Aspen Prize for Community College Excellence

Aspen Prize for Community College Excellence
Round 2 Application
Your community college has been determined eligible for the $1 million Aspen Prize for
Community College Excellence. Congratulations!
OVERVIEW
The Aspen Prize for Community College Excellence aims to reward and shine a spotlight on
community colleges that deliver exceptional student results, to stimulate replication of successful
campus practices and leadership, and to contribute to the development of high-quality measures
and benchmarks for assessing community college student outcomes. The $1 million Prize,
awarded every two years, has brought a new level of public attention to community colleges,
defined new measures of excellence in outcomes for community college students, and uncovered
and disseminated practices that help exceptional colleges ensure great outcomes for their students.
In March 2013, the Aspen Institute announced the Co-Winners of the 2013 Aspen Prize, Santa
Barbara City College (CA) and Walla Walla Community College (WA). Valencia College, in
Orlando (FL), won the inaugural Prize in 2011.
The Prize is administered in three rounds. Round 1 of the Aspen Prize was used to determine
your eligibility and identified 150 community colleges in the U.S. based on institutional
performance, improvement, and equity on student retention and completion measures. Your
institution and 149 others are invited to complete and submit – UPDATE: by 5 PM ET March
12, 2014 – this Round 2 application for the 2015 Aspen Prize.
After the submission of Round 2 applications, some college leadership teams will be interviewed
by phone to answer clarifying questions. An expert selection committee convened by the Aspen
Institute will select 10 finalists: community colleges that have produced outstanding outcomes
for students, routinely collected data demonstrating a full range of student outcomes, and
effectively and systematically used those data to continuously improve practices and policies
impacting student success. This application is the first step in documenting high and improving
levels of student success (and submitting corresponding data) as well as narratives describing
concrete examples of practices that have led to your excellent student outcomes. Recognizing
that not every applicant will collect and report all data requested, we are seeking available
information in the following four areas:
•
Completion Outcomes: Indicating that the community college excels at helping
students earn an associate’s degree, attain a certificate with demonstrated value in the
labor market, or transfer to a four-year college, as well as ensure that students make
timely progress towards degree/certificate completion.
•
Labor-Market Outcomes: Indicating that the degree and certificate programs at the
college improve employment and earnings of graduates and that the college collects
1 and uses data on such outcomes and future labor market needs to improve courses and
programs.
•
Learning Outcomes: Indicating that the college gathers information to assess student
learning, and that this information is used to continually improve and strengthen
courses and programs.
•
Equitable Outcomes: Indicating that the college ensures access and success among
students who are often under-served, including those from three underrepresented
racial/ethnic groups—African American, Hispanic/Latino, and American Indian—and
students from low-income backgrounds.
In Round 3, Aspen will conduct site visits to all finalist campuses. A prominent Prize Jury will
select the winner(s) and finalist(s)-with-distinction, to be announced and celebrated in early
2015.
Additional information about the Prize, including Round 1 selection criteria, can be found at
www.AspenCCPrize.org.
2 INSTRUCTIONS AND DEADLINE
Please complete the following fill-in sections for narrative responses and use the attached
templates to provide data. Definitions of the requested metrics are contained in the attached
templates. For additional assistance, please email Leigh Arsenault at
AspenCCPrize@aspeninstitute.org.
In each response, please provide:
•
Data on outcomes. The attached templates ask for specific data on outcomes,
disaggregated by sub-group. While proxies for some outcomes may be the best
measures available, direct evidence of completion, learning, and
employment/earnings should be provided whenever it has been collected. When
available, all data should be disaggregated by race/ethnicity and gender. In any case
in which requested data are not available, please briefly note the reason, indicating
any plans that are in place to collect the missing data.
•
Information on the use of data. Please provide specific descriptions of the data-use
practices at your institution – noting specifically by whom, with what frequency, and
for what purposes data are used within the college to inform plans and actions to
continuously improve student outcomes.
•
Information as to the scale of student success-focused reforms and initiatives. For
any practices and reforms that you cite as having significant impact on improving
student success, indicate the scale at which those initiatives are currently
implemented within your institution. Include the number of students as well as the
percentage of target groups (and number of students) that are directly affected by any
noted practice or policy.
•
Information on evaluation practices. For any practices or reforms that you cite as
having significant impact on student success, describe the evidence you have of that
impact and how you evaluate their effectiveness over time. Also describe how the
institution makes use of evaluation results.
•
Current plans to sustain or expand practices. Describe your institution’s plans to
scale and sustain effective practices and reforms over the long term.
Three other notes regarding the application:
•
You must make Aspen aware if your institution is not in good standing with your
regional accrediting body. We recognize that accreditation reviews are ongoing and
request that you notify us if your institution has any current unresolved issues with
accreditors so we can assess eligibility.
•
You may wish to indicate the extent to which noted practices and reforms
represent a fundamental restructuring of the way the college delivers education.
3 •
In order to promote information sharing, the Aspen Institute reserves the right to
make Round 2 applications – including all data and narratives – publicly
available.

ROUND 2 APPLICATIONS ARE DUE BY 5PM EST ON MARCH 12, 2014.

COMPLETED APPLICATIONS SHOULD BE EMAILED TO:
ASPENCCPRIZE@ASPENINSTITUTE.ORG

PLEASE LABEL YOUR SUBMISSION USING THE FOLLOWING FORMAT:
• APPLICATION NARRATIVE: [FULLCOLLEGENAME]-APPLICATION-2015.DOC
• APPLICATION DATA TEMPLATE: [FULLCOLLEGENAME]-DATATEMPLATE2015.XLS
For questions regarding the application or requests for technical assistance, please email Leigh
Arsenault at AspenCCPrize@aspeninstitute.org.
4 INSTITUTIONAL INFORMATION AND PROFILE
Please complete the following contact information, and provide enrollment data for your
institution in the attached “Enrollment Profile” template.
INSTITUTION NAME:
DESIGNATED
CONTACT
PERSON/TITLE:
CONTACT
TELEPHONE:
INSTITUTION
ADDRESS:
CITY, STATE, ZIP:
WEBSITE:
Manchester Community College
Sara Vincent, Executive Assistant to the President
860-512-3103
CONTACT
EMAIL:
svincent@manchestercc.edu
GREAT PATH
MANCHESTER, CT 06040
WWW.MANCHESTERCC.EDU
PRESIDENT’S
EMAIL:
NUMBER OF YEARS CURRENT PRESIDENT HAS HELD THE POSITION:
PRESIDENT’S
ASSISTANT’S
SARA VINCENT
ASSISTANT:
EMAIL:
PRESIDENT’S NAME:
GENA GLICKMAN
INSTITUTIONAL MISSION:
In 120 words or less,
describe your mission, the
populations you serve,
and the programs you
offer.
FULL-TIME FACULTY
PART-TIME FACULTY
GGLICKMAN@MANCHESTERCC.EDU
5 1/2
SVINCENT@MANCHESTERCC.EDU
Manchester Community College advances academic, economic, civic,
personal and cultural growth by providing comprehensive, innovative
and affordable learning opportunities to diverse populations. We are a
learning-centered community committed to access, excellence and
relevance.
FACULTY COMPOSITION
NUMBER OF FACULTY
105
21%
389
79%
PERCENTAGE OF ALL FACULTY
Please note: hyperlinks to references in this document have been imbedded electronically into
the text. For a full list of the hyperlinks used, please visit www.manchestercc.edu/aspen.
