Category 3: Understanding Students’ and Other Stakeholders’ Needs


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

MCC has many well developed systems for Understanding Students' and Other Stakeholders' Needs.  Due to the nature of its mission, MCC views this AQIP category as an essential "input" for its core activities and priorities.  Credit and non-credit students, as well as the employer community and citizens of the surrounding Flint and Genesee County, make up the core of MCC's diverse group of stakeholders.

MCC conducts a number of regular student surveys, described in 3P2.  These instruments, especially the Student Satisfaction survey, provide important understanding into the perception of students.  In addition to surveys, MCC continues to provide a stable and well-documented complaint process.  The rights of students, faculty and staff are protected by due process in the complaints procedures used across the college, including academic complaints and the student code of conduct.

Results for other stakeholders are measured less frequently and on an ad-hoc basis, but the recent 2013 EPIC-MRA of Genesee County residents provides insight into the importance placed on a variety of MCC programs and services.  This survey was conducted as part of the 2013-2018 strategic planning process and results are documented in 3R5.  While useful, the community perception survey is not a benchmarked instrument and does not contain a means for external comparison.  MCC's results for student engagement, however, come from the widely-adopted Community College Survey of Student Engagement (CCSSE).  Results from this survey are presented in 3R6 and appear in other sections of this Portfolio.  In addition to student perception data, MCC now collects direct measures of student performance on essential learning outcomes.  This is particularly useful in the identification of gaps that students need to have filled in relation to the overarching knowledge MCC wants them to possess upon graduation.    One example of this is the gap recently identified among students for Global Awareness, defined by MCC as "an understanding of the diversity of culture, race, ethnicity, nations, religions, and political and social systems."  MCC's efforts to understand and address this gap are described in 3I1.

Efforts to improve performance for understanding the needs of students and stakeholders take many forms.  The most comprehensive and high-priority initiative in this regard is the current AQIP Action Project on Student Pathways.  Responding to the national completion agenda and information about difficulties with student retention and graduation rates, the Student Pathways team is using the 7-step CQI process to investigate ways to improve student "flow" through established curriculum and degrees.  This is an active team that is currently working through steps 2 and 3 of the CQI process, gathering information about current practices at MCC as well as best practices from other colleges.

In summary, the processes and results for Understanding Students' and Other Stakeholders' Needs indicate that MCC is performing in an Aligned fashion that is stable, consciously managed manner that is regularly evaluated.

3P1 Identification of Changing Student Needs.MCC's primary stakeholders are credit and non-credit students.  The changing needs of students are identified through a variety of avenues, including professional regional and national conferences, memberships in national student service and academic affairs organizations, direct surveys of new and continuing student opinions, continuous analysis of inquiries coming in through the College Information Center (CIC), regularly-deployed student surveys, as well as feedback from faculty and student government representatives.  Analysis and action plans are developed using a team approach with the participation of all levels of staff.  Data from internal and external sources are used as well as environmental realities such as budget, staffing and technology resources.  Managers develop annual and short term goals and objectives which are reported on monthly.


(1) As a community college, MCC's mission is to provide, "high quality, accessible and affordable educational opportunities and services that cultivate student success."  One facet of helping students succeed is making sure that they attain their degrees.  As such, one of MCC's current AQIP action projects focuses on student retention. The focus of the retention team is to study and recommend institution-wide student retention strategies, including broad-based initiatives designed to keep students progressing toward degrees.  Indeed, the goal of the retention project is to, "increase retention and successful goal completion using existing data, research, term-based and long-range strategies." Details about this project, including their goal statement can be accessed in their charter here:

(2) The institution currently collects and reviews benchmark data on student retention and completion of its programs.  For instance, data on state community college cohort completion rates can be accessed here:

In addition, the institution has benchmark data on graduation and transfer rates comparing MCC to other ASPEN award finalists as well as to the US average. See the charts below. Further, MCC became a member of the Achieving the Dream (ATD) organization in 2010.  With the aid of this organization, MCC is gathering data on student success and using it to improve retention and graduation rates.  The preliminary findings of the Achieving the Dream data team can be found here:

