Category 1: Helping Students Learn

 

Reacting
Systematic
Aligned
Integrated
Isolated tasks and
activities address
immediate needs
Repeatable, proactive
processes with clear
and explicit goals
Stable, consciously
managed, regularly
evaluated
Regularly improved
through analysis,
innovation and sharing

Considered as a whole, MCC’s efforts in the area of Helping Students Learn over the past four years have been highly Aligned and approaching Integrated in terms of widespread reform and revision of curriculum and changes to developmental education.

Two key opportunities identified by MCC in the 2009 Systems Portfolio have been systematically and thoroughly addressed. One major development is MCC’s comprehensive effort to better serve underprepared students. As outlined in 1P5 and 1P6 below, MCC became an Achieving the Dream (AtD) institution in 2010 and has leveraged the data analysis and faculty engagement of that initiative to make significant changes to developmental education. Specifically, MCC has instituted mandatory placement for all developmental subject areas. This was done in a fashion that involved all faculty and Student Services stakeholders on a variety of levels of the organization. Mathematics and English (writing) handled these issues internally, while placement in Reading took the form of prerequisites for all college courses; these were set at the discipline level by faculty using the college’s CPSC governance process. All of this work was undertaken using data generated by AQIP Action Project teams and the Achieving the Dream (AtD) process, as described in detail in 1P5, 1P6, and 1P8.

Another major reform has been the multiple measures approach to the assessment of student learning. As previously reported, MCC had abandoned a previous method of assessing embedded artifacts of student learning at the course level. Since that time, the Committee for the Assessment of Student Learning (CASL) has aligned a regularly-improved and repeatable cycle of assessments that includes a locally-developed objective test of General Education outcomes, a commercially-available and benchmarked ETS product called Proficiency Profile, and the Community College Survey of Student Engagement (CCSSE). Details about this multiple measures approach, which was cited as a key strength by the Aspen Institute College Excellence Program, appear in 1P18.

Other significant improvements have been made in the areas of developmental education and helping students learn. Drawing upon success in acceleration at institutions like the Community College of Baltimore County (CCBC), developmental faculty have begun to develop linked and accelerated courses to shorten the time that students spend on developmental coursework. One particular example of this is the Accelerated Learning Program (ALP) courses in writing. Details about the recent dramatic success of ALP courses are presented in 1I2. MCC also maintains a number of highly-effective and stable processes for the support of student learning in all courses, and these are documented throughout this section.

In summary, dramatic changes as a result of MCC’s commitment to the student success agenda place Helping Students Learn at the level of Aligned approaching Integrated due to stable, regularly improved process that are subject to analysis, innovation and sharing.

1P1 and 1P2 Student Learning and Development Objectives. General education objectives common for all degree-seeking students and most certificate-seeking students are determined by the College Professional Study Committee (CPSC) and were most recently revised in 2009. General education objectives are reviewed and revised on a regular basis by a subcommittee of CPSC. This general education review committee includes at least one faculty representative from each division on campus and is currently working to align MCC’s objectives with the Michigan Transfer Agreement and explore the concept of “majors” and more defined curricular pathways for transfer/liberal arts students. Representatives are responsible for communicating the ideas from their division to the committee. Committee recommendations go CPSC for approval and then on to the President for approval.

CC3B.

(1) The institution’s general education program is designed for degree seeking students who will require versatile knowledge and skills outside of their area of study. General education essential learning outcomes can be found in Figure 1-16 below.

(2) Following the consensus from higher education organizations such as the Association of American Colleges and Universities, the Association of American Community Colleges and the Higher Learning Commission, Mott has developed a set of general education learning objectives that represent the versatile knowledge and skills crucial for college graduates to possess beyond their specific area of study. These learning objectives are developed and reviewed by committee on a periodic basis, the last one taking place in 2007-2009. The committee was charged to look at not only what provides a well-rounded education, but also develop requirements that would easily transfer to other institutions. The three overarching general education goals agreed upon include critical thinking, global awareness and citizenship. A detailed description of these objectives can be found here:
http://www.mcc.edu/programs_courses/pc_gen_ed.shtml

(3) Every degree program offered by the institution engages students in collecting, analyzing and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments. As stated above in (2), part of the general education requirements at MCC includes critical thinking. Critical thinking includes being able to analyze information, adapt as the environment changes and applying various modes of inquiry in different contexts. This goal is not tied to any specific course, but is infused throughout the entire college curriculum.

(4) The education offered by the institution recognizes the human and cultural diversity of the world in which students live and work. As stated above in (2), one of the general education requirements at MCC is global awareness. Global awareness requires students to “demonstrate an understanding of the diversity of culture, race, ethnicity, nations, religions and political and social systems.” Again, this goal is not tied to any specific course, but is infused throughout the curriculum.

(5) The faculty and students contribute to scholarship, creative work and the discovery of knowledge to the extent appropriate to their programs and the institution’s mission. MCC students and faculty are actively involved in scholarship and creative works. For instance, each year, outstanding work of students is displayed in the student art show. In addition, music faculty and students are involved in several performances throughout the year. Further, faculty is encouraged to attend conferences and other professional development opportunities related to their field or related to teaching and learning.

CC4B.

(1) As stated above in 4B, MCC has clearly defined general education objectives. These objectives are assessed every Fall with a General Education Assessment, an in-house assessment tool created with the input of faculty and staff. In addition, the Community College Survey of Student Engagement (CCSSE), which assesses student engagement in a number of areas including experience with the general education objectives, has been administered bi-annually in odd-numbered winter semesters. MCC also administers the Educational Testing Service’s Proficiency Profile biannually in even-numbered winter semesters.

(2) In addition to the institution-wide assessment discussed above in 4B(1), assessment also happens at the course and program levels. Faculty members responsible for creating the learning outcomes for each program and course administer assessment at the classroom level. In addition, some programs have initiated a program-level outcomes assessment. For instance, the Economics department currently utilizes a cumulative final exam based on objectives from a master syllabus and a pre-existing standardized test adhering to national norms.

1P3 Design of New Programs. A long-standing formal process exists for the design of new programs and courses, which are developed by faculty under the leadership of Academic deans. As MCC’s most direct contact with student learners, faculty work to keep curriculum current in their individual areas of study. In most cases, the development of new programs and courses is a group effort at the department level. New programs and courses also need to be approved by the division faculty before entering the CPSC process mentioned above. Unlike revised programs and courses, newly-developed programs must be submitted to the Board of Trustees for approval. A detailed explanation of the CPSC process, including design and approval of new programs may be accessed here: http://www.mcc.edu/acad_affairs/pdf_acad_affairs/CPSC%20FAQ.pdf

As part of the development process, MCC faculty members and administrators perform a variety of external feasibility and scanning activities to forecast reasonable expectations of student need, potential enrollment, and comparison/competition with other similar offerings at other institutions. These activities vary between disciplines and courses. A special emphasis is placed on research for transferability of courses at area colleges and universities. CPSC also has two major standing subcommittees, Curriculum and Academic Affairs. The Curriculum Subcommittee is a work group that performs in-depth analysis of curricular changes and makes recommendations back to the larger committee. Academic Affairs meets to discuss and analyze proposed changes in procedures and operating guidelines affecting academic and student services processes. CPSC is co-chaired by the Vice President for Academic Affairs and the Vice President of the MCC faculty union. CPSC recommendations are subject to approval by the President of the college.

1P4Responsiveness in Program Design. In Winter of 2012, MCC launched a new 5-year rotation of academic program and discipline review. Each program is examined for performance results and input from faculty, students and relevant industry/workplace stakeholders (a schedule of these reviews appears below in Figure 1-9). MCC faculty, administrators and staff place students’ learning goals and career needs at the center of all program design. This is true in the design of traditional academic transfer courses and programs, vocational or occupational degrees and certificates, as well as workforce development and student enrichment programs.

CC1C.

(1) MCC is aware of its role in a multi-cultural society. This is evident in the institution’s mission statement: “The mission of Mott Community College is to provide high quality, accessible and affordable educational opportunities and services that cultivate student’s success and individual development and improve the overall quality of life in a multicultural community.” In addition, MCC’s diversity statement acknowledges that, “we dedicate ourselves and this institution to preserving a multi-racial, multi-cultural environment. As a leader, we can help and support everyone in our community to realize the great potential of minorities.” The text of the statement can be found in its entirety here: http://www.mcc.edu/18_policies/student_diversity_statement.shtml

CC3A.

(1) MCC faculty continuously engage program and course curricula to maintain currency. Any changes in programs are initiated by faculty and reviewed by the faculty division before gaining final approval with the CPSC. In addition, advisory committees oversee many of the institution’s programs and have adopted several processes to maintain currency and update instructional content.

(2) In addition to the overarching general education goals required for all degrees mentioned above in 3B(2), each program identifies specific learning objectives.