5 External Partners: On no more than one page total, please list between three and five external
entities (including individual and consortia from K-12, business, non-profit, research, four-year
colleges or other sectors) with which your community college is engaged in partnerships that are
important to the student outcomes your institution has achieved. Provide a brief explanation of
the role these partnerships have played in student success:
PARTNER
KEY CONTACT
DESCRIPTION
ENTITY
NAME/TITLE AND EMAIL
OF PARTNERSHIP
College Readiness Alliance (CRA) Dr. Richard Kisiel, Superintendent, Manchester Public Schools, Manchester, CT, rkisiel@manchesterct.gov Dr. Kristina Kishimoto, Superintendent, Hartford Public Schools, Hartford, CT, KISHC001@hartfordschools.org Dr. Nathan Quesnel, Superintendent, East Hartford Public Schools, East Hartford, CT, quesnel.nd@easthartford.org CRA is a collaborative leadership committee focused on student success across MCC’s region. It comprises superintendents and community leaders who collaborate with Manchester Community College to facilitate college-­‐level readiness in secondary school and, therefore, strategically contribute to student persistence and student college success. The CRA is an outgrowth of the governing board of Great Path Academy (GPA), the middle college high school on MCC’s campus that serves 9th-­‐12th grade students. The MCC/GPA partnership fosters the use of the high school as a laboratory for examining best practices, which can then be shared out with school districts participating in the Alliance. A recent example is a pilot among MCC and GPA faculty, with funds from a Louise Ruddell Foundation (The Hartford Foundation for Public Giving) grant, that developed curricula that increased student placement into college-­‐level English from 55% to 73%. The Connecticut Board of Regents (BOR) Dr. Gregory W. Gray, President, Board of Regents, grayg@ct.edu The Connecticut Board of Regents, established in 2011, developed a comprehensive vision, Transform CSCU 2020, for the seventeen public institutions of higher learning in Connecticut over which the BOR presides. In addition to administrative and infrastructure proposals, emerging BOR initiatives that directly impact student success are: 1) a “system-­‐wide credit transfer and course articulation to reduce time to degree completion and keep tuition costs in check”; 2) the expansion of “early college programs to all the community colleges to reduce remediation, decrease degree completion time to save tuition dollars, and connect with students who might not consider college,” and 3) the alignment of “workforce development mission with the strongest industry growth sectors.” The American Association of Colleges and Universities (AAC&U) Ashley Finley, Senior Director of Assessment and Research at AAC&U, and national evaluator for the Bringing Theory to Practice project. finley@aacu.org AAC&U provides MCC leadership regarding student success benchmarks in a national context. MCC’s cross-­‐divisional participation in many AAC&U national initiatives, including “Making Excellence Inclusive,” V.A.L.U.E (Valid Assessment of Learning in Undergraduate Education), and The MetLife Foundation’s Roadmap Grant Leadership Project has significantly influenced and defined MCC’s strategic priorities focused on student persistence and student success. MCC is an active member of the AAC&U Campus Action Network (C.A.N). MCC collaborates with many businesses and non-­‐profit organizations on programs with contribute to student success. Representative is Rockville Bank. Richard J. Trachimowicz, Executive Vice President, Rockville Bank, and President, MCC Foundation rtrachimowicz@rockvillebank.com As one of the college’s largest supporters, Rockville Bank and its Foundation have made over 50 gifts in the last decade, totaling more than a quarter of a million dollars for scholarships, programs and equipment to benefit MCC. Their largest gift -­‐ $100,000, which was recognized by the college through the naming of its computer lab wing for the bank -­‐ was placed in the MCC Foundation’s permanent endowment account, where earnings on the principal are used to support scholarships, teaching positions and program enhancements that contribute to student success. Rockville Bank is a three-­‐time presenting sponsor of MCC’s premier fundraiser, Evening of Fine Wines, and a perpetual patron of the event; a portion of its annual sponsorship is used to support scholarships for high-­‐achieving students that demonstrate financial need. 6 SECTION 1. ABSTRACT
(NO MORE THAN 1 PAGE OF WRITTEN RESPONSE TOTAL FOR THIS SECTION)
Please provide a statement explaining how your community college defines and has achieved
excellent student outcomes, is positioned to continue improving such outcomes in the future, and
should win the Aspen Prize for Community College Excellence.
Manchester Community College’s core values -­‐ Shared Understanding, Shared Responsibility, Shared Leadership -­‐ were defined by the entire campus community. These ethical values are integral t o the College’s mission, to the vitality of every day on campus, and to the effective strategies by which the College has achieved and currently demonstrates excellent student outcomes. They facilitate a social, transformational process that defines how the College measures institutional effectiveness. They are made explicit in the College’s collaborative Strategic Planning Process; in its work regarding student persistence, student development, and student success; and in the classroom and in co-­‐curricular activities. MCC demonstrates its capacity for the dissemination of best practices regarding teaching and learning, student success, and excellent student outcomes. It sustains its commitment to shared leadership by fully engaging all its partners – academic, community and industry – both regionally and nationally, with this approach to leadership. MCC’s capacity to “pay it forward” and the remarkable evidence of student success detailed in each page of this application are reasons why MCC is worthy of The Aspen Institute’s Award for Community College Excellence. MCC defines success by providing access to all student; by inspiring achievement in all students, particularly measured by graduation and completion and transfer; and by fostering a community of learners that includes students, faculty, and professional staff. It defines excellent student outcomes by affording students varied opportunities to define and reflect on their individual life commitments. The College's goals align with those of The Aspen Institute through intentionally and systematically gaining results for students that advance progress in persistence, retention, and graduation rates. This year, MCC celebrates its fiftieth year. This anniversary has been a time of reflection, celebration, and collective planning for the College’s future. Photographic essays of the College’s history, reminiscences, and celebrations gave us occasion to consider MCC’s first fifty years, and to re-­‐engage a crucial section in the historic 1947 Truman Commission Report Higher Education for Democracy which argued for the creation of a national system of community colleges. MCC was named an "Honor Institution" (1996) by the Harry S. Truman Scholarship Foundation because of its "remarkable history of nurturing and encouraging students' academic and intellectual abilities and motivation." We continue to celebrate that history today while building on its solid groundwork. During these first fifty years, we have experienced unimagined demographic, curricular, and pedagogical changes, and yet constant throughout this time has been our commitment to our students and to our community. That commitment is marked by our core values of Shared Understanding, Shared Responsibility, and Shared Leadership. It makes us a “family,” an identity we have shared these fifty years. We’ll close with the words of one member o f that family, a former student. An immigrant from Taiwan, she came to MCC simply to improve her English but left with so much more. She wrote of her English classroom: It was “as big as the universe; it was where my strengths were built because o f the seeds of knowledge and self-­‐belief planted in me. . . . [My professor] showed me that kindness is the greatest thing in the world. He shined a light in my life. It is my promise to keep the light shining not only in me but also in all the people around me.” That’s a promise we make every day at MCC. 7 SECTION 2. COMPLETION OUTCOMES
(NO MORE THAN 3 PAGES OF WRITTEN RESPONSE TOTAL FOR THIS SECTION)
1. Please use the attached templates to provide data on student progression, transfer, and
completion (including those who begin in developmental education) across your college.
2. In 500 or fewer words, summarize the specific programs or factors that you believe have
contributed to college-wide success in student completion, improvements over time in
student completion, or specific achievements demonstrated in your completion data and
evaluations.