MCC's basic student demographics have remained relatively stable despite shifts in overall enrollment numbers.  The current demographic makeup of MCC students is outlined in the following table:

The average age is 29
59% female, 41% male
20% African American, 60% White, 4% Hispanic, 1% Native American , 2% Biracial
13% are under 20; 53% are 20 to 29; 34% are 30 or older
Figure 3-1 Basic Student Demographics (Fall 2012)

The focus of recent AQIP improvement efforts, as well as work on Achieving the Dream (AtD), has been on preparation levels of incoming students.  Numerous teams on campus have begun or completed work that focuses on student completion, retention, and preparedness.  The developmental education policy and curriculum revisions undertaken in the past few years (described in detail in Category 1) comprise the bulk of the identification of what students need in order to be successful at MCC.


(3) The AQIP action project team focusing on retention and the Developmental Education Steering Committee both currently utilize the data presented above to improve student retention and completion rates. 

(4) The institution's processes and methodologies for collecting and analyzing information on student retention, persistence, and completion of programs reflect good practice (Institutions are not required to use IPEDS definitions in their determination of persistence or completion rates.  Institutions are encouraged to choose measures that are suitable to their student populations, but institutions are accountable for the validity of their measures)

As stated above in 4C(2), MCC became a member of the Achieving the Dream (ATD) organization in 2010, and as such, data gathered on retention and student success follows ATD processes and methodologies.  This includes gathering data on cohorts of students over time and then utilizing the findings to inform broad institutional changes.

The data framework put forth by the Achieving the Dream (AtD) reporting structure promotes a focus on equity and the closure of skill gaps for underperforming groups of students.

3P2 Student Relationships.A number of formalized processes exist to create and maintain relationships with students.  In most cases, the primary face-to-face contact for students that takes place outside of the classroom is that of an admissions professional, counselor/advisor or program coordinator.  Students are encouraged to join and participate in organized student clubs which are associated with various degree and certificate programs.  For a detailed discussion of student organizations, see 1P16 above.  Students are also informally mentored by college faculty and staff.  Surveys that are conducted regularly are listed in the following table:

Survey Title Audience Time Frame Description
Survey of New Students First Semester (First Time At Mott) students Fall Semester On-Line Survey emailed to new students.
Current Student Satisfaction Survey Currently Enrolled students Fall Semester On-line, open to all currently enrolled students, deployment coincides with Fall Final Grades period.
Student Evaluation of Instructor Survey (SEIF) Students in selected classes Last two weeks of Fall and Winter semester Paper Surveys provided in secure packets, administered in classroom.  On-line version used for Distance Learning classes.
Exit Survey Applicants for Graduation April Paper Survey mailed with cover letter (First Class) and link to On-Line version included in letter.
Graduate Follow-Up Survey Associate Degree and Certificate recipients Twice per year:
Paper Survey mailed with cover letter (First Class); link to On-Line version included in letter; Link also available on Alumni Association page ( 
Figure 3-2 Regularly Deployed Internal Surveys at MCC

The office of Student Life is charged with developing student leaders and providing opportunities for students to interact with college administrators including the Board of Trustees.  The official mission statement for Student Life appears below:

The mission of Student Life is to complement and enhance the academic programs of Mott Community College and to contribute to the growth of the individual student.

A detailed description of the activities of Student Life, including a calendar of events and information about student clubs, can be found here:

In addition to student government and Student Life, the President of the college has established and maintained a continuing dialogue with students along with his executive staff in open "town hall" type meetings held several times a year on the main campus and all extension sites.  Students are welcomed by the senior administrators in Student Services and are encouraged to stop in with questions, concerns or just to chat.   Student Service offices were recently redesigned to be visible, open and approachable.  Glass walls were selected when remodeling was done to the main and upper levels of the Student Service Building, and this design has continued in other parts of Student Services as areas are remodeled.  This design encourages interaction and also draws students into staff offices.  Relationships are also formed and nurtured through use of student employees. 