Learning objectives for specific elements of the curriculum are identified at the program level. Programs are designed so that students experience each learning objective in specific courses throughout the program. For occupational programs, a primary driver of responsiveness and employment market concerns are program advisory committees. Comprised of community members from business and industry, MCC advisory committees are described in greater detail in 9P2 below.

CC4A.

(1) Since 2009, MCC has re-established regular program reviews occurring on a five-year basis. Details about this process can be found in 1P4.

(2) MCC does not award credit for prior learning. All other decisions regarding credit transcription are handled by the Office of the Registrar and CPSC.

(3) MCC generally accepts freshmen and sophomore credit from regionally accredited institutions.

(4) Course curricula, including pre-requisite requirements, expectations for student learning and course rigor are initiated by faculty and must be approved by the CPSC before implementation. In addition, faculty are required to meet the criteria set forth in the job descriptions. For a detailed discussion of the hiring process and job descriptions, see Category 4. Dual credit students take the same courses as MCC students guaranteeing quality and consistency.

1P5 and 1P6Required Student Preparation. Since joining Achieving the Dream (AtD) in 2010, MCC has placed a primary focus on the student preparation for specific curricula, courses, and learning. As reported in the 2009 Systems Portfolio, no form of mandatory placement previously existed at MCC. Following the unofficial AtD motto “students don’t do optional,” MCC began investigating the performance of students who demonstrated developmental need during the admissions and placement testing process. As described in 1I2 below, developmental education reform has been a significant focus of the period since the last Systems Appraisal. Through several related and inclusive processes—including a now-completed AQIP Action Project on Mandatory Placement/Developmental Education and Achieving the Dream (AtD)—MCC now has institution-wide mandatory placement for mathematics, writing, and reading. Placement is based upon incoming Accuplacer scores in these subject areas. The determination of placement levels was made based on detailed student performance reports prepared by Institutional Research (IR) and used by faculty at every level of the organization.

MCC requires completion of a preparatory session before students may enroll in distance learning courses. This has dramatically improved the success and completion rates in online courses. The Distance Learning/Educational Systems (DLES) session is a requirement for all e-Learning offerings at MCC. Students must successfully complete a DLES session prior to enrolling in any distance learning course. The sessions are entirely online and available through BlackBoard. The session usually takes about four hours to complete, depending on the skills of the student. The first DLES session is free to students; a re-take charge of $25 applies for additional attempts.

In addition to placement, the Admissions Office maintains an interactive set of Admissions Guides for students. These guides are available on MCC’s web site and in paper format on-campus; they help students navigate the necessary steps to enroll and begin taking classes at MCC. The guides communicate the specific curricula, programs, courses and learning requirements for various types of admissions categories. The Admissions Guides contain checklists for each type of student admission and also provide links to important requirements and resources. The interactive Admissions Guides may be accessed here: http://www.mcc.edu/admissions/index.php

Checklists, expanded guides, and details for the following categories are listed in the figure below:

Admissions Guide Title Description of Student Category
New Students First time attending any college.
Returning MCC Students Readmitting after 5 years.
Transfer Students Attended a previous college.
Guest Students Presently attending another college.
International Students Attending under an F-1 student visa.
Non-Candidate for Degree Students Attending for personal interest or enrichment.
Dual Enrollment & Early Admit High School Students Still attending high school or home school.
Figure 1-1 Admissions Guides Categories

The Admissions Guides link directly to student services, registration, placement, and financial aid services to aid in student preparation. These services are also located proximate to one another on MCC’s main campus; a recent renovation consciously integrated these areas in one physical location. The renovation is described in greater detail in 3I1 below.

CC2B.

All information about MCC, including detailed information about each program, tuition, accreditation, faculty, staff and program requirements is publicly available on the website:
http://www.mcc.edu/index.shtml

The information needs of current students are supported by the comprehensive set of resources (including academics, records, financial aid, etc.) available here:
http://www.mcc.edu/current_index.shtml

Information for prospective students, including degrees, courses, records, registration and other college resources is located here:
http://www.mcc.edu/prospective.shtml

MCC has devoted the entire Prahl College Center building to a “One Stop” environment. Students undergo a process of intake, assessment and referral to programs and courses where they can form a plan based on career interests and educational attainment at the point of entry to the college. Admissions, Testing, Counseling and Advising as well as Student Financial Services are conveniently located for student access. Accuplacer placement tests are required of all new students, and the resulting data are reviewed between the student and advisor. Course selection is based on test recommendations, student preference, and placement/prerequisite policies.

Course pre-requisites are frequently employed to ensure that students can engage in learning experiences appropriate to their demonstrated ability. MCC now has a Developmental Education Steering Committee, a cross-functional group of Academic Affairs and Student Services faculty and staff. This standing group was a recommendation of the AQIP Action Project on Mandatory Placement/Developmental Education. After analysis of data collected on the success and retention rates of students placed into developmental courses, the Developmental Education Steering Committee recommended that Reading levels be placed on all courses in the MCC curriculum, a solution that was also suggested by the AQIP Action Project team. These changes go into effect on November 1, 2013 and have been widely publicized on the MCC web site, in college catalogs, and on closed-circuit InfoChannel TV screens in MCC hallways. Below is an example of the notification being provided to students:

Attention Students!
Curriculum Changes / Reading Placement Matters

As part of our ongoing commitment to student success, all MCC courses now have a reading prerequisite. If you place into READ 016 or READ 030, please do not put off taking this course. You will be able to register for other courses, but depending on your field of study, courses may be limited until you complete the Reading class successfully.

Contact an advisor for assistance. Accelerated classes listed below may be a good option for you.

Figure 1-2 Notice of Reading Prerequisites for All Courses (Effective November 1, 2013)

Through a faculty-driven process, all disciplines in every division met to analyze student success data prepared by Institutional Research for their particular courses. The result was a list of Reading “pre-requisites” for all college courses as described in Figure 1-2 above. Courses will now have one of the following prerequisites: no reading level (READ 016); one level below college (READ 030); or college level. All program, course and section information is fully available on the website, and the program and course descriptions and objectives were reviewed and approved at multiple levels in the CPSC process. More information about developmental education reform appears in 1I2 below.

MCC communicates required preparation to current and prospective students through paper brochures and the college web site. Placement testing information provided to current and prospective students may be accessed here: http://www.mcc.edu/counseling_student_dev/casd_testing.shtml

1P7Advising and Program Selection for Students. MCC has made recent revisions and significant investments into the advising function of the college. Within the past year, the college has made a commitment to improving retention by adding 20 full-time equivalent positions held by counselors and advisors called Student Success Specialist (SSS) and Academic Success Specialist (ACSS). The expectation of these positions is to improve retention and student success through quality academic engagement, outreach and prevention. All advising was previously done by part-time or reassigned faculty members. The new employees in these SSS and ACSS positions—which are also part of the faculty bargaining unit—are charged with providing improved and more accessible advising. The Counseling and Student Development division (CASD) helps students select programs of study that match their needs, interests, and abilities. Students who are General Study degree majors or are Undecided about their major program or career plans see a counselor for educational support. Licensed Professional Counselors are also trained to provide assistance with confidential personal issues which interfere with college studies. Students who are decided about their major program and related career plans also see an advisor for educational support. MCC faculty members who are specialists in degree and certificate programs make up the advising team. An overview of CASD services may be accessed here: http://www.mcc.edu/counseling_student_dev/casd_index.shtml

CC3D.

(1) Mott has several student support services in place to aid student success including the Counseling and Student Development Division (CASD), MCC Learning Center which houses the TRIO-SSS, Perkins Program and DisAbility services. A detailed discussion about these services can be found under 1(2).

(2)MCC uses the placement assessment software Accuplacer. The results of this assessment are used along with other information to recommend the most appropriate beginning course levels for students. Most new students are required to take computerized tests covering Reading, Math and English. In addition, MCC offers developmental courses for students who need additional preparation in order to succeed in college.

(3) Students who have chosen a program of study are referred to academic advisors who are faculty members with a specialization in MCC’s degree and certificate programs. These advisors assist students in career planning, preparation for transfer, changing programs or majors and provide personalized academic support. In addition, students who are undecided or new to Mott can meet with licensed professional counselors to advise and assist them as they choose their course of study. See 1P7 for more information on academic advising.

The Career Resource Center (CRC) is a source of rich information and staff support for students to research career opportunities throughout the curriculum. Faculty program coordinators and specialty advisors serve as the primary contact to students as they engage in courses related to their career area, and the curriculum choices are flexible especially in first-year classes. Upper level classes offer students many opportunities to participate in experiential learning activities designed to give hands-on experience in areas of student interest.