MCC long defined “student success” in terms that included but weren’t limited to student completion and graduation. The College recognized that students attended MCC not only to attain a degree or certificate but also for personal development, career advancement, or transfer, none of which required a degree. MCC’s graduation rate was roughly twelve percent. But, twelve percent wasn’t good enough. Completion rates of first-­‐time, full-­‐time degree-­‐seeking students from 2007–
2010, reported to the U.S. Department of Education, were stagnant. In the context of state accountability measures and national metrics, some of which use graduation rates to allot funding, award accreditation, and determine grant eligibility, MCC responded with a data-­‐driven, systematic, and coherent campus-­‐wide effort to increase graduation rates. MCC’s Enrollment Management Unit (EMU), first in the Connecticut Community College System, was implemented in 2009. The College created an office of Student Retention Services (SRS) within the EMU, demonstrating the College’s leadership strategies to increase student success and graduation through Student Orientation Sessions, followed by embedded classroom presentations on preparedness and success, strategies for optimizing graduation timelines, and information concerning academic probation and suspension. In addition: •
•
•
Students seeking reinstatement from academic probation or suspension received one-­‐on-­‐one academic counseling. An Early Warning System was implemented for students who missed the first day of class. Students were contacted if not achieving a C-­‐ or better mid-­‐semester. SRS implemented Academic Coaching for students experiencing academic difficulty, which was subsequently available to all students. Outcome: In fall 2013, almost 60% of students meeting four-­‐plus times with Coaches increased their grade point averages and 70% of those students overcame their probation or suspension. In 2011, the cross-­‐divisional leadership of the Deans of Academic and Student Affairs put into action the Student Success and Graduation Sub-­‐Committee, which promoted graduation through a student newspaper column, informational flyers, campus displays, and banners. SRS and The Registrar’s Office completed graduation audits for students who remained enrolled in their sixth semester; these students were contacted to ensure they took the necessary courses for degree completion. 8 2011 Outcome: Graduation rates increased from 13% to 15%. In 2012, fifth semester audits were conducted. 2012 Outcome: Graduation rates increased to 17%. Fourth-­‐semester audits are the current best practice. Students who transferred out were also contacted to transfer back their credits to apply to their Associates Degree. 2013 Outcome: Graduation rates increased to 18%. One result of The Advising Center’s Self-­‐Study and New England Association of Schools and College (NEASC) recommendations is that all students in a program-­‐specific major are assigned Advisors. The Advising Center designed an “up to 30-­‐credit model” of advising for students pursuing a GS or LAS degree. These strategic initiatives are now counterparts of MCC’s long practice of five-­‐year Program/Discipline Reviews providing essential information on student success and the relevance and efficacy of programs and courses. The General Studies Program completed a self-­‐study (2012), resulting in a more structured curriculum, which now includes a First-­‐Year Experience (FYE) course. FYE’s target student learning outcomes are the competencies necessary for degree completion. 9 3. For your completion data, please describe, in 500 words or fewer:
o How data on student outcomes are used on your campus, and specifically by whom,
with what frequency, and for what purposes.
o Any program or other changes you have made in response to these outcomes data, the
scale of the changes (how many and which students are impacted), and plans to
implement and sustain those changes.
o How you assess the effectiveness of those changes.
Among the challenges students face completing their degrees are that they are under-­‐prepared for college work and/or may have competing obligations, including work or family. Using data compiled by its Director of Planning, Research and Assessment, MCC addresses these challenges at all points of the student’s college experience: 
Placement: Data has allowed MCC to identify multiple measure processes that support its philosophy of “the best placement for each individual student.” Tracking students’ success rates in their initial English or math classes that all students must take led to changes in placement testing and allowed for partnerships with local HSs to align curriculum and improve college-­‐readiness rates. 
Curriculum Development: Informed placement supports English and math efforts to remediate through various class structures and pedagogies without trapping students in a semesters-­‐long cycle of remediation. State legislation limiting remediation strongly influenced this work. Regular data collection has allowed for systematic assessment of curricular initiatives that allow under-­‐prepared students to move sooner into college-­‐level work. These initiatives are fully implemented in math and will be in English by fall 2015.
10 
Academic Rigor: Concern about the success rates of under-­‐prepared students in college-­‐level classes led to research that confirmed dramatic differences in success rates based on college-­‐readiness levels. In response, many disciplines added new course pre-­‐requisites. While overall pass rates have not increased, qualitative data suggests faculty have modified curricula in response to student abilities. 
Student Advising: MCC’s CCSSE and SENSE data, compared to national and peer benchmarks, suggests our students are less likely to use academic advising. In response, MCC conducted an advising self-­‐study that led to changes including a FIRST program cohort model for first time, full-­‐time students and work on the Roadmap Project that highlights academic planning tied to student milestones. 11  Student Support: MCC has a summer bridge Student Training and Academic Retention Services (STARS) program for low-­‐income, first generation students placing into developmental English and math. Students are retested at summer’s end, with over 70% advancing directly to college-­‐level work. For non-­‐traditional students, MCC has an Adults in Transition program, and faculty-­‐created curriculum pathways for REACT, an Adult Basic Education. A collaborative faculty research project examining Universal Design for Instruction revealed that students, particularly those in developmental classes, struggled with basic academic skills. In response, English added a significant student-­‐development component to its middle-­‐level developmental curriculum. MCC also developed 15-­‐
minute student-­‐skills sessions and has discussed requiring an FYE. Research on student success metrics suggested that students of color were not achieving at the same rate as other students. Following national best practices, MCC created two mentoring programs for black and Hispanic students Participating students have higher rates of retention, reaching milestones, and graduation than comparison groups. These comprehensive changes-­‐grounded in MCC’s regular data collection concerning student work and attitudes, as well as in peer and national benchmarks of both, and regularly assessed during development/ piloting a nd post-­‐implementation of them-­‐have positively impacted the student experience at MCC. 12 SECTION 3. LABOR MARKET OUTCOMES
(NO MORE THAN 4 PAGES OF WRITTEN RESPONSES TOTAL FOR THIS SECTION)
1. Using the sample template provided, please provide data on the earnings and employment
outcomes of students who have completed, at your institution, an associate’s degree or
certificate of one year or greater length, including:
a. Absolute student earnings and employment for those who have completed, at your
institution, an associate’s degree, a certificate/program of one year or greater
length (i.e., percent of graduates employed within one year of completion and
average annual/annualized salaries), or a bachelor’s degree, and
b. Improvements in earnings and employment resulting from completing, at your
institution, an associate’s degree or certificate/program of one year or greater
length (i.e., increases in earnings and employment measured from the time prior
to enrollment to the time after completion).
The sample template may be modified to match the collection and reporting of your data.
Aspen recognizes that the available sources of employment and earnings data will vary
considerably by state and institution. For this reason, no particular employment and
earnings data from defined sources are required to apply for the Prize. If you use
unemployment insurance data, please report those data along with summary data and
information for all other methods you use to gauge labor market outcomes.