3P3 and 3P4 Stakeholder Group Needs and Relationships.Analysis of the changing needs of students happens at nearly every level of the organization both in Student Services and Academic Affairs.  The survey results described in 3R2 and 3R3 below are published annually and made available for analysis by managers and all employee groups.  In addition, MCC has strong relationships with a variety of organized and informal stakeholder groups, and it is through these relationships that the organization analyzes changing stakeholder needs.  Detailed answers describing these relationships with suppliers and recipients of MCC students appear in 9P1 and 9P2 below.  Information about college processes that pertain to relevant associations, partners, and agencies appear in 9P5 and 9P6 below.  MCC's processes for organized student clubs and their changing needs appear in 1P16 above.


(1) MCC's commitment to the public is evident in the many services, activities and events that it hosts for members of the surrounding community.  For instance, the institution offers several programs for workforce development in the Flint area such as the Garfield Wagner Jr. Workforce Education Center, which serves as the headquarters for our regional community-based workforce development initiatives and training. This site offers a variety of training programs designed for individuals seeking to obtain employment, improve career skills, or enroll in college.  For instance, the center administers several Community Technology Centers, where citizens are able to obtain free computer training.  Detailed information about our workforce development initiatives can be found here:

MCC also offers several other community resources including, inexpensive vehicle repair, summer enrichment, and sports camps for children of various ages, and concerts and lecture series that are open to the public. A detailed account of community resources can be found here:

3P5 Student and Stakeholder Targeting. New groups are targeted for educational offerings and services on an ad-hoc basis. Individual program faculty or student services staff respond to apparent needs in the community or expressed direction from senior administration. At present, no formal process exists for targeting new student populations or stakeholder groups apart from those that exist as part of the normal business of individual programs or departments. MCC's mission of access and affordability does not include specific growth targets; as a two-year college, roughly 30% of MCC students are new each year.  Specific programs are targeted to particular students.  New and changing programs are analyzed for student demand and need.  Individual program faculty or student services staff respond to apparent needs in the community or expressed direction from senior administration.  Because of this, no larger institutional process exists for targeting new general student populations or stakeholder groups apart from those that exist as part of the normal business of individual programs or departments.


(2) The institution's educational responsibilities take primacy over other purposes, such as generating financial returns for investors, contributing to a related or parent organization, or supporting external interests.  MCC is a public not-for profit institution with the primary goal of providing educational opportunities to citizens in the surrounding communities.

(3) The institution engages with its identified external constituencies and communities of interest and responds to their needs as its mission and capacity allow.  As discussed above, MCC recognizes its public obligation and strives to engage and serve the needs of its external constituencies.  This includes many workforce development initiatives, inviting community input at Board meetings and special forums when issues arise and offering various other resources for the community at large.

3P6 Student and Stakeholder Complaint Processes.MCC has very stable processes for complaints.  Procedures for the collection and analysis of student and stakeholder complaints are among the most well-documented and formal procedures at MCC.  These processes include provisions for courses of action and communication.  The first step in pursuing all concerns or complaints should be an informal discussion with the faculty or staff member.  If the student concerns cannot be resolved through informal discussions, there are formal procedures to be followed by the student and college in responding to student complaints.  The procedures for student complaints against faculty are a part of the Faculty Master contract.