1P8Underprepared Students.Perhaps the most significant change of focus at MCC since the last Systems Appraisal has been the sustained and accelerating pace of reform in approaches to dealing with underprepared students. In March of 2010, MCC kicked off an AQIP Action Project on Developmental Education/Mandatory Placement. The goal of this project was to make recommendations considering two specific areas: (1) the potential for the creation of a comprehensive, coordinated, and cross-disciplinary developmental education program, and (2) the potential for mandatory placement into developmental courses based upon the academic preparedness of incoming students. This was one of four projects selected by the Executive Cabinet (EC) after an extensive stakeholder input process conducted in December of 2009. Despite expectations of success, the team found that many incoming MCC students have not yet developed the academic skills needed to perform college-level work.

Economic and social changes in the external environment were reflected in increased numbers of students who arrive under-prepared. Increasingly, external agencies expect MCC to serve these under-prepared students in limited time frames. In addition, the degree or severity of under-preparedness has resulted in more students who are not ready for developmental coursework.

At roughly the same time, MCC joined with a number of other Michigan community colleges to become part of the national Achieving the Dream (AtD) 2010 cohort. As required by AtD, MCC formed a Data Team to analyze student success measures and achievement gaps using actual student performance data. The synergy between the AQIP Action Project and the AtD Data Team resulted in an unprecedented focus on the placement process. All AtD institutions are required to create a base set of data comprised of the previous three years of student performance indicators. Upon joining in 2012, the initial AtD cohort for MCC was 2007-2009. The data point that most members of these teams saw as a call to action verified what faculty and staff had been saying anecdotally: the number and severity of developmental needs among students was increasing. Using AtD data, Institutional Researchers and developmental faculty created a new classification of students who required developmental coursework: singles, doubles, and triples. Singles were assessed to need a single course area of developmental education (reading, writing, or mathematics); Doubles required two; Triples required all three developmental areas. As one would assume, retention and completion rates were the lowest for Triples, and their numbers were increasing:

  2007 2008 2009 2010 2011
Zero 19% 20% 20% 20% 18%
Single 29% 27% 26% 25% 24%
Double 31% 31% 27% 26% 26%
Triple 20% 23% 27% 29% 32%
Figure 1-3 AtD Developmental Course Recommendations by Cohort

At the time the AtD Data Team’s Preliminary Findings report was shared with the college community in May of 2011, only the first three years of data (2007-2009) were available. The 2011 report may be accessed here:
http://www.mcc.edu/prq/pdf_prq/ATD_Data_Team_Prelim_Findings_Report_Final.pdf

Even then the trend was staggering: the data showed a dramatic increase in the number of students who scored as needing developmental coursework in all three subject areas of reading, writing, and mathematics. As Figure 1-3 demonstrates, this trend has continued to the present. Institutional Research is currently analyzing the 2012 cohort data for inclusion in this and other AtD student success measures that are routinely used by groups working on developmental education issues across the college. As reported in 1P5 and 1P6 above, MCC acted upon these and other data to create mandatory placement for all developmental subject areas using an inclusive, formal process of faculty governance. More information about developmental education reforms is presented in 1I2 below.

In addition to placement reforms undertaken by Academic Affairs, MCC provides stable academic support in Student Services. Academic support is provided through one-on-one or group tutoring. MCC provides academic support through individualized and peer group tutoring, assisting students to develop better study and note-taking skills, hiring qualified peer tutors, and helping good students become better students. Peer Tutors are students who have successfully completed the course they will tutor in with a grade of at least 3.0 and have been recommended to us by their instructor. Peer Tutors work with students individually or in small groups. Each session is tailored to meet student needs. For example, a Peer Tutor might scan notes to help clarify a lecture or offer tips on how to outline an assignment. Peer Tutors are available by appointment. Other services include the Math Empowerment Center, peer academic coaching, peer tutoring, professional tutoring, the Writing Center, and the Language Lab.

Professional Tutors are faculty instructors and/or have a university degree in the subject in which they tutor. Professional Tutors work on the basics in depth, enabling students to begin the learning process in any given subject. Professional Tutors review, underscore and reinforce the skills and knowledge needed so that students can begin to master the content of the course. Professional Tutors work by appointment only. A coordinator will meet with the student to determine eligibility. The one-on-one tutoring sessions are for a 50-minute weekly appointment.

1P9 Detecting and Addressing Different Learning Styles. Over the years, faculty and staff have conducted voluntary workshops for instructors on learning styles and classroom strategies for adapting to diverse student approaches to learning. Through the Center for Teaching and Learning (CTL), faculty continue to discuss students’ learning styles and teaching techniques that appeal to diverse approaches to learning. While many individual instructors assess and utilize student learning styles, this happens on an ad-hoc basis. Another ongoing project to detect and address learning styles is the use of Gallup’s StrengthsQuest assessment for college-age students by faculty in the Business Division. Students are assessed as part of introductory courses in the division and their StrengthsQuest talents are used throughout their coursework, culminating in a capstone project in their discipline.

1P10Special Needs of Student Subgroups.MCC’s activities surrounding Achieving the Dream (AtD) encourage faculty and staff to analyze data that identify “gaps” for student subgroups. The needs of MCC’s diverse student body are serviced through a variety of offices and programs within the college. MCC operates a DisAbility Services Office which is staffed by professionals and a qualified accommodation specialist. All student computing labs are equipped with at least one station with a standard set of adaptive aids and technology. Other adaptive aids are provided as needed on a semester basis at no cost to students. Tuition scholarships are available to any college district resident aged 60 or above on a space available basis. Special non-credit programming is offered through the Foundation for Mott Community College (FMCC). Veterans are given assistance with enrollment and benefit issues through the Office of the Registrar. More information about MCC’s veteran’s services may be accessed here:
http://www.mcc.edu/veteran/vet_resource_center.shtml

Through the office of DisAbility Services, MCC offers a comprehensive set of support strategies for students with disabilities, including alternative testing, tutoring, interpreter training, and other specialized services. The complete range of services available through DisAbility Services may be accessed here:
http://www.mcc.edu/disability_services/index.shtml

MCC’s Student Life Office provides a forum for students with various interests to participate in the culture of MCC. Information about student clubs at MCC may be found here:
http://www.mcc.edu/student_services/ss_life.shtml

CC1C.

(2) MCC believes that it has a special responsibility to promote equal access and success for minority students. The college has established a Minority Education initiative to help achieve harmony among racial groups. In addition, the college is committed to creating a setting that welcomes all persons regardless of race, color, creed, culture or national origin and will not allow any form of prejudice.

Academic success and retention among student subgroups is also increased by the many student clubs and activities on MCC’s campus. MCC’s athletic program provides the only intercollegiate sports activity in Genesee County. The Bears of MCC field competitive teams for men and women. Mott sports currently include men’s basketball, baseball, cross-country and golf; as well as women’s basketball, softball, cross-country and volleyball. MCC is a member of the Michigan Community College Athletic Association (MCCAA) and the National Junior College Athletic Association (NJCAA). Teams compete with other conference schools and mid-western colleges and, when qualified, enter regional and national tournaments. More information about student clubs and athletics may be found in 1P16 below.

1P11Effective Teaching and Learning. A primary mechanism to define, document, and communicate expectations regarding effective teaching and learning is MCC’s Center for Teaching and Learning (CTL). The CTL was established in 2007 in conjunction with the recommendations of the AQIP Professional Development Action Project team. Under the leadership of the Executive Dean for Professional Development and Experiential Learning, the CTL offers workshops and seminars several times a year and also provides opportunities for interested faculty to meet, form teaching circles, consult on teaching and learning issues, or browse the resource collection. The mission and values statement for the CTL appears in the following table:

The Office of Professional Development through its Center for Teaching and Learning is dedicated to creating a culture of continuous learning for all faculty, staff and administrators at Mott Community College.

Values Statements
  • Provide a centralized venue through which faculty, staff and administrators may collaborate and discover professional development opportunities
  • Develop and share best practices in teaching, learning , and technology to support the pursuit of instructional and professional excellence
  • Promote lifelong learning to encourage both professional and personal growth
  • Provide the professional development opportunities, training and resources necessary to enhance learning in a diverse environment
  • Promote collegiality through mentoring and sharing expertise among the faculty, staff and administrators across the college
Figure 1-4 Center for Teaching and Learning (CTL) Mission & Values Statement

Further communications about expectations, including references to all relevant teaching and learning policies, are included in the 2013 Faculty Resource Guide which may be accessed here:
http://www.mcc.edu/pdf/faculty/Faculty_Resource_Guide.pdf

CC2D.

MCC’s respect for freedom of expression and the pursuit of truth in learning is evident in the faculty CBA. The CBA details the right of faculty to, “freedom of discussion on all matters which are within his/her area of competence, both within the classroom and in reports of research activities.” The text in its entirety can be accessed here:
http://www.mcc.edu/hr/pdf/faculty_cba.pdf

Additionally, the student code of conduct states that, “All Mott Community College regulations shall be construed so as not to abridge any student’s constitutional rights, which include, but are not limited to, the rights of free expression of thought or opinion, free association, peaceable assembly or the petition of authorities.” The full text can be accessed here:
http://www.mcc.edu/policies/student_code_of_conduct.shtml

Further, MCC has an academic integrity policy in place to ensure the pursuit of truth in teaching and learning. This policy can be accessed here:
http://www.mcc.edu/policies/student_acad_integrity.shtml

CC2E.

