Category 1: Helping Students Learn

 

1P1and1P2Student 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). General education objectives are reviewed and revised on a regular basis. This is done by a subcommittee of CPSC. This general education review committee includes at least one faculty representative from each division on campus. That representative is 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. For a detailed description of recent improvements to MCC’s general education objectives, see the answer to question 1I2 below.

1P3Design of New Programs. New programs and courses 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 go through 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 :
https://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.

1P4Responsiveness in Program Design. 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.

Learning objectives 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.

1P5and1P6 Required Student Preparation. 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:
https://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.

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 to form a plan based on the student’s 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 and student preference; although the college does not require mandatory placement into development classes, advisor notes are recorded in the student record to document that the student has chosen not to follow the recommendations. Course pre-requisites are frequently employed to ensure that students can engage in learning experiences appropriate to their demonstrated ability. All program, course and section information is fully available on the website, and the program and course descriptions and objectives are reviewed and approved at multiple levels in the CPSC process.

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:
https://www.mcc.edu/counseling_student_dev/casd_testing.shtml

1P7Advising and Program Selection for Students. MCC’s 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 our degree and certificate programs make up the advising team. An overview of CASD services may be accessed here:
https://www.mcc.edu/counseling_student_dev/casd_index.shtml

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. The Experiential Education AQIP Action Project studied the courses that have an experiential learning component related to a program of study (see 9I1).

1P8Underprepared Students. As an open admissions institution, MCC accepts many students who are underprepared for academic programs and courses. Three developmental programs specifically target readiness for students in Reading, Writing, and Math. At this time, MCC does not have a institution-wide mandatory placement policy for developmental courses. Further information on developmental courses at MCC may be accessed here:
https://www.mcc.edu/catalog/developmental_education.shtml

MCC uses the placement assessment software Accuplacer. Computerized placement test results are used along with other information to recommend the most appropriate beginning course levels for students. Another indicator of underprepared students is MCC’s annual “Developmental Cohort Data” compiled by Institutional Research (IR):

First Time at Mott Reading Writing Math
Year Term Name Count Count Count Count
2003 Summer 145 93 48 76
Fall 2,064 1494 744 1217
Winter 1,090 789 509 701
Spring 320 225 150 213
Cohort Total: 3,619 2,601 1,451 2,207
2004 Summer 156 98 54 94
Fall 2,208 1619 965 1310
Winter 958 689 321 608
Spring 332 234 113 201
Cohort Total: 3,654 2,640 1,453 2,213
2005 Summer 168 126 41 102
Fall 2,277 1,651 557 1198
Winter 928 680 247 588
Spring 309 235 100 197
Cohort Total: 3,682 2,692 945 2,085
2006 Summer 181 120 42 91
Fall 2,322 1,758 546 1,262
Winter 985 746 320 623
Spring 250 175 79 160
Cohort Total: 3,738 2,799 987 2,136
2007 Summer 143 114 43 84
Fall 2,029 1,590 579 1,180
Winter 954 712 317 613
Spring 320 248 117 220
Cohort Total: 3,446 2,664 1,056 2,097
Figure 1-2 MCC Developmental Cohort Data 2003-2007

For comparative data about these programs as compared to other Michigan community colleges see Figure 7-2.

The department of Tutorial Services provides caring and quality tutoring in a variety of subjects and formats to students who want to maximize their academic performance. This is a free service. MCC students are provided tutoring for courses in which they are currently enrolled. Weekly individual appointments are available. Services begin the second week of each semester and close for the week of finals.

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:

  • Math Study Room
  • Peer Academic Coaching
  • Peer Tutoring
  • Professional Tutoring
  • Writing Center
  • Language Lab

Professional Tutors are faculty instructors and/or have a university degree in the subject in which they tutor. Over and above what Peer Tutors do, 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.

In addition to tutoring, MCC offers a number of courses which address the needs of underprepared students. Developmental courses are available in writing, reading, and mathematics. MCC also recently instituted a preparatory course for students who will take distance learning courses. Students are required to pass this DLES course before enrolling in online instruction. Counseling and Student Development also offers courses in Assertive Communication, Study and Learning Skills, Survival Skills for College, and Stress Management.

One example of an effective practice in helping underprepared students is a recent change in pre-requisites for courses in the Math department. Faculty in the Math area reviewed student success data in courses and found that course placement suggestions alone were not adequate to ensure readiness for specific courses. While they did not create "mandatory placement," the Math faculty did create pre-requisites based upon Accuplacer scores or successful completion of a prior course. Math faculty made presentations at the meetings of other divisions to explain the rationale for their changes, which were adopted with strong support from CPSC.