If a student with an academic concern wishes to formally pursue resolution of that concern, the Academic Complaint Process is initiated within 45 calendar days of the cause of concern.  The following table outlines MCC's Student Academic Complaint process:

Step 1 Student contacts faculty member regarding concern in an attempt to resolve the matter.
Step 2 If the concern remains unresolved, the student should contact and meet with the appropriate Dean before completing the Student Academic Complaint Form.
Step 3 The Dean will attempt to resolve the concern informally with the student and faculty member.
Step 4 If the concern remains unresolved after meeting with the Dean, and the student wishes to pursue the matter, the Student Academic Complaint form is to be completed within 10 business days and forwarded to the appropriate Dean.
Step 5 Either party may appeal the written decision of the Dean by asking within 5 business days that the complaint be forwarded to the Vice President of Academic Affairs.
Figure 3-3 Student Instructor Evaluation Form (SIEF) Report 2009/2

The entire formal procedure for student complaints against faculty and Student Academic Complaint Forms are available in division offices.  Students who wish to begin a formal complaint process about an MCC staff member should first meet with the staff person's immediate supervisor.  The supervisor will inform the staff member of the complaint and attempt to resolve it.  If the complaint is not resolved, the student should submit a written complaint to the supervisor.  The written complaint must include the name of the staff member against whom the complaint is being filed and must be signed and dated by the student.

3R1Student and Stakeholder Satisfaction..  MCC conducts the following annual surveys as measures of student and stakeholder satisfaction: Exit Survey, Graduate Follow-up Survey, Student Satisfaction Survey, and New Student Survey.  Annual results for the Student Satisfaction survey are shared throughout the organization and acted upon by functional areas of the college.  In addition, most programs and disciplines—and all occupational programs—survey advisory boards and employers regularly for feedback on specific issues.

A list of regularly-deployed surveys appears in Figure 3-2 above.  Data and reports for these surveys from 2006-2012 may be found on the Institutional Research Survey Results page below:

3R2 Results for Student and Stakeholder Satisfaction.Student satisfaction is most formally analyzed through the Student Satisfaction survey.  For example, each year students are asked specifically about the adequacy of campus and college resources:

Question Strongly Agree Agree Don't Know Disagree Strongly Disagree
Classroom space 31.56% 49.11% 43.89% 12.22% 2.22%
Space for clubs, activities and leisure 18.97% 28.35% 45.31% 4.91% 2.46%
Study space 25.9% 48.42% 11.49% 10.36% 3.83%
Computer labs 28.41% 46.09% 15.44% 8.5% 1.57%
Science labs 17.56% 28.67% 47.78% 4.44% 1.56%
Academic support labs 19.73% 32.96% 42.15% 3.81% 1.35%
Technology labs 20.13% 30.87% 44.3% 2.68% 2.01%
Copy machine availability 21.52% 36.32% 30.94% 8.74% 2.47%
Recreational facilities 15.18% 26.56% 49.11% 5.58% 3.57%
Variety of courses 22.82% 50.34% 6.94% 14.77% 5.15%
Figure 3-4 Student Satisfaction Survey (Adequacy of resources / Fall 2012)

In addition to regularly-deployed surveys for students, MCC conducts periodic investigations into non-student stakeholder satisfaction.  Recently, as part of the 2013-2018 strategic planning process, the well-respected polling firm EPIC-MRA was engaged to perform a community survey.  In this survey, over 400 Genesee County residents were consulted during telephone interviews in June of 2013.  Residents were asked to rate the importance of various MCC services.  Specifically, respondents to the survey were asked to provide their feedback on MCC's efforts in job training, transfer programs, technology, affordable tuition, open admissions, and geographical location of additional sites.  The EPIC-MRA poll is described at length in 3R4 and 3R5 below.  Selected results from the poll appear in Figure 3-6.

Student satisfaction with individual instructors is regularly measured using an instrument called the Student Instructor Evaluation Form (SIEF).  Long acknowledged to be in need of improvement, SIEF is currently undergoing a revision under the direction of a faculty member reassigned to Academic Affairs for the specific purpose of leading a team to improve instructor evaluations.  The SIEF instrument and process is created through the Collective Bargaining Agreement (CBA) with the faculty union.  For this reason, improvement efforts regarding faculty evaluation require a greater number of steps and higher levels of formal consultation and negotiation.  The faculty member reassigned to work on the SIEF process is also the Grievance Officer for the faculty union, which also acknowledges long-standing improvement issues with the instrument.  Aggregate results from the Fall 2012 SEIF are reprinted in the following table:

Question Yes No
The course objectives were clear 95% 5%
The course was well organized 91% 9%
The instructor presented the course content clearly 89% 11%
The instructor used a variety of approaches to meet different learning styles 80% 20%
The instructor showed enthusiasm for teaching 93% 7%
The instructions for assignments were clear 94% 6%
Generally, the instructor was well prepared 95% 5%
Evaluation procedures were fair 95% 5%
The instructor encouraged students to participate and contribute 91% 9%
This course helped me improve my knowledge or skill 91% 9%
Figure 3-5 Student Instructor Evaluation Form (SIEF) Report 2012/2

The purpose of evaluation is to improve instruction and encourage professional growth.  Each faculty member must have Student Instructor Evaluation Forms (SIEFs) administered in each class at least once annually.  Results from SIEFs are provided to the instructor.  An aggregate summary of results for each faculty member and for the division is also made available to the dean.  Full-time continuing contract faculty and adjunct faculty meet with the Dean once every four years for an evaluation.  The content includes a summary of each year's SIEFs and a written self evaluation.  The faculty member may also choose to include peer evaluation(s) and/or administrative evaluations.  Part-time (non-adjunct) and probationary full-time faculty are evaluated at least every other semester. These evaluations include classroom visitation, administrative evaluation, and peer evaluations, in addition to the SIEF, as well as an annual meeting with the Vice President for Academic Affairs.

MCC also conducts a survey of graduates.  The survey asks graduates to rate their satisfaction with their current employment, education attainment, and asks them to rank pay and skill levels before and after graduation.  The 2012 Graduate Follow-Up Survey Report may be accessed here:

3R3 Performance Results for Student Relationships.MCC regularly tracks performance results for student relationships through the Student Satisfaction survey, described in 3R2 above.  In addition to questions about the adequacy of resources, students are routinely asked about key elements of MCC's environment and culture.  The table below illustrates selected elements of the survey using a Likert scale of agree/disagree:

Question Strongly Agree Agree Don't Know Disagree Strongly Disagree
MCC is warm, friendly, and supportive of students 30.27% 49.78% 8.3% 6.05% 5.61%
Campus is generally safe 25.17% 56.35% 8.46% 6.9% 3.12%
Class size is appropriate 26.02% 59.28% 4.98% 7.92% 1.81%
Advisors are available 32.88% 38.84% 14.06% 16.07% 7.14%
Programs of study are flexible 22.57% 46.95% 14.67% 10.61% 5.19%
There is diversity and racial harmony at MCC 27.13% 47.76% 15.7% 4.71% 4.71%
There is a clear student complaint process 16.04% 18.49% 49.22% 10.02% 6.24%
Dropping and adding courses is easy to do 27.11% 47.11% 14.22% 8% 3.56%
Help is available to research career goals 22.02% 39.55% 28.54% 6.74% 3.15%
Help is available to improve study habits and skills 24.83% 44.02% 25.06% 3.84% 2.26%
Figure 3-6 Student Satisfaction Survey (Agree & Disagree Statements / Fall 2012)

MCC also maintains support for several student organizations and clubs; information about these clubs may be found in 1P10 and 1P16 above.

3R4 and 3R5 Performance Results for Stakeholder Relationships.Results of positive relationships with program advisory groups, industry and trade organizations, as well as oversight and regulatory agencies exist across the organization; formal measures—both quantitative and qualitative—of these relationships are collected and analyzed on an ad-hoc basis.  Many programs and services at MCC have official advisory boards, and these boards are surveyed for input on particular programs at the college.  The most comprehensive example of performance results comes from the relationship MCC has with area taxpayers who were surveyed by EPIC-MRA in June of 2013. 