(1) Included in MCC’s student support services is a Writing Center that is operated by the Humanities division and provides students with one-on-one guidance as they complete writing assignments. This one-on-one guidance includes a discussion about the appropriate use of resources and various type of plagiarism. The Writing Center is also open to faculty looking for input as they create assignments.

1P12Design of Course Delivery System. MCC has built and regularly maintains effective and efficient course delivery systems for both on-campus and distance learning courses and offerings. While MCC does not have a uniform course or curriculum design platform, all courses are required to have a master syllabus on file in the division office.

CC3A.

(3) MCC maintains consistency in quality and learning goals across all modes of delivery and at all locations in several ways. First, we maintain continuity in leadership. Each academic Dean oversees instruction within their division on the main campus as well as at remote locations and online. Second, all instructors are required to teach the same course content with the same objectives as put forth by faculty and approved by CPSC. Finally, in order to ensure that distance-learning courses are effective and consistent with face-to-face courses, all faculty teaching online are required to become certified in online instruction by the Educational Technology Organization of Michigan (ETOM). This requires faculty to enroll in a six-week course focused on online course design and instruction. In addition, faculty teaching online courses are also required to complete training in Worldwide Instructional Design Systems (WIDS) software.

For many years, the Worldwide Instructional Design System (WIDS) has been utilized by many faculty for the purpose of developing learner-centered curriculum. Given the increasing cost of WIDS and the well-developed faculty expertise on instructional design systems, the Vice President for Academic Affairs has contracted with MCC faculty to design a customized instructional design system to replace WIDS. The leaders of the design team come from the two major areas of the curriculum: one is an instructor in an occupational program, the other in a liberal arts/transfer program. Both are veteran WIDS trainers. Beginning in Winter of 2014, they will design a customized instructional design system for MCC.

MCC continues to utilize Blackboard as its online course delivery/learning management system. There is a high degree of usage among traditional on-campus and distance learning faculty alike. More information about MCC’s use of the Blackboard course delivery platform may be accessed here:
http://www.mcc.edu/its/pdf_its/resource_guide/Section%205.pdf

A standing Distance Learning Advisory Subcommittee (DLAS) is highly involved in the development and approval of distance learning courses. Development of distance learning courses, as well as qualifications for teaching distance learning, is structured around MCC’s Standards and Practices for Distance Education document, which may be accessed here:
http://distance.mcc.edu/pdf/standards%20and%20practicesweb.pdf

1P13 and 1P14 Currency of Programs and Courses. A number of formal and recurring processes ensure that MCC programs and courses remain current. Many programs of study, including all occupational programs, have advisory committees that utilize various processes to update curriculum and provide currency in instructional content. More information on the role of advisory committees can be found in the description of program and discipline review for occupation programs in 9P2 below. Programs and courses are frequently revised and submitted for approval by CPSC. Courses are reviewed by classroom faculty, but any changes are approved first by a divisional vote and then by CPSC.

CC4A.

(5) In addition to regional accreditation, MCC programs maintain accreditation as appropriate to their area. For instance, the Dental Hygiene program maintains accreditation by the Commission on Dental Accreditation, the specialized accrediting body recognized by the U.S. Department of Education, in addition to many others.

(6) The institution evaluates the success of its graduates. The institution assures that the degree or certificate programs it represents as preparation for advanced study or employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to its mission, such as employment rates, admission rates to advance degree programs, and participation rates in fellowships, internships and special programs. Michigan law prevents MCC from accessing existing state data on employment rates. However, to compile data on the employment rates and advanced degree enrollment rates, MCC does administer self-reported graduate surveys. Results for the most recent survey can be found here:
http://www.mcc.edu/mccfact/surveys_mccfact/GraduatefollowFY12.pdf

A report examining trends in theses surveys from 2006-2011 can be accessed here:
http://www.mcc.edu/mccfact/pdf_mccfact/GFS_Trends_Report_2006-2012.pdf

MCC’s shared governance process, the College Professional Study Committee (CPSC), is a highly-formalized representative system for curriculum review and change. CPSC is described in 1P3 above and in many other areas of this Portfolio. The full Committee meets once per month to review action taken to create, revise, or delete courses and programs. More information about CPSC may be accessed here:
http://www.mcc.edu/acad_affairs/cpsc_index.shtml

All programs and courses were revised within the past year to reflect changes in developmental reading prerequisites as described in 1P5 and 1P6 above. Before outright deletion, programs and courses are often “bracketed” in MCC’s course catalog:

Bracketing and Deleting:
What does it mean to Bracket a course or program?
  • Bracketing will remove a course or program from the current list of offerings.
  • Bracketing requires CPSC approval and must be submitted to CPSC on a memo with rationale and division vote. What does it mean to Delete a course or program? The course or program will be eliminated.
  • Deletion is often used when a course or program is obsolete or a new course or program will replace it.
  • Deletion requires CPSC approval and must be submitted to CPSC on a memo with rationale and division vote. How do I delete or bracket a course or program?
  • Submit a memorandum to CPSC with rationale and division vote.
Figure 1-5 CPSC Provisions for Bracketing and Deleting Courses/Programs

Greater detail on CPSC provisions for program and course changes, including a link to the source document for Figure 1-5, may be found in 1P3 above.

1P15 Determination of Learning Support Needs. Accuplacer placement test scores, along with course-based assessments such as those built into the design of developmental Reading classes, are used to determine individual student learning needs. Overall, the college analyzes the need for lab resources during the course approval and course scheduling processes. The comprehensive services offered in the Learning Center and Counseling and Student Development (CASD) which target advising and tutoring needs are supplemented by curriculum centered services such as the Writing Center, Biology Support Center, Math Empowerment Center, and Social Science and Humanities computer labs. The MCC Library is currently undergoing an extensive renovation to improve the facility and the services located there.

CC3D.

(4) MCC maintains the infrastructure necessary to carry out its mission. For instance, the main campus houses a dental hygiene clinic where dental assisting students able to gain clinical experience. The clinic provides low-cost dental hygiene services to the public. In addition, MCC is home to a state of the art Digital Fabrication Lab (FabLab), which exposes students to the digital technologies that are driving the future of product development. A detailed account of the institutions facilities can be found here:
http://www.mcc.edu/physical_plant/pdf_opp/2014_Capital_Outlay_Master_Plan.pdf

(5) There are several ways in which the institution guides students in the effective use and research of information. First, the library posts a guide to finding informational resources on its website:
http://www.mcc.edu/library/lib_research.shtml

Additionally, part of the general education requirement mandates that students take two English Composition courses, which introduce them to the basic principles of research and writing. The Writing Center, operated by humanities faculty, also provides students with one-on-one guidance as they complete the research process. The Writing Center also provides guides for gathering and using information and are available to speak about the research process at the request of faculty requiring a research paper. Finally, at the classroom level, several faculty members make the appropriate and effective use of resources part of their course content.

In addition to identifying the need for support services, DisAbility Services provides instructors with notification about the particular needs of students in their classrooms. This notification is done in a manner that respects student privacy and confidentiality while ensuring that the student receives the learning support required to be successful in the course.

1P16 Alignment of Co-Curricular and Curriculum Goals. At this point, no systematic process exists to align co-curricular development goals with MCC’s curriculum and learning objectives. A variety of positive activities regarding student clubs and organizations are performed across the institution.

Officially-organized student clubs coordinate with academic programs at MCC. Student clubs afford a rich opportunity for enjoyment and growth. Students find that involvement with the Office of Student Life provides them with the opportunity to express their creativity, get closer to nature, travel abroad, celebrate their heritages, network with other students and make new friends. The following table lists clubs that coordinate with academic programs:

Club Name Description
ASL Club Increase exposure, experience, and skills in American Sign Language
Black and Gold Productions Media Arts and Entertainment Technology (MAET) club
Connoisseur Club For admirers of fine dining and cuisine.
Dental Assisting Club Activities to encourage Dental Assisting student interaction
Dental Hygiene Club Enhance your Dental Hygiene career preparation
Early Childhood Education Promotion of child welfare and education
Future Teachers Association “I touch the future. I teach.” – Christa McAuliffe
LERN (Criminal Justice Club) Law Enforcement Resource Network
Organization for Musicians, Composers and Music Educators (OMCME) Providing service, resources, and culture through education, community service and music
Phi Theta Kappa National honors society for 2-year colleges
Photography Club Providing service, resources, and culture through education, community service and music
Respiratory Care Student Society Promotion of the Respiratory Care Profession
Social Work Club Promoting social work values within the community.
SOTA Club (Student Occupational Therapy Assistant Club) Enhance knowledge of occupational therapy
Student Nurses Association MCC chapter of the State and National Student Nurses Association
Student Physical Therapist Assistant Club (SPTA) Promote MCC PTA program and increase student professional knowledge.
Technology Club Broad exposure to the field of technology
Transitions School of Cosmetology Careers Participate in events which promote cosmetology industry.
Voices of Harmony Choir of singers and musicians
Figure 1-6 Student Clubs Associated With Academic Programs (selected)

Clubs at MCC follow the guidelines set forth in the Club Manual, which may be accessed here:
http://www.mcc.edu/student_services/pdf_sslife/Club_Manual_2013-2014.pdf

CC3E.