The Vice President for Academic Affairs (VPAA) is committed to making similar advancements in student success for underprepared students in reading and writing. Student success for underprepared students remains a high priority for the VPAA, and a comprehensive review of developmental programs is planned for the near future.

1P9Detecting and Addressing Different Learning Styles. In the past, faculty 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. In addition, a group of faculty have piloted the use of the Learning and Study Strategies Inventory (LASSI) in Counseling and Student Development (CASD) and developmental courses. No systematic process exists for detecting and addressing the different learning styles of all MCC students; however use of visual and auditory presentation of course material is encouraged, and professional development is provided. Another project underway 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. 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.

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:
https://www.mcc.edu/disability/ds_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:
https://www.mcc.edu/8_student/ss_life.shtml

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 and 3R3.

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 Project Team. The CTL has a full-time faculty reassigned Director and an Advisory Council (CTLAC), consisting of Mott Community College faculty and staff from all areas of the college. The Council and the Director are working to establish the goals of the Faculty Development component of Professional Development at MCC. 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 statement for the CTL appears in the following table:

Plan and promote professional growth opportunities for faculty.

Teaching and learning are paramount at Mott Community College, and this committee’s sole purpose is to support excellence in teaching and learning for all MCC faculty, both full- and part-time. The committee provides information on classroom and laboratory methods and innovations to assist faculty in teaching the college’s diverse student population.

To aid faculty in their efforts to grow as teachers and by drawing upon the expertise of our own staff and outside resources, the committee offers a variety of activities and programs that stimulate discussion and encourage an exchange of ideas.

Believing that change is inevitable and progress and improvement are essential, the committee provides faculty with resources for renewal.

Figure 1-3 Center for Teaching and Learning (CTL) Mission Statement

Further communications about expectations, including references to all relevant teaching and learning policies, are included in the Faculty Resource Guide which may be accessed here:
https://www.mcc.edu/pdf/faculty/Faculty_Resource_Guide2008.pdf

1P12Design of Course Delivery System. MCC has built and regularly maintains an effective and efficient course delivery system 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. For many years, the Worldwide Instructional Design System (WIDS) has been utilized by many faculty for the purpose of developing learner-centered curriculum. More information about WIDS may be accessed here:
http://www.wids.org/index.php?option=com_content&task=view&id=241&Itemid=80

MCC utilizes Blackboard as its online course delivery system. There is a high degree of usage among traditional on-campus and distance learning faculty alike. More information about the Blackboard course delivery platform may be accessed here:
http://www.blackboard.com/Solutions-by-Market/Higher-Education.aspx

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

1P13and1P14Currency of Programs and Courses. Many programs of study at MCC, 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. 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.

As part of the general education review described in 1I2 below, nearly all programs and certificates at MCC were revised during the 2008-2009 academic year. 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 1-4 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 1-4, may be found in 1P3 above.

1P15Determination 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, Counseling and Student Development 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.

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.

1P16Alignment 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 Increasing exposure, experience, and skills in American Sign Language
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
Phi Theta Kappa National honors society for 2-year colleges
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.
Transitions School of Cosmetology Careers Participate in events which promote cosmetology industry.
Figure 1-5 Student Clubs Associated With Academic Programs (selected)

Currently, no centralized effort is directed at the alignment of co-curricular activities and academic curriculum. This is an issue MCC plans to address in the near future.

1P17 Degrees and Certificates. 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. The State of Michigan inventory of such third party assessments may be accessed here:
http://www.michigancc.net/resources/misc/

Licensure and certification examinations also provide an indication of work completed and outcomes for MCC degrees and certificates.
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1P18Assessment 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.

At the program level, the program coordinator, together with program faculty, design the processes for assessment of student learning. At the institutional level, the Committee for the Assessment of Student Learning (CASL) designs the assessment processes. CASL is a committee made up of faculty from every division on campus. 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. The goals of CASL are reprinted in the following table:

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 1-6 Committee for the Assessment of Student Learning (CASL) Goals

One example of a program-level outcomes assessment is a recently-developed cumulative Economics final designed and piloted by full-time faculty and now in use by the entire department. The cumulative final has objectives from the course master syllabus and a portion comes from a pre-existing standardized test with national norms.

1R1and1R2Measurement and Performance Results for Student Learning and Development. As an assessment of general education objectives, Mott Community College administers the Measure of Academic Proficiency and Progress (MAPP) on a biannual basis. The MAPP is a commercially-prepared assessment of general education developed by the Educational Testing Service (ETS). We began administering this test in January of 2000. At that time it was called the Academic Profile. The results are shared with the faculty at the Annual Assessment Update each fall.