In the poll, 68% of respondents reported that they or a family member had taken classes at MCC.  97% reported that MCC was important to the overall quality of life in Genesee County; 92% reported that MCC was important to economic development.  In summary, the results of the poll reflected a strong community familiarity with MCC and strong support for the college's mission.  The poll also asked question about the likelihood of support for a future bond reauthorization vote.  This vote was later scheduled for the November ballot and will take place on November 4, 2013.  In response to the statement "MCC is an important asset to our community; renewing its bonding authority helps protect this important asset," 91% of respondents agreed (48% strongly agreed).

Residents were asked to rate the importance of many of MCC's key attributes:

Question 1 2 3 4 5 Total Important
9. Providing students with job training that meets the needs of area employers 86% 12% 1% 0% 1% 98%
10. Allowing students to take the first two years of a college degree program so they can transfer to a four year college 87% 11% 1% 0% 1% 98%
11. Preparing students for  technology-based and occupational careers 85% 14% 1% 0% 0% 99%
12. Making a college education affordable for area residents 88% 10% 1% 0% 0% 99%
13. Providing access to up-to-date computer equipment, training and software 88% 11% 1% 0% 0% 99%
14. Maintaining an open admission policy 84% 14% 1% 1% 0% 93%
15. Having campuses in Clio and Fenton 62% 31% 4% 1% 2% 93%
16. Preparing people for Health Science careers 84% 15% 1% 0% 0% 99%
Figure 3-7 EPIC-MRA Survey / Importance of MCC Services (June 2013)

In the table above, responses 1 and 2 indicate "important" (1 = Very important; 2 = Somewhat important; 3 = Of little importance; 4 = Not important; 5 = Undecided/refused to answer).  Additional data from the June 2013 survey appear in 3R2 above.

3R6 Results Comparisons for Understanding Student and Stakeholder Needs.In 2009 MCC began using the Community College Survey of Student Engagement (CCSSE) to assess student perception of key elements of the student experience.  In addition to providing useful information about student work habits, expectations, and interactions with college faculty and staff, CCSSE is a benchmarked instrument that allows MCC to compare results with other colleges.  CCSSE is now an integral part of MCC's multiple measures approach to the assessment of student learning outcomes.  Most items in CCSSE are benchmarked against colleges of similar size (Large Colleges are defined as having enrollments of 8,000-14,999) and the cohort for the entire administration of the annual survey.

In addition to the CCSSE, MCC also performs the CCFSSE, the Community College Faculty Survey of Student Engagement (CCFSSE).  This survey is deployed during the same semester as CCSSE and asks faculty to provide an assessment of student engagement.  Teams at MCC have used the gaps between student and faculty responses to the engagement items to shape discussions on professional development and curriculum issues.  National benchmarking scores are available for both CCSSE and CCFSSE.

Below is an example of the kind of benchmarking data provided by CCSSE.  Student-faculty interaction is a key element of student needs and important relationships.  The CCSSE instrument asks a number of questions about communication between students and faculty, including e-mail, grades, written and oral feedback, and working in and outside of class.  The results for 2013 indicate that MCC performs at a level roughly equivalent with other large colleges as well as the entire 2013 cohort.


MCC Large Colleges 2013 Cohort
CCSSE Survey Item Score Score Difference Score Difference
Used e-mail to communicate with an instructor 2.62 2.85 -0.25 2.85 -0.25
Discussed grades or assignments with an instructor 2.53 2.57 -0.04 2.60 -0.07
Discussed ideas from your readings or classes with instructors outside of class 2.01 2.06 -0.05 1.78 +0.23
Received prompt feedback (written or oral) from instructors on your performance 2.74 2.70 +0.04 2.71 +0.03
Worked with instructors on activities other than coursework 1.34 1.43 -0.09 1.45 -0.11
Figure 3-8 Student-Faculty Interaction Benchmarks (CCSSE 2013)

MCC performed slightly behind in the use of e-mail as a method of communication.  Compared to other large colleges, MCC was slightly behind the frequency with which students and faculty discussed ideas outside of class, but performed slightly better than the entire cohort.