In Connecticut, the difference between what students would have earned with a high school diploma vs. one of the 320,000 degrees or certificates issued by Connecticut State Colleges & Universities since 1983 equates to $191 million per year. Manchester Community College has contributed significantly to those results; however, Labor Market Data relative to specific community colleges is not available. Under Governor Dannel Malloy, elected in 2010, CT Higher Education was reorganized under a common Board of Regents. During and since the conversion, the labor market data has focused on the “whole” rather than the “parts”. Prior to the reorganization, MCC received data provided by the CT Department of Labor. Connecticut’s Department of Higher Education’s report “Higher Education: Building Connecticut’s Workforce” focused on graduates from CT public colleges and universities, and those working in Connecticut. It included MCC graduates’ employment status and quarterly earnings at different points before and after their degree (1999-­‐2008). 13 Data culled from the report relevant to the questions above includes: Of MCC’s 667 graduates in 2006-­‐07, 77% were employed in CT during the 3rd quarter after graduation. MCC graduates were earning an average annual salary of $32,000. While this amount is lower than the statewide average ($40,000), note that a companion analysis of nine graduating classes found MCC graduates earning an average of $45,000. Compared to overall statewide employment by industry sectors, a greater percentage of MCC grads were employed in the Health Care & Social Assistance (137 grads, 2 7%), Retail Trade (89 grads, 18%), Accommodation and Food Services (50 grads, 10%), and Education (38 grads, 8%) sectors. Across over 4000 MCC graduates, 84% were employed in CT one year after earning their degree. o CT employment rates over 90% were found for MCC grads earning degrees in Information Systems and Office Technology, Disabilities Specialist, Therapeutic Recreation, and Paralegal. Looking at earnings two years before the award vs. one year after: o On average, MCC grads realized a change in annual salary of more than $11,000. o Criminal Justice and Allied Health majors posted the largest gains, with an average increase of over $20,000 in annual salary. •
•
•
•
•
Manchester Community College Connecticut Department of Labor Wages Report January 2009 14 2. In 500 or fewer words, describe how you ensure that students achieve labor market
success after graduation, including through the use of data or information you use
regarding the match between regional labor market demand and the degrees/credentials
produced by your institution. Cite the source of your information, indicate how
frequently the information is collected, and describe how the information is used to
improve curricula or practice. Also, specify if students are placed into employment, and
whether data on employee performance are collected from employers. With the recent reconfiguration of seventeen CT institutions of higher education under a common BOR, MCC has an expanded network of support to prepare its students for labor market success. CSCU System Level -­‐ As part of the CSCU system, MCC is part of a team committed to job growth and economic success in Connecticut. The BOR has identified priority initiatives that “reflect our core values and bolster enrollment, strengthen our online learning capacity, and require us to work closely in collaboration with the business community to better align coursework with state-­‐defined industry growth sectors” outlined in “Transform CSCU 2020.” Already-­‐established clusters in Allied Health, Information Technology, Manufacturing, Hospitality and Financial Services, and progress on additional o nes will prepare students for success in high need areas. College Level -­‐ MCC ensures its students’ success in the job market through the Career Services Office (CSO), Educational Master Planning, Strategic Planning, Internships, Service Learning, and Program Review. MCC hosts Job and Career Fairs attended by local and regional firms and special career panels and guest speakers, as well as a job board. In 2012-­‐13, CS0 maintained a total of 2072 job listings and averaged over 150 new listings each month. CS0 provides intensive and well-­‐attended workshops in resume writing, interviewing, job search and career planning. Additionally, our Cooperative Education office places students in internships, with nearly 74% of those placements leading to job offers. In partnership with Paulien & Associates, MCC completed its Educational Master Plan in 2011. The planning involved internal stakeholders, advisory boards, and the community. The report analyzed population trends, labor forecasts, high school graduation numbers, education demographics and other profiles to provide thorough Occupational Analysis. The report shows 41% of all jobs are middle-­‐skill jobs requiring more than a diploma but less than a bachelor’s. With over 90 certificates and degrees, MCC is uniquely positioned to serve the educational needs in many categories: Hospital, Management, Medical Office, Recreation, Local Government, Entrepreneurship, Criminal Justice, Arts, and Hospitality. As stated in our Strategic Plan under the initiative of Workforce Programs: “Although the College recognizes that all academic programs contribute to the development of the state’s economic base, we pay particular attention to those credit and non-­‐credit training and retraining programs that provide direct entrance into the workforce.” Program/Department Level -­‐ Program coordinators and department chairs work with college administration and community advisory boards to respond quickly to labor market trends and changes. Graduating students complete surveys and provide employment information vital to making program improvements. Surveys indicate MCC helped students get a new job (27%), get a salary increase (15%), and maintain current job (26%). Degrees meeting regional workforce needs: Associate Degrees Environmental Science, Health and Exercises Science, Occupational Therapy Assistant, Respiratory Care, Surgical Technology, Therapeutic Recreation, Computer Game Design, Food Service Management, Early Childhood Education, Computer Network Technology, Administrative Assistant-­‐Medical Option, Entrepreneurship. Certificates Dental Assistant, Health Career Pathway, Polysomnography, Sustainable Energy, Therapeutic Recreation, M edia Technology, Forensic Science, Homeland Security, Hotel-­‐Tourism, Gerontology, Computer Programming Technology. 15 3. In 500 words or fewer, please describe what your institution provides to currently
employed and/or unemployed workers in the areas of non-credit workforce courses and
industry-recognized credentials (i.e., courses and programs leading to licensure, a thirdparty validated certification, or occupational certificate). In this summary, include
specific examples of:
o Data the college collects on non-credit workforce courses and industry credentials
and how it uses the data in decision-making.
o How the college engages employers in non-credit workforce course design and
assessment of the training or credentials provided.
o What efforts the college makes to translate non-credit courses and programs into
credit for participating students, and the number of students who are granted such
credit each year.
The Continuing Education Division offers non-­‐credit certificate programs in the fields of computer technology, allied health, manufacturing, fitness, and real estate, for students who wish to secure full-­‐time employment within an accelerated timeframe and/or gain a head start o n a degree program. Data-­‐informed Decisions To ensure program quality, student evaluations are completed routinely for all Continuing Education courses and programs. Coordinators review pass rates for students in the various programs and where the college has access to pass rates for State and/or National certification exams (e.g. Certified Nurse Aide), aggregate skills testing outcomes are reviewed with instructors and adjustments are made in curriculum as needed, to facilitate the highest degree of success for our students. MCC also does pre-­‐ and post-­‐testing to help track the progress o f students and evaluate the effectiveness of courses. The College invites feedback from companies that have hired graduates and utilizes this information to enhance curriculum and various learning experiences. Employer Input Through regularly scheduled advisory board meetings and community outreach, the College works closely with employers to ensure that program curriculum reflects the most highly regarded skills in a particular field and that students have opportunities for internships and apprenticeships. The College collaborates with employer groups such as the Connecticut Pharmacists Association that provides MCC with instructors and curriculum, and the Connecticut Tool and Machining Association (CTMA) that provides funding and materials (www.ct-­‐ntma.org to view their video that includes highlights of MCC’s manufacturing program). The College also receives data from the regional Workforce Investment Board to ensure our programs meet area workforce needs and represent the highest demand areas. Non-­‐credit to Credit The Continuing Education and Academic Affairs divisions have worked closely for several years to allow students who successfully complete the 600-­‐hour, non-­‐credit Precision Machining Certificate (PMC) to apply for up to 15 credits in manufacturing and engineering that can then be applied towards an associate degree. During the 2012-­‐2013 academic year, there were 20 PMC students who applied for and received credit. Recently, faculty from the Business Office Technology department developed curriculum for the non-­‐credit Medical Office Assistant program and students who successfully complete the program may apply for up to 6 credits towards a credit certificate or a ssociate degree program in the field. Faculty at the College participate in the hiring of instructors for the Continuing Education Division's programs with instructors required to hold a master’s degree or equivalent in the related discipline. An example that encompasses all of these components is the Precision Machining Certificate (PMC) program. The PMC program prepares students for employment as entry-­‐level Computer Numerical Control (CNC) operators. Curriculum was designed by subject matter experts with the input and support of local manufacturers. Through regular contact and through semi-­‐annual advisory meetings, the College ensures that the program is aligned with manufacturers’ needs. Additionally, the Connecticut Department of Education has reviewed the curriculum for this program and has determined that it fulfills the classroom component for registered apprenticeships as a CNC Production Machinist. 16 4. In 500 or fewer words, please describe: o How the labor market data discussed in response to questions 1, 2, and 3 above are
used on your campus (to inform programming, instruction, budgeting, planning, etc.),
and specifically by whom.
o What program or other changes you have made in response to these outcome data or
other evidence of students’ labor market success.
o How you assess the effectiveness of those changes and how you plan to scale and
sustain any changes.
o Whether there is anything particular about the labor market in your region that might
inform or contextualize reviewers’ understanding of the employment and earnings
outcomes you provide.