(1) A variety of clubs and organizations exist to enhance the educational experience of MCC students and to nurture their opportunities for future success. Detailed information about campus clubs and their activities can be found here:
http://www.mcc.edu/student_services/ss_life_clubs.shtml

(2) MCC strives to provide accessible and affordable education that allows students to be successful. Information about claims regarding community engagement, services learning and our contributions to economic development can be found here:
http://www.mcc.edu/community_resources.shtml
http://www.mcc.edu/professional_dev/el_index.php
http://www.mcc.edu/mccfact/pdf_mccfact/MCC_Economic_Benefit_Fact_Sheet_04.pdf

1P17 Degrees and Certificates. Specific requirements for graduation are set by CPSC and enforced by the Office of the Registrar. Students who plan to graduate with an Associate in Arts (AA) or an Associate in Science (AS) degree require a minimum of 32 general education credits are required. All classes must be 100 level or higher. Students who plan to graduate with an Associate in General Studies (AGS) or an Associate in Applied Science (AAS) degree require a minimum of 18 general education credits are required. All classes must be 100 level or higher. Specific General Education course requirements and essential learning outcomes may be found here:
http://www.mcc.edu/programs_courses/pc_gen_ed.shtml

New programs and certificates are designed to provide students with sequential courses culminating in the attainment of career and other learning objectives. In addition to graded course work, programs allow students to create individual career and educational portfolios, such as those completed in business programs and fine arts courses/programs. Complete capstone projects also exist, such as the BCON-282 Internship in building and construction, as well as complete external assessments of required learning outcomes and competencies such as NCLEX and other Perkins-approved third party external assessments. Licensure and certification examinations also provide an indication of work completed and outcomes for MCC degrees and certificates.

1P18 Assessment of Student Learning. Student learning is assessed at Mott Community College on a number of levels. At the course level, assessment processes are designed by the classroom teacher. In some cases the discipline faculty work together to design the course assessment. As reported in 2009, MCC had abandoned a previous method of embedded assessment. Beginning in the 2010-2011 academic year, MCC designed and deployed its own assessment instrument for general education outcomes. This objective test has three parts, one for each of MCC’s general education objectives: critical thinking, global awareness, and citizenship (MCC’s General Education required learning outcomes appear in Figure 1-18 below). Together with the ETS Proficiency Profile and the Community College Survey of Student Engagement (CCSSE), the General Education Assessment now comprises an important part of a multiple measures approach to the assessment of student learning. Below is a schedule reflecting the development of the multiple measures schedule from 2008-2014:

  General Education Assessment ETS Proficiency Profile CCSSE/CCFSSE
2008-2009     Winter 2009
2009-2010   Winter 2010  
2010-2011 (Pilot Administrations)   Winter 2011
2011-2012 Fall 2011 Winter 2012  
2012-2013 Fall 2012   Winter 2013
2013-2014 Fall 2013 Winter 2014  
Fig 1-7 Development of MCC’s General Education Assessment Instrument (2009-2013)

As one of the most significant improvements in measuring effectiveness, the design and alignment of MCC’s multiple measures approach to assessing student learning outcomes is described in further detail in 7I1 below. Also since 2009, MCC re-structured the Committee for the Assessment of Student Learning (CASL), which designs the assessment processes. The mission of CASL appears below:

1 To implement, monitor and improve assessment activities on campus
2 To better inform the faculty about assessment techniques
3 To increase the number of faculty members participating in assessment
4 To continually increase the number of ways assessment results are used on campus to improve student learning
5 To provide assessment data regarding general education learning outcomes
Figure 1-8 Committee for the Assessment of Student Learning (CASL) Goals

CASL is a committee made up of faculty from every division on campus. In order to involve a greater number and wider variety of teaching faculty, the committee was restructured to have faculty co-chairs and rotating membership from all divisions in Academic Affairs and Counseling and Student Development (CASD). CASL also works to better inform the faculty about assessment techniques and to continually increase the ways assessment results are used to improve student learning.

CC4B.

(3) MCC strives to utilize assessment data to improve student learning. First, assessment data are communicated to faculty on a regular basis, making them aware of the areas that need improvement. In addition, the Center for Teaching and Learning (CTL) focuses professional development opportunities for faculty on these areas. For instance, recent data indicated that MCC students were not performing well on global awareness assessment items. As a result, the CTL sponsored several events centered on global awareness with the goal of helping faculty to effectively incorporate global awareness as an objective in their classes.

(4) The Committee for the Assessment of Student Learning (CASL) primarily handles the assessment of general education objectives. CASL is composed of faculty members from every academic division, as well as academic administrators. The committee meets monthly to continuously monitor and improve assessment activities on campus. Further, as mentioned above, the committee utilizes an in-house assessment of student learning. Any faculty member can offer the questions used in this assessment. Also, the other two assessments used come directly from the Educational Testing Service and the CCSSE and as such, adhere to established criteria.

1R1 and 1R2 Measurement and Performance Results for Student Learning and Development. . As an assessment of general education objectives, Mott Community College administers the Proficiency Profile (formerly MAPP) on a biannual basis. The Proficiency Profile is a commercially-prepared assessment of general education developed by the Educational Testing Service (ETS). We began administering this test in January of 2000. The following table shows some of the performance results on the ETS Proficiency Profile from 2006-2012.:

  2006 2008 2010 2012
Humanities 111.92 113.54 114.42 113.14
Soc. Sciences 111.42 111.71 112.51 111.62
Nat. Sciences 112.71 114.00 114.38 113.60
Reading 115.73 115.97 116.81 115.69
Writing 112.32 111.86 112.48 111.77
Critical Thinking 108.32 110.18 110.89 109.67
Math 110.94 110.62 111.79 111.15
Figure 1-9 (ETS Proficiency Profile Results 2006-2012)

MCC uses its Graduate Follow-Up Survey to ask degree and certificate graduates to evaluate how well prepared they feel on eleven different elements of general education. Another way in which general education learning outcomes are assessed is through custom items added to the Community College Survey of Student Engagement (CCSSE) instrument. In 2009, 2011, and 2013 students were asked to rate their perception of how often their coursework engaged the three main elements of MCC’s General Education outcomes. Results for these items appear in Figure 1-19 below.

1R3Program Performance Results. As MCC reported in 2009, a previous system of academic program and discipline review was abandoned because it was not effective. In Winter of 2012, a new and comprehensive schedule of program reviews was developed and deployed. The new system simplified the reporting structure for program coordinators and faculty. During the process, Institutional Research provides standardized reports on enrollment trends, grade distribution, as well as graduation and retention rates. Occupational programs are provided additional data about CTE concentrator performance and advisory committee surveys and activities. Program reviews take place in the Winter semester, and all programs and disciplines are on a 5-year rotating schedule to be evaluated. Each phase of the review contains specific questions and data points to be provided; the phases are broken down by past, present and future issues for the program under review:

PHASE 1: Review the Program’s Recent Past
Review the past 5 years of program history. Identify key events and activities that have occurred or been developed during this time. Include revisions to the program, curriculum, etc., as well as activities that contribute to student and/or community success (articulation and transfer agreements, scholarship opportunities, special events, etc.).

PHASE 2: Consider the Program’s Current Situation
Review the PROE data, Program Data Fact Sheets, syllabi, program and course requirements, and other relevant artifacts from a “big picture” perspective. Identify overall positives and any troubling trends that you see in these data.

PHASE 3: Forge the Program’s Future
Thinking in terms of the next 5 years or so, identify and describe “big picture” goals for the program.