Beginning in the fall of 2002, MCC began to use an assessment process called the Institutional Portfolio. Pieces of student work were collected from courses carrying a particular general education designation. Five-person interdisciplinary faculty teams evaluated the work based on rubrics and outcomes identified by the original general education implementation subcommittees. Results were then analyzed, distributed to faculty, and presented and discussed at the Annual Assessment Update. The following table shows some of the performance results on MAPP from 2008:

  2000 2001 2002 2003 2006 2008
Humanities 111.5 111.2 112.44 112.77 111.92 113.54
Soc. Sciences 111.5 111.0 111.71 111.25 111.42 111.71
Nat. Sciences 113.7 113.1 113.13 112.99 112.71 114.00
Reading 115.7 114.7 116.20 116.25 115.73 115.97
Writing 112.4 111.9 112.68 112.55 112.32 111.86
Critical Thinking 108.9 108.7 108.76 108.53 108.32 110.18
Math 112.1 111.0 111.98 111.65 110.94 110.62
Figure 1-7 MCC Assessment of General Education (MAPP Results 2000-2008)

We also use a Graduate Follow-Up Survey to ask our degree and certificate graduates to evaluate how well prepared they feel on eleven different elements of general education.

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1R3Program Performance Results. MCC is in the process of revising its academic program review process in a manner that will provide greater use of results for specific learning objectives. Program outcomes and performance results are collected and analyzed for occupational programs on a regular cycle (see Figure 9-2). Recently all MCC degrees, programs, and certificates were revised to align with MCC’s new general education requirements (see Figure 1-11 below). One 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
Q# AVG
2008
AVG
2009
%
CHANGE
Professionalism - Please rate the student’s professional and personal presentation based on the following:        
Candidate’s greeting - professional and respectful? Q1 4.26 4.49 5.40%
Appropriate manner of dress. Q2 3.78 4.24 12.17%
Ease of managing portfolio. (re: size, organization, etc.) Q3 3.9 4.08 4.62%
Balance and range of projects. Q4 3.33 3.53 6.01%
Ability to discuss process, etc. regarding their projects. Q5 3.78 3.99 5.56%
Material presentation. (professionally presented.) Q6 3.79 3.89 2.64%
Quality of work - Please rate the student’s skills in the following areas:        
Demonstrated understanding of typography and design. Q7 3.42 3.74 9.36%
Demonstrations of art and design principles. Q8 3.56 3.91 9.83%
Demonstrated skills in layout and composition. Q9 3.57 3.79 6.16%
Demonstrated skills in production techniques. Q10 3.54 3.87 9.32%
Appropriate application of software and technology Q11 3.67 3.89 5.99%
Creative & Critical Thinking - Please rate your assessment of the student in the following areas:        
Innovative thinking, concept development. Q12 3.7 4.04 9.19%
Critical thinking and analysis. Q13 3.5 3.87 10.57%
Creative problem solving approach. Q14 3.47 3.83 10.37%
Willingness to explore new/different ideas. Q15 3.52 4.05 15.06%
Willingness to work collaboratively. Q16 3.73 3.98 6.70%
Willingness to accept and apply constructive criticism. Q17 3.8 4.17 9.74%
Overall assessment - Please rate this student’s overall quality of their presentation, creativity, technical skills &professional preparation. Q18 3.71 3.96 6.74%
AVERAGE FOR CLASS   3.67 3.96 7.90%
Figure 1-8 ART 246 2008-2009 Program Portfolio Program Results

The external review consisted of 14 reviewers, four of whom were from post-secondary institutions and the balance were from various sectors of industry including Television, Telecommunications (including Category 1 20 web), print, advertising, marketing, and several industry in-house publishing departments. A total of 113 evaluations were received for 2009’s review. Overall, the student portfolio evaluations were rated at a higher level than in 2008 with an overall average of 3.96 compared to 3.67, an increase of 7.9% over the previous year. Verbal feedback from the external evaluators was 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.

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1R4Evidence of Acquired Knowledge and Skill. At the present time, no institution-wide instrument collects direct evidence of skill mastery from employers and other educational institutions for programs, degrees and certificates. One interesting piece 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 2004-2007:

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It is interesting to note that no students assessed themselves as “Very Well” prepared in 2005 and 2006, yet the number returned to its previous level in 2007. We do not have an explanation for this.