Annually, MCC serves more than 16,000 students in credit and non-­‐credit courses and training. Informed by labor market data and the recommendations of advisory boards, the deans, division directors, and faculty develop degree offerings that meet the state’s needs. Program Development and Instruction Projected job growth and input from industry leaders help drive the program and course changes necessary to keep up with fluctuating needs of the labor market in our area. In response to CT Workforce Development, MCC partners with the Connecticut Department of Labor via the Education & Training ConneCTion which provides students with occupational information and guidance on education and training. Programs recently added as a result of this collaboration are: Health Science (AS), Electronic Health Record Specialist (Certificate), Radiologic Science (AS), Interpersonal, and Organizational Communication (AA), Neurodiagnostic Technology (AS), and Adolescent and Geriatric Addiction (Certificate). Collaboration with business organizations also provides educational experiences for students that prepare them for the workforce. For example, in collaboration with The Small Business Development Center, The Institute of Technology and Business Development , The Statewide Advanced Manufacturing Advisory Committee, and other partners, MCC works with local organizations and businesses in developing and refining academic programs, in providing internships and co-­‐op experiences for students, and in offering support and assistance to businesses and entrepreneurs. Through our membership in the Business and Industry Services Network, collaborative partnerships, workforce development, training activities, co-­‐ops, internships, and other educational opportunities, MCC and the Business and Economic Development Center (BEDC) remains committed to assessing and serving our region’s needs. Assessing Effectiveness and Sustaining Change Through its Institute for Community Engagement (ICEO), MCC engages the fifteen surrounding communities. MCC responds to requests for education, career placement, service learning, training, programming, service projects, and technical assistance designed to enrich the lives o f area residents and prosperity of our businesses. ICEO anchors MCC’s ability to be continually responsive to developments and needs in our community. One example in response to the data collected during the Educational Master Plan and by the ICEO is the Community College Regional Economic Summit hosted at MCC in 2011 and 2012, which focused the critical role of Connecticut community colleges in regional business development and economic growth. Additionally, the College has hosted events such as the Achievement Gap Forum, the Economic Summit, A Nation in Debt, and Stand Against Racism. And, as a National Issues Forum (NIF) host, the first CT college to be one, we moderate and hold community forums, focus groups and workshops pertaining to community issues and engage students in these initiatives. Developments in our Regional Labor Market 17 Developments in our Regional Labor Market On February 19, 2014, Department of Labor Commissioner Sharon M. Palmer and BOR President Gray announced a new multi-­‐agency partnership and apprenticeship programs for careers in manufacturing fields to obtain educational instruction at MCC and five other state community colleges. The partnership brings the learning component of the apprenticeship program to community colleges where students can train on state-­‐of-­‐the-­‐art equipment and complete the comprehensive classroom component more quickly. 18 SECTION 4. LEARNING OUTCOMES
(NO MORE THAN 3 PAGES OF WRITTEN RESPONSES TOTAL FOR THIS SECTION)
1. Please list any evidence you collect regarding student learning in academic programs,
vocational certificate programs, and/or in general education courses, indicating the source
of evidence (i.e., standardized or locally-developed examinations, licensure exams,
portfolios, surveys), including:
a. Absolute student learning outcomes (e.g., number and percent of students passing
licensure examinations or attaining a given score or level on other assessments),
and
b. Improvements in learning while students are enrolled (e.g., pre/post tests or
repeated assessments).
MCC understands that nothing has the potential to affect students' educational experience as much as the systemic assessment of what they learn, along with the use of such assessment to frame discussions on learning and to drive continuous improvements in teaching practices. Because successful completion of both College Composition and a college-­‐level Mathematics course is a requirement of the General Education core, and because these courses are the only common ones for all students, MCC has made direct measures of student learning in both curricula a strategic priority in measuring institutional effectiveness. Because many students enter under-­‐prepared for college-­‐level work, the English and mathematics departments have extensively revised their developmental curricula, modularizing and/or sequencing it so as to assess student learning and enhance progress into college-­‐level work. In mathematics, this modularization gauges absolute learning; students are administered an assessment with algorithmically generated items that determine mastery o f learning outcomes. Items not mastered become embedded in the next module. Responses are mathematics outputs such as solutions, values, and graphs; there are no multiple choice items. Student improvement in the math sequence is continuously monitored. As a result of data concerning student success and legislative mandate, the English Department also revised its developmental curriculum. The department developed a one semester intensive developmental English course, using portfolio assessment to determine the students’ placement in their next English course and to ascertain whether or not learning outcomes were demonstrated. The department also developed a Composition course with a modularized curriculum and embedded support for students who otherwise would have placed in the highest-­‐level developmental. Students complete a common assignment to demonstrate learning outcomes. In its two most populated courses-­‐-­‐ Composition and Introduction to Literature—the department incorporated common assignments in o rder to standardize the courses among 60+ Composition sections and 15+ Intro to Lit sections. The Department collects three writing samples, and an Assessment Committee, using a departmentally-­‐
approved rubric, review ENG 101 and ENG 110 student artifacts. The rubric has been calibrated by faculty, and faculty assess consistency across multiple sections of each course in meeting student learning o utcomes. At the program level, faculty use the NEASC E-­‐series to identify and publish learning outcomes and report assessment results on these learning outcomes. Faculty integrate numerous tools and multiple modes of assessment to measure student learning. 19 The evidence o f student learning that is collected to demonstrate effectiveness in meeting its institutional learning goals includes evidence drawn from licensure examinations, such as an annual 100% pass rate in both Occupational Therapy Assistant from 2010-­‐13 and Respiratory Care from 2009-­‐13. All of this work on curriculum and assessment supports the efforts of Connecticut’s emerging CSCU system to create seamless transfer pathways for students between the community colleges and the state universities through the CSCU Transfer and Articulation Policy. 2. In 500 or fewer words, describe:
o How frequently the assessments are conducted, what percentage of students are
included in the assessment(s), and if the data apply only to a specific population
(transfer track, developmental students, degree-seeking only, etc.).
o Your estimate of the validity and reliability of the assessments used to measure
learning outcomes (include description of the assessment(s) and the actual instrument
if possible).
Manchester Community College’s highly intentional approach to student learning and assessment, which occurs annually and at five year marks, is a four step, integrated process, and includes: 1) clear goals for learning 2) classroom practices, assignments, and learning experiences that complement those goals and ensure that students reliably achieve those goals 3) assessment to monitor the quality of learning 4) improvements and innovations based on assessment data. MCC is a learning organization that defines itself as a culture of inquiry and a culture of evidence. Assessment occurs at enrollment for the purposes of sustaining the college’s commitment to ensure that placement is appropriate for each individual student; assessment is integrated in annual Departmental Action Plans and undertaken at the end of each academic year; assessment data is parsed and applied to appropriate student cohorts, for example, developmental students, students taking program licensure exams, students completing courses in the disciplines and programs as well as in College’s General Education Program. Assessment of student learning includes all students’ learning, which is further supported by the five year cycle of Program and Discipline Reviews and Self-­‐Studies. In addition, as this application details, Manchester Community College, based on assessment data, provides resources to engage and coach students having difficulties. Manchester Community uses the benchmarks, adapted to the two-­‐year college curriculum, that are described in the Valid Assessment of Learning in Undergraduate Education, which, since 2009, thousands of campuses in the United States and around the world have used to meet student learning and assessment needs. MCC’s values the authentic assessment of student learning and has chosen the VALUE rubrics and the NEASC E-­‐Series to best support that institutional value. MCC’s institutional learning outcomes are modeled after AAC&U L.E.A.P goals and are informed by benchmarks defined by VALUE; these goals, both curricular and co-­‐curricular, which map in-­‐class and out-­‐of-­‐class learning across the campus, were cited as a best practice by NEASC. 20 Manchester Community College is o ne of six colleges and universities in Connecticut, and nearly 50 nationwide, to join the Multi-­‐
State Collaborative to Advance Learning Outcomes Assessment. Higher education leaders and faculty from nine states are working together to evaluate authentic student work in ways that allow measurement of student achievement. This work will also allow colleges to assess their own effectiveness in promoting student success. The purpose of the Multi-­‐State Collaborative is to improve the quality of student learning by developing a different approach to measure learning among public colleges and universities. Existing assessment methods o ften rely upon grades, standardized testing, and student surveys which are inadequate to accurately gauge and compare important information about what students know, understand and how they apply knowledge. The nine states that have formed the Multi-­‐State Collaborative will design and pilot test an assessment program that builds on assessment linked to instruction, actual curricula and real student work. The Multi-­‐State Collaborative will be able to effectively balance the improvement of the teaching and learning process in the classroom, and demonstrate public accountability for higher education outcomes. 3. In 500 or fewer words, describe,
o How the evidence on the attainment of learning outcomes you collect is used on your
campus (to inform curricular design, instruction, budgeting, planning, etc.), and by
whom.
o What programmatic or other changes you have made in response to this evidence.
o How you determine the effectiveness of those changes, and how you plan to scale and
sustain them.
