trained in use of databases and inter-library loan
  • Librarian spoke to all faculty present at colloquium
  • Librarian took ENG 112 classes to Boston Public Library for tour and demonstration lessons on using resources effectively
  • All students must possess a library card
1. Continue to explore options for students 2. Update databases regularly 3. Librarian to hold workshops for all faculty, students and staff each semester 4.Encourage small research projects in more classes 5. Utilize rubrics for evaluating use of research projects 6. Investigate and apply for grants that can help grow our LRC 1 Scores on rubrics 2. Increased usage of databases in reports written by students 3. Number of students, faculty and staff trained in usage 4. Attendance at workshops 21 new computers added, 8 new TV/DVDs with laptop hookup ability more laptops & projectors for students/faculty use; grant to get new computers
Computer Literacy – to develop fundamental computer skills for personal and business use
  • All students must take at least 1 computer class
  • Free workshops for students who need/ want 1:1 instruction or updates
  • Added more advanced course for all students
  • Developed new course on using technology to manage a home child care business
  1. Added new course on using computers in early childhood classes
  1. Keep equipment up to date and add courses as programs change (ie Windows 10 )new computers and software Workshops for students, faculty and staff on using laptops and projectors done and continuing
  2. “Mommy and Me” course for parents to take a computer class with his/her child (grant not funded)
  3. Grants to make computers more accessible for students
Grades in courses Ability to produce work for classes Awarding of grants Success of new courses based on student evaluations     Language lab coming in new          building “Tech Goes Home” piloted in some courses. Students received low cost I-pads and instruction on how to use them to document competency as teachers.
Quantitative Reasoning and Mathematical Literacy – to analyze real world problems and use resources effectively to identify reasonableness, alternatives, and to select optimal results
  • All students must take at least MAT100- Basic College Math
  • Other courses are offered
  1. Encourage students who are planning on going forward to a 4 year college to take Algebra offered 3 times and will continue to offer each spring
  2. Carefully select faculty who understand and are prepared to teach  math- phobic students and those who have not had math for a long time excellent new hire
  3. Select texts that relate math to real life experiences by working closely with publishers who understand our students’ needs we may need to develop an “in-house” math program as textbook costs become prohibitive- new resource for used texts is working out
  1. Enrollment numbers in Algebra from 0-23
  2. Grades in MAT100  good range
  3. Instructor evaluation comments outstanding
Critical and Creative Thinking Skills-to reframe questions, consider multiple perspectives, draw analogies and generate, test and reevaluate outcomes
  • All students must demonstrate these skills throughout their courses and document in the PRO SEM II classes that they have developed the skills
  1. Imbed opportunities in every class
  2. Develop rubrics for each class that will rate these skills
  3. Have students collect graded rubrics for inclusion in final portfolios
  4. new courses in Critical Thinking
  1. Portfolio Evaluations
  2. Rubrics with instructors’ comments added to portfolio
  3. Final writing assignment in Pro Sem II that asks students to evaluate how their thinking has changed since enrolling at UCB
Cultural Competence- to gain an understanding of their own values, goals and perspectives in order to gain an appreciation of others of similar and diverse cultures, values and perspectives
  • Faculty workshop to introduce the topic for inclusion in classes
  • New courses offered in all 3 languages (English, Chinese, Spanish)
  • LHSP grant to teach the components of Cultural Connections, LEEP and Supporting Preschoolers with Language Differences
  • Part of ECE 106 curriculum
  • Part of Human Services competencies
  • Part of Pro Sem I and II writing assignment for all students
  • Addressed in PSY 100 and NTS 103
  • SOC202- Cultural Aspects of Families and Children offered in 3 languages (English, Spanish & Mandarin) and part of certificate requirement for ECE and degree requirement for HSA
  1. Continue to offer opportunities for students, faculty and staff for growth in this area continued offering of courses developed with EDC
  2. Infuse the theories of cultural competence in all courses done through all faculty conference
Stress cultural competence and family involvement
  1. Faculty will provide evidence of where and how this is addressed in their curricula
  2. Number of students who have taken the courses
  3. Capstone course should have a question on how students have gained an understanding of their own values, etc. so students can articulate their own growth
  4. added to capstone courses
Self Analysis Skills – to evaluate one’s own values, goals, knowledge base, leadership skills, integrity, citizenship and service to others
  • Competencies in all programs
Continue to assess attainment of competencies through demonstration, writing, workplace evaluations, promotions Imbed a writing assignment in Pro Sem II that asked students to reflect upon and articulate how they have developed Self-analysis skills throughout their education
Commitment to Life-long Learning to encourage students to continue to learn either at school through transfer to a baccalaureate program or independently
  • Hold college fair twice per year
  • Provide materials for transfer to 4 year colleges
  • Invite graduates back for events and speakers and to talk to current students about the schools they now attend
  • Send out information about course offerings every semester to all former students
Continue as we have done Add more colleges for transfer opportunities Develop new courses and/or programs that reflect the needs of students Continue to align our curriculum with receiving schools to assure a smooth transfer Number of students going forward from courses to CDAs to certificates, AA degrees, BA degrees and more. Now have database with 1541 students; 887  have completed AA degrees 528 have gone from certificate to AA; 23 have gone from CDA to certificate; 327have gone from CDA to Certificate to AA; 220 have gone from CDA to AA; 225 have  received certificates; 531 have received only AA degrees without certificates. 297  have gone on to bachelor’s degree programs; 32 have master’s degrees



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