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
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%
2007 Mott Degree 109 97 88.99% 2007
86.53%
MI Associates Degree 2,557 2,203 86.16%
MI Baccalaureate Degree 1,658 1,445 87.15%
2006 Mott Degree 109 90 82.57% 2006
88.80%
MI Associates Degree 2,246 2,018 89.85%
MI Baccalaureate Degree 1,292 1,124 87.00%
2005 Mott Degree 94 77 81.91% 2005
87.40%
MI Associates Degree 2,150 1,907 88.70%
MI Baccalaureate Degree 1,169 994 85.03%
2004 Mott Degree 96 83 86.46% 2004
84.53%
MI Associates Degree 1,989 1,689 84.92%
MI Baccalaureate Degree 904 756 83.63%
Figure 1-10 State Board of Nursing NCLEX-RN Candidates
>

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 competently performs essential nursing skills:”

  2006 2007 2008
Strongly Agree 27.22% 30.77% 22.22%
Moderately Agree 65.00% 61.54% 66.67%
Neutral 7.78% 7.69% 11.11%
Moderately Disagree 0.00% 0.00% 0.00%
Strongly Disagree 0.00% 0.00% 0.00%
Figure 1-11 Nursing Employer Survey 2006-2008

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. 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. Public universities in the state are convening a task force to address this issue in the next budget year and plan feasibility studies to develop a “P-20” student tracking system that would provide data on students from Pre-K through the completion of baccalaureate programs. MCC staff are actively participating in these study efforts.

1R5Learning Support Performance Results. At this point in time, we do not have specific performance results to report for learning support processes such as advising, library and laboratory use. We do collect such data and have the ability to query Datatel WebAdvisor for library circulation and laboratory use, but these results are not currently analyzed. One process with results to report in this area is The Learning Center.

The MCC Learning Center is a consolidated department that encompasses Disability Services, Peer Tutoring, Special Populations and Student Support Services (TRIO). Data are generated monthly for each of these service areas documenting utilization rates, as well as a monthly report analyzing the student impacts and barriers which is produced for the 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:

  January 2007 January 2008 January 2009
Main Campus 360 267 472
Clio (Northern Tier Center) 0 0 41
Southern Lakes (Fenton) 0 0 15
Lapeer 0 0 33
Figure 1-12 Peer Tutoring Sessions by Site 2007-2009

1R6Benchmarking 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 ETS’ Measure of Academic Proficiency and Progress (MAPP) instrument. The following table shows MCC’s overall score benchmarked against the MAPP 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 1-13 MAPP Results for MCC

MAPP 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. MCC recently reviewed and revised the general education objectives for its degree-seeking and certificate-seeking students. These will go into effect in July of 2009. Although the MAPP will continue to be administered biannually, the Institutional Portfolio process has been suspended. The Committee for the Assessment of Student Learning (CASL) is currently working to design a new assessment process that will more appropriately fit our new general education objectives. We are currently reviewing work by Stephen Brookfield in the assessment of critical thinking. Processes such as the Scenario Analysis Technique, the Critical Practice Audit, and the Critical Debate are being studied by CASL and other faculty. We are also considering other commercial assessments of critical thinking.

Another improvement being made this year is the administration of the Community College Survey of Student Engagement (CCSSE), an assessment of student engagement specifically designed for the community college population. This was administered to approximately 1,000 Mott students in February 2009. Results from the 2009 administration of CCSSE will not be available until August of 2009. MCC also chose to participate in the Community College Faculty Survey of Student (CCFSSE), an assessment of student engagement completed by teaching faculty. Though an online survey, MCC faculty provided an instructor’s perspective on student engagement during the same time frame as our administration of CCSSE.

CASL is continuing to work to make sure the new assessment processes are in place for the coming academic year.

1I2 Improvement Efforts for Helping Students Learn. MCC has a long-standing culture of shared governance in policy improvement for instructional processes. Specifically, the College Professional Study Committee (CPSC) has undertaken improvements in general education requirements over the years. One such improvement is the revision of general education requirements for MCC.

The previous set of requirements and assessment protocol, while robust and well-executed, were not shown to be effective in many areas. In addition, the course-embedded nature of the requirements proved misleading as general education because they did not transfer. The result of 18 months of committee study and deliberation, the new requirements are more responsive to student needs in occupational programs. The previous course designations for general education will expire at the end of Spring session 2009. The following table lists the former general education requirements that were embedded as course designations:

CAC
Computing Across the Curriculum
The ability to use a computer effectively. Specifically, the ability to use Windows-type operating systems, word processing, presentation graphics, email and Internet research tools. These courses include hands-on experiences in all aspects of basic computer use.
MAC
Mathematics Across the Curriculum
The ability to use mathematics for analysis, synthesis and application. Specifically, the ability to communicate, reason, and solve algebraic problems. These courses address a set of math outcomes including simplifying arithmetic and algebraic expressions, solving linear equations, graphically representing data, simplifying radicals and/or exponential expressions and setting up and solving real world problems.
MES
Multicultural/Ethnic Studies Across The Curriculum
Developing an increased awareness of diverse cultures and social groups. Specifically, the history, politics, economy, values, religion, art or other aspects of the culture of non-Western groups or persons of non-European descent. These courses address students’ understanding of one or more of these cultural areas.
NTL
Natural Technical Lab
The observation, identification, description, experimental investigation and theoretical explanation of natural phenomena or technical processes. These courses provide knowledge and understanding of the principles of science and technology.
SAC
Speaking Across The Curriculum
The ability to use oral communication effectively. Specifically, the ability to use words sentences and paragraphs properly to explain and support ideas and opinions orally and to use grammar and diction properly. These courses require a minimum of at least two separate assignments/presentations per student per class.
SMC
Scientific Method Across The Curriculum
The ability to employ the scientific method. Specifically, the ability to propose and test hypotheses through experimentation and observation in the natural, technical or social sciences. These courses provide students the opportunity to use the steps of the Scientific Method.
WAC Writing Across the Curriculum The ability to use written communication effectively. Specifically, the ability to use words sentences and paragraphs properly to explain and support ideas and opinions; to spell correctly; and to use punctuation, grammar and diction properly. These courses require a minimum of three separate writing assignments per student per class.
Figure 1-14 MCC’s Former General Education Requirements (2000-2009)

The entire document describing MCC’s general education requirements from 2000-2009 may be accessed here:
https://www.mcc.edu/programs_courses/pc_gen_ed.shtml

Beginning in the Fall of 2002, MCC used an assessment process based upon the performance-based model originally used at Johnson County Community College. Pieces of student work were collected from courses carrying a particular general education designation. Five-person interdisciplinary faculty teams evaluated the work based on rubrics and outcomes identified by the original general education implementation subcommittees. Results were then analyzed and distributed to faculty and presented at the Annual Assessment Update. A description of the previous system for assessment may be accessed here:
https://www.mcc.edu/acd_affairs/affairs_gen_ed.shtml

Academic Affairs and the Committee for the Assessment of Student Learning (CASL) are currently designing an assessment program to replace the embedded general education artifacts. The CPSC minutes reporting the approval of the new general education requirements may be accessed here:
https://www.mcc.edu/acd_affairs/cpsc/summary_092608.pdf

New requirements go into effect for students beginning in the 2010 catalog year which begins with the Summer 2009 session. The following table lists MCC’s newly-adopted essential learning outcomes:

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 1-15 MCC Essential Learning Outcomes (Summer 2009)

In addition to essential learning outcomes, MCC also specifies degree requirements for Associate of Arts (AA), Associate of Science (AS), Associate of Applied Science (AAS) and Associate of General Studies (AGS) degrees.

The Spring/Summer 2009 list of available courses—called the “tabloid” at MCC—will contain the new general education requirements. In a special section titled “Important Information about MCC’s General Education Requirements for All Degrees,” an explanation for the change is provided.

Based on research conducted by the Association of American Colleges & Universities (AACU), employers want college graduates to acquire versatile knowledge and skills. In education terms, these are general education courses. Faculty and staff of the College undertake review of these requirements on a periodic basis. The general education requirements have been revised to provide a more efficient path to graduation and to make the transition to a 4-year university smoother.

The newly revised requirements go into effect Summer of 2009:

Associate of Arts (AA) and Associate of Science (AS) – (Traditional Transfer)
Requirements -100 level or above courses from the following distribution:

6 credit hours
Composition

8 credit hours
Humanities or Fine Arts (excluding performance classes in music or theatre and studio classes in art)

8 credit hours
Social Science

8 credit hours
Science & Math: 3-4 credits in 100 level Math course or Test Out by placing into MATH-120 or higher on the MCC placement test.

4 credit hours
Natural Science w/Lab

2 credit hours
Information Technology excluding lecture only classes

Associate of Applied Science (AAS) and Associate of General Studies (AGS)
A minimum of 18 General Education credits are required. The following are requirements for all students earning this degree:
100 level or above courses from the following distribution:

3 credit hours
Composition

3 credit hours
Humanities

3 credit hours
Social Science

3-4 credit hours
100 level Math course or Test Out by placing into MATH-120 or higher on the MCC placement test.

Additional General Education credits should be selected according to your degree program from Fine Arts (excluding performance classes in music or theatre and studio classes in art) Humanities, Social Science, Math, Science, and Information Technology.

Figure 1-16 MCC General Education Course Requirements (Summer 2009)