Evidence of learning outcomes is used in areas of student placement, curricular design, and pedagogy. In particular, MCC has created, adopted, and scaled innovative programs to mitigate the requirement for remediation; success has been repeatedly verified with improved placement scores. Changes in placement have resulted in more students placing directly into college level math and English from fall 2009 to fall 2013; the percentage of HS students placing directly in college-­‐level English rose from 45% to 62%, and in college-­‐level math from 52% to 65%. Furthermore, our College Career Pathways program provides an opportunity for students to earn college credits at MCC while in high school and begin their college work at MCC in more advanced courses. These recognized model programs exemplify how we ensure student success through a strong K-­‐12/college faculty alliance. The College has established partnerships with local high schools through which curriculum in English is aligned with English curriculum, preparing students to enter ready for college-­‐level work. The College has fine-­‐tuned its placement processes for entering students using multiple measures, insuring the best placement for each student. Because successful completion of both College Composition and a college-­‐level Mathematics course is a requirement of the General Education core, and because these courses are the only common ones for all students, MCC has made direct measures of student learning in both curricula a strategic priority in measuring institutional effectiveness. Data indicates that students requiring remediation in either area, but especially mathematics, are challenged not only in fulfilling the General Education requirements but also in successfully completing other courses in the College. For example, from fall 2005-­‐fall 2009, in PSY 111, while only 43% of students registered in Math 075 or English 066 passed with a C o r better, 65% and 61% respectively in college-­‐
level math or English passed with a C or better, and 76% and 74% respectively who completed college-­‐level math or English passed with a C or better. The math department modularized its developmental courses into units complete with measurable learning outcomes. Students may demonstrate improvement while not mastering all course learning outcomes; students may complete all course material early and move to a higher level sequenced mathematics course. The Academic Success Center was redesigned to support this change, adding a Math Lab with computers and a Math Study Area with Faculty/Staff tutorial assistance. 21 The English Department also revised its developmental curriculum. For students who took mid-­‐level developmental but were deemed capable of bypassing the next developmental level and entering Composition, data indicated that those students received C or better at a 66% rate. As a result, the department developed a one semester intensive developmental English course. For those students who placed in highest-­‐level developmental, the Department developed a Composition course with a modularized curriculum and embedded support. In fall 2013, 73% of the “underprepared” students in this course with embedded support passed English 101 with a C or better, compared to a 55% C or better rate among the “college-­‐ready” students in traditional English 101. 22 SECTION 5. EQUITY
(NO MORE THAN 2 PAGES OF WRITTEN RESPONSES TOTAL FOR THIS SECTION)
1. In 500 or fewer words, please describe the most significant gaps in achievement between
different groups of students (e.g., by race, ethnicity, native language, remedial needs,
age) at your institution and what data you have used to identify and address those gaps
including:
o How information/data on achievement gaps is used on your campus and by whom.
o What programs or other changes you have employed to narrow or eliminate those
gaps.
o How many students you have directly helped through each strategy.
Achievement Gaps On February 28, 2014, Connecticut’s Achievement Gap Task Force released its “Master Plan to Eliminate the Achievement Gap in Connecticut.” Underscoring that the gap in scores is “unacceptable,” the Task Force reminds us that “race and class are not destiny” and that “no one policy will make the difference.” Multi-­‐faceted strategic initiatives are required. The Achievement Gap has generated persistent, responsive dialogue on MCC’s campus, and strategic, effective interventions; strategies for closing the achievement gap are integrated into MCC’s institutional operations—retention is “mission critical.” The student cohort that exhibits the most significant gap in achievement are African American, non-­‐white Hispanic, first generation, full-­‐time, degree-­‐seeking students, who rely heavily on financial aid. Of the group of “first time, full time, degree-­‐seeking students” in 2012, 25% (234) were African American and Hispanic, or students of color. A comparison of retention and graduation rates for students of color and White, non-­‐Hispanic students from 2010 and 2011 shows a significant disparity in successful outcomes. While 67% of White non-­‐Hispanic students re-­‐enrolled in the fall of the second year, typically fewer than 40% of the students of color return for the second year. Moreover, between 2-­‐6% of African American and Hispanic students graduate three years after enrollment, while the overall graduation rate for the college averages 17%. Programs and Student Impact Placement Disparities and Curriculum Revision This achievement gap affects students beginning at the placement level, with students of color requiring remediation at a higher level than their white peers. 23 The application elsewhere details the College’s work with local high schools to increase student readiness as well as its extensive revision of methods to deliver remediation. Student Retention Programs 24 Brother to Brother and Sister to Sister (B2B and S2S) Retention rates for students in the B2B-­‐S2S mentoring program exceed those for the College as a whole. The fall full-­‐time B2B-­‐
S2S cohorts had fall to spring retention rates of 90% vs. 80% for all new full-­‐time students; and fall to fall retention rates of 71% vs. 59% for all new full-­‐time students. Summer Training and Academic Retention Services (STARS) Overall 70% of STARS students tested up at least one level in English by the end of the summer bridge program. Overall 74% of STARS students tested up at least one level in Math by the end of the summer bridge program. The full-­‐time students in recent STARS cohorts had fall to spring retention rates of 88%, vs. 80% for all new full-­‐time students; and fall to fall retention rates of 71% vs. 59% for all new full-­‐time students. STARS students are less likely to be on academic probation than o ther new full-­‐time students during their first semester, 24% vs. 29%. Focused Tutoring 2. In 500 of fewer words, please describe the most significant efforts your institution makes to
promote affordability, including those (1) to improve/increase financial aid for students in need
and (2) to reduce costs for lower income students to attend college and/or attain a credential.
Please describe:
o Why your institution chose the particular affordability strategies employed.
o How many students you have directly helped through each strategy.
25 o How you determine the effectiveness of those strategies, and how you plan to
scale and sustain those deemed most effective.
Impact of Financial Need During the 2013-­‐14 academic year, a p hone survey of 1000+ students that had yet to register indicated that the primary reason they had not enrolled was a lack of finances. BOR policy requires that 15% o f tuition revenue be allocated to need-­‐based aid. For FY14, this set aside amounted to $2.4 million. These dollars contribute significantly to closing the need gap for new and returning students; however, a substantial gap still exists. Responses Four years ago, the College developed a plan to improve the quality and service capacity of our Financial Aid Office which included: the addition of staff, renovations to support flow and business processes, the reassignment of responsibility for veteran benefit certifications from financial aid to career services, and increased financial aid literacy outreach programming. These modifications have resulted in increased requests for aid, increased capacity to process applications, and more aid awarded as evidenced below. 26 The MCC Foundation has made a concerted effort to increase the amount of need and merit aid it offers. MCC’s signature fundraising event, Evening of Fine Wines, has consistently grown. In 2013 it grossed $234,000 for scholarships and college programming, an increase of 14% over 2012. A goal of $250,000 has been established for 2014. While gains have been made in o ur ability to process and award aid and in the availability of funds generated from donor activity, it is a travesty that students who are cognitively capable, appropriately motivated, and have the “grit” to persist are still unable to attend due to a lack of financial resources. Just as the recognition that “twelve percent wasn’t good enough” led MCC to a strategic approach to increase graduation rates, so too the recognition of this travesty led MCC to a systematic effort to identify additional sources of aid for students. Thusly, a number of initiatives have been implemented, including:  For the first time this fall, new students will be able to apply for Foundation merit-­‐ and need-­‐based scholarships. In the past students receiving Foundation Scholarships were required to have completed at least six credits at the college.  Increasing awareness of and access to o utside funding is important. In response, MCC’s Library team is now responsible for managing our scholarship database.  The REACT Program is a seven-­‐week college transition program that allows students to complete select developmental English and math courses free of charge, without accessing federal aid. The program is made possible through a partnership between MCC and Manchester Adult Education. The words of one of our graduates best captures our commitment to each student having access to resources and opportunity, “My education at MCC was never confined to the four walls of a classroom or the narrow hallways of the building; it expanded well into the community and all aspects of my personal life. There is no doubt I am a better mother, student, worker and human being as a result of being a part of this incredible college community known as MCC.” 27 Aspen Prize for Community College Excellence
Round 2 Application: Data Templates
Manchester Community College
Name of Institution:
Please label your submission using the following format:
Application Narrative: [FullCollegeName]-Application-2015.doc
Application Data Template: [FullCollegeName]-DataTemplate-2015.xls
Tab 1: Key Definitions for Filling Out Templates
Degree/certificate-­‐seeking students
First-­‐time student (undergraduate)
Full-­‐time student
Part-­‐time student
Remedial/developmental education courses
Students enrolled in courses for credit and recognized by the institution as seeking a degree, certificate, or other formal award. High school students also enrolled in postsecondary courses for credit are not considered degree/certificate-­‐seeking.