3I1Recent Improvements in Understanding Student and Stakeholder Needs.Through its multiple measures approach to the assessment of student learning outcomes, MCC has begun to become more systematic and comprehensive in its efforts to understand student and stakeholder needs.  As discussed in 1P18 and 7I1, regular administration of the locally-developed General Education assessment instrument has allowed faculty to monitor how well students master MCC's essential learning outcomes.  This is particularly helpful in the identification of gaps.  One such gap is the low performance of students for Global Awareness, an element that is not reflected in the scoring reports for the ETS Proficiency Profile.  In this sense, the local instrument provides data not available from the commercially-prepared test.  The following table was recently presented to the general faculty by the Committee for the Assessment of Student Learning (CASL) as evidence that needs attention:

Grade Percent Correct
2012 Global Awareness Frequency 2012 Global Awareness % 2011 Global Awareness Frequency 2011 Global Awareness %
A 90.00 - 100.00 99 18.23% 74 16.34%
B 80.00 - 89.99 79 14.55% 57 12.58%
C 70.00 - 79.99 87 16.02% 92 20.31%
D 60.00 - 69.99 86 15.84% 72 15.89%
F 0.00 - 59.99 192 35.36% 158 34.88%
Figure 3-9 Global Awareness Local General Education Assessment Results 2011-2012

As reflected in Figure 3-9, a slight improvement is seen from 2011 to 2012 in the area of Global Awareness.  The numbers passing with 80% or better have gone up from 28.92% to 32.78%.   But the same percentage is failing these items and more needs to be done for Global Awareness among students.  Despite the relatively poor performance of students in this area, MCC faculty now have data that were previously unavailable to make curricular changes and adjustments for the very real need that student have to understand the world in which they live. 

3I2 Improvement Efforts for Understanding Student and Stakeholder Needs..  A culture of openness and consultation with employees and community helps MCC select specific processes to improve.  One such improvement is the current AQIP Action Project on Student Pathways.  The goal of this project is to study and recommend improved and streamlined "pathways" for student progression through programs of study.  Specifically, this Action Project will focus on student entry and exit points, as well as improved intake and student lifecycle/progress management with an emphasis on timely completion of degrees.  A special emphasis will be placed on institution-wide strategies for improving and expediting student progress toward successful completion including simplified or streamlined college processes and systems.
The Student Pathways team began its work by reviewing employee input from the most recent AQIP Discussion Days activity that created the project in the first place.  Due to the far-reaching nature of "pathways" for students, the team sought to narrow its focus to the important aspects of student retention and the timely completion of certificates and degrees.  The team then defined several "problems" facing student pathways at MCC, including:

  1. Students spend time and money taking unnecessary courses and do not succeed in completing certificates or degrees
  2. Time and resources are spent on potential students who do not enroll
  3. Departments and divisions do not efficiently share information about processes, policies, etc.
  4. Few set course pathways and scheduling sequences are established or promoted to students
  5. Students need timely interventions to stay on track
  6. MCC needs additional information about how students would like to be supported and guided to stay on track

The team used a process mapping CQI tool to create a flowchart of "pathways" issues faced by students at MCC; the process flow was published on the team's web site.  Finally, the team has returned to finalize its formal charter for approval by the Executive Cabinet (EC).  A separate writing team has been established to perform this work using a large draft prepared by the entire group.  A formal charter is expected to be submitted to EC in mid November of 2013.  The team began its work with the input provided by more than 350 employees during the AQIP Discussion Days, as well as the information gathered during an anonymous survey of all employees on the subject of future AQIP Action Projects.

Because its charter document focused on problems and opportunities, the group actually spent a great deal of time on Step 2 and Step 3 activities prior to finalizing the charter for approval by the Executive Cabinet.  A dedicated writing team has been established to finalize this document for approval.  This team has two sponsors from the EC: the two vice presidents of the college.  Recently the Vice President for Student Services and Administration attended a team meeting, and the Vice President for Academic Affairs attended one of the writing group meetings.  The next step is for the sponsors to formally present the team charter to EC for approval