Figure 1-10 Academic Program/Discipline Review Phases

Faculty work together to create the actual report, which is submitted to the Vice President for Academic Affairs (VPAA) to review. Completed program reviews also include faculty bios, a complete list of course offerings, as well as narrative descriptions of program/discipline activities. The Vice President then reviews the report with the area faculty to complete the process. The program review process also informs resource allocation decisions for funding, equipment, and other priorities within Academic Affairs. Below is a selection of the types of questions addressed in the revised program review process:

  • What program or curricular revisions have occurred?
  • What specific student success initiatives have been implemented?
  • What community outreach activities have been implemented?
  • Are program enrollment numbers up/down/flat?
  • Are there trends in specific class enrollments?
  • What are the program’s completion and placement rates?
  • What is the program’s average completion time?
  • Are there any notable patterns in grade distribution?
  • Are there notable trends in students’ course-taking behaviors?
  • How well does current curriculum meet program objectives and student needs?
  • How well do course materials reflect use of available technologies?
  • How well do facilities and equipment meet program needs?
  • What significant curriculum changes are expected?
  • What external trends (industry changes, best practices from other programs, etc.) will need to be addressed?
  • What changes in student needs/interests/expectations are anticipated?
  • How do we adapt to students’ experiences/expectations regarding learning technology?
  • What sorts of faculty professional development will be needed?

MCC will begin the second year of the new 5-year rotation in Winter 2014. At this point, the new system is meeting the needs of Academic Affairs and may be revised and improved in the coming years (programs in shaded boxes also complete PROE review, described in 9P2 below).

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
Accounting ADN/RN Nursing Computer Software Apps Business Management Medical Practice Management
Astronomy Automotive Technology Cosmetology Cosmetic Services Nail Tech
Business Office Management Baking & Pastry Arts Forensic Science General Business CIS
CAD & Design Culinary Arts Graphic Design Medical Transcription Computer Network Eng / Administration
Criminal Justice Early Childhood Ed/Development Media Arts & Entertainment Technology Photographic Technology / Photography Mechanical Operations Technology
Dental Assisting English/Reading/ Literature Physical Therapy Assistant Social Work Technician Welding
Dental Hygiene Food Service Management Respiratory Therapy Building and Const Tech Art Education / History / Studio
Foreign Language Industrial Technology Interpreter Training / Sign Lang Interp Electronics / Electrical Technology Political Sci / Social Sci Leadership
Geography Management (Small Business) Air Cond / Heating/ Refrig Web Development Physical Ed Activity
Geology Manufacturing Simulation Tech Communications Technology CASD (Counseling) Communications / Speech
Physical Science Marketing Management Computer Occupations Tech History MCC / UMF
Sociology Mathematics Computer Programming Mott Theatre Biology
  Music Education Economics Allied Health  
  Music Performance ASL / Manual Communications Philosophy  
  Occupational Therapy Assist Chemistry Physics  
  Practical Nursing   Technical Mathematics  
  Psychology   Web Development  
Figure 1-11 Program and Discipline 5-Year Review Schedule 2012-2017

In addition to institution-level program review, a number of programs and disciplines have designed regular self-assessments and reviews for their own unique purposes. A specific and ongoing example of an extensive analysis of program performance results occurs in our Graphics Design program in the Fine Arts division. Recently, the program has continued and expanded its external portfolio reviews for students in their final semester’s exit class, ART 246-Self Promotion & Portfolio. Results for the portfolio review appear below:

5 - Excellent, 4 - Very Good, 3 - Good,
2 - Okay, 1 - Needs Work
AVG
2011
AVG
2012
AVG
2013
%
CHANGE
(11 to 12)
%
CHANGE
(12-13)
Professionalism - Please rate the student’s professional and personal presentation based on the following:
         
Candidate’s greeting -professional and respectful? 4.56 4.40 4.49 -3.45% 1.90%
Appropriate manner of dress. 4.31 4.19 4.23 -2.74% 0.83%
Ease of managing portfolio. (size, organization, etc.) 4.12 4.40 4.13 6.75% -6.07%
Digital Portfolio offered 2.41 4.55 3.31 88.92% -27.38%
Balance and range of projects. 3.87 3.91 3.63 0.92% -7.08%
Ability to discuss process, etc. regarding their projects. 4.23 4.29 4.22 1.42% -1.54%
Material presentation. (Professionally presented.) 4.25 4.37 4.09 2.78% -6.41%
Quality of work - Please rate the student’s skills in the following areas:          
Demonstrated understanding of typography/design. 3.84 3.86 3.38 0.46% -12.44%
Demonstrations of art and design principles. 4.05 4.13 3.69 2.04% -10.72%
Demonstrated skills in layout and composition. 4.03 4.06 3.60 0.63% -11.30%
Demonstrated skills in production techniques. 3.70 3.86 3.60 4.38% -6.88%
Appropriate application of software and technology 3.93 4.19 3.72 6.55% -11.15%
Creative & Critical Thinking - Please rate your assessment of the student in the following areas:          
Innovative thinking, concept development. 4.25 4.27 3.89 0.38% -8.75%
Critical thinking and analysis. 4.27 4.25 3.91 -0.38% -8.12%
Creative problem solving approach. 4.17 4.26 3.86 2.23% -9.40%
Willingness to explore new/different ideas. 4.42 4.39 4.00 -0.66% -9.00%
Willingness to work collaboratively. 3.97 4.40 3.78 10.87% -14.19%
Willingness to accept and apply constructive criticism. 4.59 4.40 4.15 -4.05% -5.80%
Overall assessment - Please rate this student’s overall
quality of their presentation, creativity, technical skills &professional preparation.
4.03 4.08 3.81 1.29% -6.69%
AVERAGE FOR CLASS 4.15 4.22 3.87 1.61% -8.30%
Figure 1-12 ART 246 2011-2013 Program Portfolio Program Results

The external review consisted of 14 reviewers, six of whom were from post-secondary institutions and the balance were from various sectors of industry including web, print, advertising, marketing and several industry in-house publishing departments. A total of 87 evaluations were received for 2013’s review. Overall, the student portfolio evaluations were rated below the 2011 and 2012 levels with an overall average of 3.87 compared to 4.22, a decrease of 8.3% over the previous year. In spite of the decrease in overall ratings, both written and verbal feedback from the external evaluators continues to be extremely enthusiastic indicating that many were impressed by the quality of the student work and student presentations as an indication of their preparedness to move into the workforce or on to a four-year program.

1R4Evidence of Acquired Knowledge and Skill. . MCC’s best example of evidence that shows a student perspective on knowledge and skills acquisition is collected as part of MCC’s Graduate Follow-Up Survey, which is described in greater detail in 3R2 below. The question “How well prepared do you feel in relation to your major?” has been part of the survey instrument for several years. The following table shows the results for this question from 2008-2011:

  2008 2009 2010 2011
Very Well 39.7% 43.5% 41.9% 43.9%
Well 38.8% 37.5% 39.7% 38.4%
Adequately 19.1% 15.6% 14.6% 11.0%
Minimally 1.9% 2.9% 2.8% 4.3%
Poorly 0.6% .5% 1.1% 2.5%
Figure 1-13 Graduate Follow-Up Survey (self-assessment of preparedness)

The following table provides results for MCC graduates in the NCLEX-RN examination, as well as comparisons to the results for Associates Degree candidates, Baccalaureate Degree candidates, and the state-wide average:

Year Candidate Institution Participants # Passing % Passing State Average
2012 Mott Degree 111 97 87.39% 2012

91.92%
MI Associates Degree 2,828 2,582 91.30%
MI Baccalaureate Degree 2,157 2,000 92.72%
2011 Mott Degree 131 103 78.63% 2011

88.84%
MI Associates Degree 2,917 2,560 87.76%
MI Baccalaureate Degree 2,150 1,942 90.33%
2010 Mott Degree 117 90 76.92% 2010

88.29%
MI Associates Degree 2,882 2,526 87.65%
MI Baccalaureate Degree 2,031 1,812 89.23%
2009 Mott Degree 123 105 85.37% 2009

88.86%
MI Associates Degree 2,823 2,525 89.44%
MI Baccalaureate Degree 1,838 1,617 87.98%
2008 Mott Degree 106 93 87.74% 2008

88.19%
MI Associates Degree 2,663 2,319 88.07%
MI Baccalaureate Degree 1,687 1,490 88.32%
Figure 1-14 State Board of Nursing NCLEX-RN Candidates 2008-2012

One direct measure that students completing our programs, degrees, and certificates have acquired the skills required by employers is the MCC employer survey conducted by the Nursing program. The following table shows employer responses to the question “The MCC Graduate functions as a responsible, competent and cooperative member of the health team.”

  2008 2009 2010 2011
Strongly Agree 0% 29% 24% 20%
Moderately Agree 89% 57% 68% 73%
Neutral 11% 0% 4% 0%
Moderately Disagree 0% 0% 0% 7%
Strongly Disagree 0% 14% 4% 0%
Figure 1-15 Nursing Employer Survey 2008-2011

Targeted employer surveys are conducted in a number of programs. Although generalized surveys of area employers have been conducted in the past, there are no other current data developed internally in a systematic fashion regarding the perceptions of labor market stakeholders with our graduates. Though a partnership with the Workforce Intelligence Network (WIN), MCC has begun to use tools such as BurningGlass to research workforce and employment trends. In addition, students responding to the annual Graduate Follow-Up Survey have reported strong perceptions of their preparedness for their careers. The process of obtaining data from institutions of higher education that our students transfer to is dependent upon the other schools providing data to MCC, and there is currently no systematic way that these data are shared to community colleges in Michigan.