A student who has no prior postsecondary experience (except as noted below) attending any institution for the first time at the undergraduate level. This includes students enrolled in academic or occupational programs. It also includes students enrolled in the fall term who attended college for the first time in the prior summer term, and students who entered with advanced standing (college credits earned before graduation from high school). This should map onto your IPEDS fall enrollment.
Undergraduate—A student enrolled for 12 or more semester credits , or 12 or more quarter credits, or 24 or more contact hours a week each term. Undergraduate—A student enrolled for either less than 12 semester or quarter credits, or less than 24 contact hours a week each term. Instructional courses designed for students deficient in the general competencies necessary for a regular postsecondary curriculum and educational setting.
Note: All definitions, with the exception of the definition for remedial/developmental education courses, are consistent with IPEDS definitions in order to simplify the data reporting process for institutions.
Tab 2: Cohort Progression and Retention for First-­‐Time Undergraduate
Students Beginning in Fall 2010 and Fall 2011
Manchester Community College
Name of Institution:
1
2
First-­‐Time Undergraduate Students (Fall 2010)
Number in Beginning Cohort
Full-­‐Time Degree/Certificate Seeking at Entry
Part-­‐Time Degree/Certificate Seeking at Entry
Non-­‐Degree/Certificate Seeking at Entry
3
2
First-­‐Time Undergraduate Students (Fall 2011)
Number in Beginning Cohort
Full-­‐Time Degree/Certificate Seeking at Entry
Part-­‐Time Degree/Certificate Seeking at Entry
Non-­‐Degree/Certificate Seeking at Entry
Full-­‐Time Earned 24 Retention: Enrolled Credit Hours within First in Any Term in or Academic Year, Part-­‐
Completed during Time earned 12 Credit 2011-­‐12
Hours
1103
507
81
1
4
371
222
41
3
934
573
72
721
262
24
4
Full-­‐Time Earned 24 Retention: Enrolled Credit Hours within First in Any Term in or Academic Year, Part-­‐
Completed during Time earned 12 Credit 2012-­‐13
Hours
323
256
37
Instructions
1. The sum of the three cohorts include all first-­‐time undergraduate students in the beginning in Fall of the years identified above.
2. Use IPEDS definition for full-­‐ and part-­‐time (provided in Definitions Tab)
3. Retention includes students who have either completed by, or are still enrolled, in any term in the following
academic year.
4. Credit hour accumulation in first year -­‐ number of full-­‐time students at entry who earned 24 credit hours
within the first consecutive three terms (12 credit hours earned for students who began part-­‐time).
635
319
19
Tab 3: Cohort Transfer and Completion for First-­‐Time Degree/Certificate Seeking Undergraduate Students Beginning in Fall 2007 and Fall 2008
Manchester Community College
Name of Institution:
Completed a Certificate of One Year or More at your Completed an Associate's Degree or Higher at your institution by the end of the 2012-­‐13 academic year institution by the end of the 2012-­‐13 academic year and…
and…
First-­‐Time Undergraduate Students (Fall 2007)
Full-­‐Time Degree/Certificate Seeking at Entry
Part-­‐Time Degree/Certificate Seeking at Entry
Transferred to a Four-­‐Year Institution with Did Not Transfer to a Four-­‐
Did Transfer to a Four-­‐ 12 or More Credit Hours earned at your Did Transfer to a Four-­‐Year Did Not Transfer to a Four-­‐
Number in Year Institution Between Year Institution institution (any time between 2007-­‐08 and Institution Between 2007-­‐08 Year Institution Between Beginning 2007-­‐08 and the end of Between 2007-­‐08 and the end of the 2012-­‐13 academic year), and the end of the 2012-­‐13 2007-­‐08 and the end of the Cohort
the 2012-­‐13 academic the end of the 2012-­‐13 but without completing a Certificate of academic year
2012-­‐13 academic year
year
academic year
one year or greater in length, Associate's Degree or Higher at your institution 1099
4
1
80
164
135
365
7
0
20
20
21
Completed a Certificate of One Year or More at your Completed an Associate's Degree or Higher at your institution by the end of the 2012-­‐13 academic year institution by the end of the 2012-­‐13 academic year and…
and…
First-­‐Time Undergraduate Students (Fall 2008)
Full-­‐Time Degree/Certificate Seeking at Entry
Part-­‐Time Degree/Certificate Seeking at Entry
Transferred without Completion
Transferred without Completion
Transferred to a Four-­‐Year Institution with Did Not Transfer to a Four-­‐
Did Transfer to a Four-­‐ 12 or More Credit Hours earned at your Did Transfer to a Four-­‐Year Did Not Transfer to a Four-­‐
Number in Year Institution Between Year Institution institution (any time between 2008-­‐09 and Institution Between 2008-­‐09 Year Institution Between Beginning 2008-­‐09 and the end of Between 2008-­‐09 and the end of the 2012-­‐13 academic year), and the end of the 2012-­‐13 2008-­‐09 and the end of the Cohort
the 2012-­‐13 academic the end of the 2012-­‐13 but without completing a Certificate of academic year
2012-­‐13 academic year
year
academic year
one year or greater in length, Associate's Degree or Higher at your institution 1225
8
1
78
175
154
367
6
1
6
21
18
Note: Columns C, D, E, F, and G are mutually exclusive. Each student should be reported in only one column.
Tab 4: Developmental Education -­‐ Enrollment and Success
(Data should include all first-­‐time students seeking a certificate or degree)
Manchester Community College
Name of Institution:
Math
How many levels of developmental education do you identify through your assessment tool/process?
Race/Ethnicity and Gender
Hispanic
American Indian or Alaska Native
Asian or Pacific Islander
Black, non-­‐Hispanic
White, non-­‐Hispanic
Two or more races
Non-­‐Resident Aliens
Race Unknown
TOTAL Male
Female
TOTAL Race/Ethnicity and Gender
Hispanic
American Indian or Alaska Native
Asian or Pacific Islander
Black, non-­‐Hispanic
White, non-­‐Hispanic
Two or more races
Non-­‐Resident Aliens
Race Unknown
TOTAL Male
Female
TOTAL English
2
Reading
3
Tested into Developmental Education two course-­‐levels below Tested into Developmental Education in at least one subject, but Tested into Developmental Education three or more course-­‐levels college level in at least one subject, but not more than two course-­‐
Total Number First-­‐ not more than one course-­‐level below college level in any subject
below college level in at least one subject
levels below college level in any subject time Entry Students (Fall 2007)
Number Who Completed a Certificate or Number Who Completed a Certificate or Number Who Completed a Certificate or Number
Number
Number
Degree of one year or more by 2012-­‐13
Degree of one year or more by 2012-­‐13
Degree of one year or more by 2012-­‐13
211
3
56
232
1,031
12
0
136
1,681
877
804
1,681
66
1
10
72
373
4
0
50
576
307
269
576
11
0
2
10
78
2
0
17
120
50
70
120
88
0
13
103
218
4
0
24
450
210
240
450
12
0
2
3
38
0
0
3
58
21
37
58
18
0
11
21
25
0
0
11
86
45
41
86
2
0
0
1
4
0
0
1
8
4
4
8
Tested into Developmental Education two course-­‐levels below Tested into Developmental Education in at least one subject, but Tested into Developmental Education three or more course-­‐levels college level in at least one subject, but not more than two course-­‐
Total Number First-­‐ not more than one course-­‐level below college level in any subject
below college level in at least one subject
levels below college level in any subject time Entry Students (Fall 2008)
Number Who Completed a Certificate or Number Who Completed a Certificate or Number Who Completed a Certificate or Number
Number
Number
Degree of one year or more by 2012-­‐13
Degree of one year or more by 2012-­‐13
Degree of one year or more by 2012-­‐13
260
3
50
223
1,070
16
2
118
1,742
909
833
1,742
91
1
7
61
425
2
1
35
623
336
287
623
14
1
2
4
71
0
1
11
104
52
52
104
97
1
20
110
184
5
0
19
436
197
239
436
8
0
5
9
36
0
0
2
60
22
38
60
26
0
9
24
19
0
0
9
87
44
43
87
1
0
1
0
1
0
0
1
4
3
1
4
Tab 5: Data and Information on Employment and Earnings Outcomes
(For all students who leave the institution or for specific programs)
Manchester Community College
Name of Institution:
Manchester Community College
Connecticut Department of Labor Wages Report
January 2009
MCC TOTAL
Hospitality (NET)
Criminal Justice (NET)
Information Systems and Office Technology (NET)
Engineering and Technology (NET)
Allied Health (NET)
Business (NET)
Disabilities Specialist (NET)
DARC (NET)
THER REC (NET)
General Studies (NET)
Paralegal (NET)
Graphic Design and Multimedia (NET)
Social Service (NET)
Liberal Arts & Sciences (NET)
SES
Visual Fine Arts (NET)
Communications (NET)
Early Childhood Education (NET)
8Qs Before
MCC Award
Average
Annual
Salary
$ 34,111
$ 92,854
$ 60,082
$ 40,408
$ 41,498
$ 20,135
$ 35,050
$ 28,836
$ 29,089
$ 32,431
$ 24,656
$ 23,810
$ 19,630
$ 22,668
$ 15,512
$ 19,532
$ 16,444
$ 14,323
$ 15,585
4Qs After MCC
Award Average
Annual Salary
$ 45,429
$ 119,603
$ 83,871
$ 53,510
$ 50,542
$ 43,055
$ 42,891
$ 38,012
$ 35,453
$ 34,047
$ 33,004
$ 32,168
$ 29,685
$ 28,968
$ 27,420
$ 26,340
$ 25,136
$ 22,032
$ 21,357
Change in Annual
Salary
$ 11,318
$ 26,749
$ 23,790
$ 13,101
$ 9,043
$ 22,920
$ 7,841
$ 9,176
$ 6,364
$ 1,616
$ 8,348
$ 8,358
$ 10,055
$ 6,300
$ 11,908
$ 6,808
$ 8,692
$ 7,709
$ 5,772
% Change in
Annual Salary
33%
29%
40%
32%
22%
114%
22%
32%
22%
5%
34%
35%
51%
28%
77%
35%
53%
54%
37%
Max Count of
Employed Grads
4237
246
465
344
90
253
522
32
80
86
1331
178
122
96
87
43
55
90
153
Count of Employed
%
Grads at 4Q After
Employe
Award
d in CT
3573
84%
174
71%
365
78%
311
90%
76
84%
220
87%
449
86%
29
91%
65
81%
77
90%
1117
84%
160
90%
107
88%
84
88%
68
78%
35
81%
42
76%
66
73%
128
84%
NOTES:
MCC program graduates from 1999-2000 until 2007-2008
The source data from DOL has one line per major code, and provides average wages for graduates with that major for quarters relative to their graduation date. There are limitations with this information. It does not include any graduates working out of state, or as business owners in Connecticut. Employed Pre Q8 - student’s employment status as of eight quarters (two years) before the graduation date. For a May 2008 graduate, this would his or her employment status in April-June 2006.
Employed Post Q4 - student’s employment status as of four quarters after graduation. For a May 2008 graduate, this would be April-June 2009.
Because of the time it takes the Department of Labor to compile this information, any quarter that figures out to be past the 3rd quarter of 2008 is not included here.
Average Quarter Wages are re-calculated into estimated Annual wages
Tab 6: Data and Information on Learning Outcomes
Name of Institution:
Manchester Community College
Please Indicate the Following Where Applicable
1
2
3
4
5
6
Learning Outcomes Related Activities
Total number of Programs (including General Education)
Number/Percent of Programs with Formal Learning Outcomes
Number/Percent of Programs with Assessment Data
Number/Percent of Programs with Established Targets
Number/Percent of Programs with Licensure Exams
Number/Percent of Courses with Formal Learning Outcomes
Number/Percent of Courses with Assessment Data
Number
% or NA
63
-­‐-­‐
63
100%
44
70%
5
8%
3
5%
100%
Due to the distinctive approach to assessing student learning at each institution, we have not provided standard templates. Where applicable, please provide brief narrative and tables summarazing quantitative outcomes. This should include (but not be limited to):
MCC's Learning Outcomes Assessment Inventory
Learning Outcomes Inventory
Licensure Exams
Occupational Therapy Asst
Attempted Exam
Passed Exam
% Passed
2009
16
13
81%
2010 2011 2012 2013
14
13
18
18
14
13
18
18
100% 100% 100% 100%
Respiratory Care
Attempted Exam
Passed Exam
% Passed
2009
14
14
100%
2010 2011 2012 2013
12
12
13
9
12
12
13
9
100% 100% 100% 100%
Surgical Technology
Attempted Exam
Passed Exam
% Passed
2009
18
10
56%
2010
15
11
73%
2011
18
9
50%
2012
21
13
62%
2013
17
10
58%
Tab 6: Data and Information on Learning Outcomes
Please describe what support systems are in place for the assessment of student learning outcomes at your institution including links with faculty development, use of rubrics, use of capstones, etc. Please provide any other relevant information that we have not identified above.
MCC’s approach to the assessment of student learning has been to make assessment “simple, practical, and useful.” Moreover, MCC’s assessment cycles sustain a dual focus, in all areas of the College, on both “inputs” and, most importantly, “outputs” -­‐-­‐ students’ “ROI.” What are students getting out of the MCC experience? Academic and faculty leadership at MCC understands that sustained professional development regarding the assessment of student learning results in the continuous improvement and sustained involvement of faculty in the work of assessment on campus. MCC has used the NEASC E-­‐Series and Valid Assessment of Student Learning in Undergraduate Education rubrics, which have been field tested at over 100 colleges and universities throughout the United States, to systemize assessment on campus. MCC’s Center for Teaching has integrated assessment into its programming. The College has hired national consultants such as Ashley Finley and Dee Fink to work with faculty on campus. MCC has also had the benefit of their expertise – one on one -­‐-­‐ when MCC participated in several AAC&U week long Institutes. Faculty participate regularly in The New England Educational Assessment Network’s (NEEAN) Fall Forums, Spring Dialogues, and Summer Institutes at Keene State College, and MCC cross-­‐divisional Teams regularly participate in AAC&U national conferences on General Education and Assessment, Integrative Learning, and AAC&U Annual Meetings as well as have facilitating sessions on assessment and comprehensive general education reform at AAC&U national conferences. An MCC faculty member has published a book, Legal Studies Capstone: Assessing Your Undergraduate Education, which has applications to many disciplines, on the importance on capstone projects in the curriculum and the assessment of capstone projects to demonstrate student learning over time. MCC Faculty have been twice invited to be presenters at two N.E.E.A.N Summer Institutes to share best practices regarding the assessment of student learning, sustaining and disseminating best practices, and the art and science of calibration. An interdisciplinary MCC faculty team presented at the New England Faculty Development Consortium on “Calibration and Curriculum Alignment: Pathways to Collegiality and the Heart of Student Learning.”