1R5Learning Support Performance Results.For many years, the MCC Learning Center has been a consolidated department that encompasses DisAbility Services, Peer Tutoring, Special Populations and Student Support Services (TRIO-SSS). Data are generated monthly for each of these service areas documenting utilization rates, as well as a monthly report analyzing student impacts and barriers which is produced for the Executive Dean of Student Services. Other Student Service areas conduct similar analyses routinely to ensure that student engagement in these services is effectively supported. Results of a strategic initiative to promote Peer Tutoring services at extension sites are shown in the following table:

  2009 2010 2011 2012
Main Campus 1,797 4,663 3,351 3,489
Clio (Northern Tier Center) 112 221 255 114
Southern Lakes (Fenton) 66 113 62 25
Lapeer 120 267 348 176
TOTAL 2,095 5,264 4,016 3,804
Figure 1-16 Peer Tutoring Sessions by Site 2009-2012

Another significant improvement initiative for helping students learn involves data-driven revisions to the Mott Trustees Scholarship program. Each year, the college presents a Trustee Leadership Scholarship award to one graduating senior from each high school within the college district. The scholarship is awarded to students identified as the best and brightest by their high school teachers, counselors and principals. Each “Trustee Scholar” receives up to two years free tuition and fees to attend Mott College. Institutional efforts to retain Trustee Scholars for a second scholarship year have resulted in an increase retention rate from 58 percent (in 2009-2010) to 80 percent (in 2012-2013). The percent of Trustee Scholars enrolled in the Honors Program has also increased from less than two percent (in 2009-2010) to 20 percent in 2012-2013.

This effort was initiated by the Honors Program Coordinator in part to increase the number of Trustee Scholars in the Honors Program. In addition, a planning committee was formed to provide guidance to the overall Trustee Scholars process and to make plans for Trustee Scholars Night. The following strategies were undertaken with the support of the Vice President of Academic Affairs:

  • Provide a specialized New Student Orientation for incoming Trustee Scholarship Recipients – Trustee Scholars for 2011-2012 were provided a standard orientation with an emphasis on “how to succeed at Mott.” In addition, a representative from Financial Aid was also present to clearly explain the requirements for earning a second year of the scholarship.
  • Increase recognition of recipients through a Trustee Scholars Night – this event was intended to increase students’ recognition on campus as a “Trustee Scholar.” Attendees included recipients, recipients’ family members, the MCC Board of Trustees, the Executive Board and other staff members. After dinner, a “Trustee Scholars” program included acquaintance activities, team-building activities and a panel discussion of current student leaders at MCC. In the second year, a “Parent Orientation” was added to the Trustee Scholars Night program to include a walking tour as well as presentations on financial aid and public safety.
  • Engage in formal recruitment of Trustee Scholars into the Honors Program – through efforts by the HP Coordinator, the Trustee Scholars were actively recruited into the Honors Program (e.g., a mailing to all Trustee Scholars who met the GPA requirements for the HP Program).

The results of the first and second year retention efforts with recent Trustee Scholars show dramatic improvement as a result of the interventions.

2011-2012 Academic Year Trustee Scholarship Recipients:

  • For second year, 25% did not qualify for the scholarship (10 of 40, or a 75% retention rate)
  • For second year, all eligible Trustee Scholars enrolled in both semesters for the second year of the scholarship (30 of 30)
  • Four Trustee Scholars became members of the Honors Program

2012-2013 Academic Year Trustee Scholarship Recipients:

  • For second year, 20% did not qualify for the scholarship (8 of 40, or a 80% retention rate)
  • For second year, all eligible Trustee Scholars enrolled in both semesters for the second year of the scholarship (32 of 32)
  • Eight Trustee Scholars became members of the Honors Program

To summarize, after the initial year of institutional efforts, the retention of Trustee Scholars increased from 67 percent to 75 percent. In addition, the number of Trustee Scholars who joined the Honors Program jumped from one (the previous two years) to four during 2011-2012. For the 2012-2013 recipients, the number of Trustee Scholars joining the Honors Program increased from four to eight students (or 20% of all Trustee Scholars). The retention of the 2012-2013 increased from 75 percent to 80 percent from the previous year. Institutional efforts to retain Trustee Scholars for a second scholarship year have resulted in an increase retention rate from 58 percent (in 2009-2010) to 80 percent (in 2012-2013). The percent of Trustee Scholars enrolled in the Honors Program has also increased from less than two percent (in 2009-2010) to 20 percent in 2012-2013.

1R6 Benchmarking Results for Helping Students Learn. One measure for comparing MCC’s results in this category to those of other higher education organizations is by participating in Proficiency Profile. The following table shows MCC’s overall score benchmarked against the Proficiency Profile national average from the years 2000-2008:

  2000 2001 2002 2004 2006 2008
MCC 436.2 434.2 436.42 435.73 434.15 435.19
National 435.7 435.7 435.7 441.4 440.0 440.0
Figure 1-17 ETS Proficiency Profile Benchmarking Results for MCC

Proficiency Profile is an integrated test of general education skills. The test measures proficiency in critical thinking, reading, writing and mathematics in the context of humanities, social sciences and natural sciences; it also measures academic skills developed, versus subject knowledge taught, in general education courses. Another example of benchmarking student learning results is the ART 246 external portfolio review described in 1R3 above.

1I1Recent Improvements in Helping Students Learn. A recent example of improvement in helping students learn is the increased focus on assessment of General Education learning outcomes. As reported in 2009, new requirements went into effect for students beginning in the 2010 catalog year which began with the Summer 2009 session. The following table lists MCC’s current essential learning outcomes, which were new at the time of our last Systems Portfolio:

Essential Learning Outcomes. Courses taken to meet general education requirements, along with all programs and courses at the college, share responsibility to provide for the following essential outcomes to insure that students are prepared for academic and professional success and for participation as citizens of their communities and the world.
Critical Thinking Courses should require and students should demonstrate a range of abilities from tangible problem-solving to higher order processes of analysis, inference, reasoning, synthesis, and judgment. Students should evaluate information, analyze claims and arguments in their own and others’ work, consider multiple perspectives, apply knowledge in new contexts, understand processes of reasoning in various disciplines, and should regularly reflect on their own learning.
Global Awareness Courses should require and students should demonstrate an understanding of the diversity of culture, race, ethnicity, nations, religions, and political and social systems. This includes an understanding of these concepts themselves and an understanding of their roles in forming identities and values—our own and those of others. Students should be able to identify and explain the influence of historical and cultural factors on past and current events.
Citizenship Courses should require and students should demonstrate personal and social responsibility through collaboration with others in diverse group settings, and through civic knowledge and participation. A commitment to academic integrity, ethical reasoning and action, and preparation for lifelong learning should be central to all coursework.
Figure 1-18 MCC Essential Learning Outcomes (General Education)

Over the past three years, MCC has worked to find multiple measures to assess student learning in these three critical areas. As shown in Figure 1-7 above, MCC has aligned the administration of three assessment instruments to measure general education learning outcomes from multiple perspectives. Every other year, MCC administers the ETS Proficiency Profile. Items from this nationally-benchmarked instrument crosswalk to the three essential learning outcomes. In alternation with the Proficiency Profile, MCC administers the Community College Survey of Student Engagement (CCSSE). As a part of CCSSE, MCC asks additional questions about student perception of the frequency with which they are exposed to the essential learning outcomes in their coursework. Finally, MCC has developed its own objective assessment of the learning outcomes in Figure 1-17 above. This is administered every year.

Below are recent results from the CCSSE special questions on essential learning outcomes. While these are not direct measures of student mastery, they allow the Committee for the Assessment of Student Learning (CASL) and the general faculty to monitor student perception of how often students encounter critical thinking, global awareness, and citizenship content in their courses. This allows faculty to make adjustments to course material in an attempt to improve learning outcomes.

QUESTION RESPONSE NUMBER PERCENTAGE
During the current school year, how much has your coursework at this college emphasized CRITICAL THINKING? Critical thinking is defined as problem-solving, processes of analysis, making inferences, using reasoning skills, synthesizing information, and making judgments. Very much 262 30.7%
Quite a bit 320 37.5%
Some 207 24.3%
Very little 65 7.6%
During the current school year, how much has your coursework at this college emphasized GLOBAL AWARENESS? Global awareness is defined as an understanding of the diversity of culture, race, ethnicity, nations, religions, and political and social systems. Very much 137 16.2%
Quite a bit 187 22.1%
Some 275 32.6%
Very little 247 29.2%
During the current school year, how much has your coursework at this college emphasized CITIZENSHIP? Citizenship is defined as personal and social responsibility, collaboration with others in diverse group settings, as well as knowledge of and participation in government and society. Very much 119 15.3%
Quite a bit 157 20.3%
Some 247 31.9%
Very little 252 32.5%
Figure 1-19 CCSSE Special Questions on General Education (2013)

Results for all these measures of essential learning outcomes are reported to faculty annually at a general faculty meeting, and members of the CASL meet throughout the year to analyze results and plan assessment activities.

An additional recent improvement is the new set of admissions procedures and entry requirements for MCC’s Associate Degree in Nursing (AND) program. As one of the most visible and long-standing occupation programs at MCC, the Nursing Program prepares a large portion of the area’s nursing workforce. During the 2011‐2012 academic year, the Nursing program faculty completed a self‐study report for continuing Board of Nursing approval and NLNAC accreditation. A site visit for NLNAC program reviewers was held in February 2012. Upon completion of the program approval and accreditation processes, the ADN program received continuing accreditation from the NLNAC with conditions; the PN/ADN program received continuing approval from the Board of Nursing. However, the Board of Nursing also required a report related to NCLEX‐RN scores, which fell below the required standard set by the Board of Nursing. Subsequently, an NCLEX‐RN Plan of Correction was submitted, along with the self study report and the NLNAC accreditation decision in Fall 2012. The Board of Nursing accepted the plan at their meeting in November 2012.

Over the Fall 2012 semester, the entire full‐time faculty and the program director met for several hours a week, with an external facilitator. The Vice‐President for Academic Affairs sponsored and participated in many of these sessions, as well. During that time, a comprehensive review was completed of the entire curriculum and student success data. Representatives from the College’s Office of Institutional Research assisted with obtaining the necessary data for review. Work has continued over the Winter 2013 semester, to complete syllabus development and submit revisions for internal approval. As a culmination of this work, the faculty and administration for the Nursing program at MCC revised the entire curriculum for the program, which has transitioned from a “laddered” LPN/ADN program to a pure ADN program based on employer needs and industry trends. The revision also created a system for competitive admissions which went into effect in January of 2013. Previously, MCC was the only Nursing program in the area to operate on a “wait list” basis instead of competitive admissions. The changes gradually phase out the waiting list (referred to at MCC as the “Eligibility List,”) and increasingly admit students on an objective competitive system based upon grade point in key science and health professions courses. Extensive communication to students was undertaken in the form of student forums, newsletters, and direct mailings. These changes were approved by the College Professional Study Committee(CPSC), the Board of Nursing, and the NLNAC.

1I2 Improvement Efforts for Helping Students Learn. Recent improvement efforts in developmental education have given rise to a number of new initiatives and projects on campus. Among these are several new improvement efforts that involve curriculum redesign and revision. One of the central recommendations of the previous AQIP Action Project on Developmental Education/Mandatory Placement was the creation of a Developmental Education Steering Committee (described in further detail in 1P5 and 1P6 above). Members of the Steering Committee meet regularly to align efforts across developmental subject areas and continue the work begun by the Achieving the Dream (AtD) Data Team. The Steering Committee also serves as MCC’s “Core Team” for AtD. In addition to meeting regularly, members of the Steering Committee along with other developmental educators on campus attend the annual DREAM Conference, as well as other annual meetings, including the Annual Conference on Acceleration in Developmental Education hosted by the Community College of Baltimore County (CCBC).

The CCBC acceleration learning model, called ALP, has been influential among AtD member institutions and colleges that have made developmental education a priority. As reported by CCBC, ALP is one of the few innovative models for developmental education that has produced dramatic improvements in success rates and has demonstrated it can be “scaled up,” or significantly expanded across campuses without extensive pilot programs. The success of ALP is not limited to the Community College of Baltimore County where it originated. CCBC reports that as of Spring 2013, ninety-seven schools throughout the nation have begun offering ALP.

MCC writing faculty visited the Community College of Baltimore County (CCBC) to investigate the ALP model. Upon return, faculty initiated a number of innovative curriculum revision improvements, including linked and accelerated courses. After a sabbatical project which studied the success rates of students in traditional developmental writing, one faculty member developed and implemented sections of accelerated “ALP” courses in the Winter, Spring and Summer of 2013. The ALP offerings are designed as 099ALP-101 pairs; they are courses which include MCC’s English 099, which is one level below traditional composition, and MCC’s standard first-semester writing course, English 101. Each 101 section designated as part of ALP contains 17 seats for “regular” 101-ready students, and 12 seats for 099-ready students. These 12 099-ready students concurrently enroll in a small section of 099 with the same instructor.

In the Fall/Winter, the 099 section meets 30 minutes after the 101 section ends. In Spring/Summer, since each course met for 3 hours twice a week for 7 and a half weeks, the 101 and 099 sections meet on alternate days. Below are results from the first 5 sections of English 099-101 ALP at MCC:

  2013 Winter 1 ALP students 2013 Winter 1 Reg 2013 Winter 2 ALP 2013 Winter 2 Reg 2013 Winter 3 Reg 2013 Winter 3 Reg 2013  Spring ALP 2013 Spring Regular 2013 Summer ALP 2013 Summer Regular
4.0 4 4   1   4 5 2   5
3.5 1 1 1 1   3 1 3 1 2
3.0 4 2 1 1 4 1 1 2 2 4
2.5 1 2 2 5 1     1   1
2.0 1 1 2   5 3   2 4 3
1.5                    
1.0   1   1            
0.0     1 2       2    
NS   4 3 3 1 3 1 3   1
W 1 1 1 2 1 2 2 1    
I     1 1            
Total # of number grades recorded 11 11 7 11 10 11 7 12 7 15
Average 101 grade, excluding the NS, W, and I grades 3.27 3.04 2.21 2.18 2.45 3.22 3.78 2.58 2.5 3.16
Figure 1-20 ALP Linked English 099-101 Courses Winter 2013 – Summer 2013

Figure 1-20 shows the grades student transcripted in the sections of 101 that were ALP designated. Each shaded column shows the grades of the ALP students in that section, and the unshaded column to the right shows the grades of the “regular” 101 students in the same section.

The MCC English professor who developed the course and conducted the study reports that of the 53 student who were enrolled in ALP course at the date of record, 42 earned grades of 2.0 or higher in English 101. This is a success rate of 79%. Compared to the sabbatical report by this same instructor, 452 students were enrolled in regular English 099 sections at the date of record; 233 passed 099. Only 164 of those students enrolled in 101 in the following Winter semester, and of those, only 95 students passed. This was a success rate of 21%. Success rates were similar in Fall 2011 to Winter 2012 (18.7% success rate for traditional English 099).

These results were shared with the Developmental Education Steering Committee in real time as the instructor designed, taught, and analyzed the course. With a dramatic increase in success rates from 21% /18.7% to 79%, plans are currently in the works to take ALP to scale immediately for developmental writing. A number of additional sections are planned for Winter 2014.

Automotive Program of Study (POS). MCC continues to make improvements to its occupational programs through Program of Study (POS) projects. POS is a 10-step process that was developed for compliance with Perkins guidelines by the Michigan Workforce Agency/Community College Services Unit. In the Automotive Services area, POS work has resulted in systemic changes to the entire program. Articulation agreements have been modified with high school partners. These modifications have mandated a deeper and more documented understanding of the automotive areas where articulation is allowed (Brakes is one example). The program advisory board suggested a math requirement to enter our program.

The research done by automotive faculty during the POS found a correlation between math skills and success in gateway classes. Because of this, students are now required to test into MATH 082 or complete MATH 021 before they can take AUTO 161 which the Electrical Fundamentals class. The most recent Automotive POS looked at the possibility of state-wide articulation between community college automotive programs and has resulted in an articulation agreement between the 5 pilot colleges for students to transfer credit in 6 - 8 automotive classes. The POS work has also helped faculty identify gaps in curriculum with high school partners and work on closing those gaps and keep up with changes made by the National Automotive Technicians Education Foundation (NATEF), as well as identify the upcoming challenges these changes will create with future articulation agreements with our high school partners.

Great Teachers Retreat. Another example of recent improvement efforts for helping students learn is the development and expansion of MCC’s version of the Great Teachers Retreat (GTR). The Mott GTR has occurred twice since January 2012 and a third retreat is planned for January 2014. The GTR allows full-time Mott faculty to spend two-and-a-half days in Roscommon, Michigan, two 2 hours north of Flint. Participants share and discuss their teaching successes, challenges and strategies for teaching and learning. Thus far, almost 50 full-time Mott faculty have attended a GTR. The written and anecdotal evaluation results and feedback have been extremely positive, with many participants highlighting the importance of the GTR as an opportunity to become better acquainted with diverse colleagues representing every academic division at the College. Information about the national Great Teachers Movement, of which MCC’s GTR is a part, can be accessed here: http://ngtm.net/about-the-ngtm/