FACT Book 2010-11 - Middlesex Community College

Transcription

MIDDLESEX
Community College
Fact Book
2010-2011
MIDDLESEX
Community College
Mission Statement
Middlesex Community
College is a progressive and
dynamic learning
community, committed to
providing educational
programs and services that
Six pillars express the primary values and goals that support the
Middlesex Mission:
A Dynamic Learning Environment•
Teaching is student-centered, emphasizing interactive learning strategies, state-of-the-art
technology, workplace and community service, and the incorporation of a forward-thinking core
curriculum. Online classes, tutoring and library resources give students added flexibility for
learning. Vibrant co-curricular opportunities reflect a broad array of interests and encourage a
strong voice in student governance.
support personal growth
and economic opportunity
for its diverse student
population. Dedicated to
student success, the College
provides excellence in
teaching, personal attention,
and extensive opportunities
for exploration and growth.
Closely linked to the fabric
of the community,
Middlesex’s partnerships
with school, business and
service organizations
provide leadership in
economic and community
development and foster a
culture of civic engagement
and responsive workforce
development. The College’s
state-of-the-art programs in
the liberal arts, basic skills,
and more than fifty career
and technical fields respond
to student and community
needs, providing a strong
foundation for college
A Supportive, Caring Community•
Classes are small, with instruction tailored to the needs of individual students. Writing, Reading,
and Mathematics learning centers and tutoring in all college subjects enhance achievement,
providing added personal attention and support. By accessing the academic, career and personal
counseling available at both Middlesex campuses, students receive timely, individualized guidance
throughout their college experience and assistance in planning the next steps in their education
and careers.
Responsive Workforce Development•
An active Business and Industry program delivers just-in-time education and training at corporate
and agency sites, while on-campus and web-based skills development, professional development,
and lifelong learning programs are offered throughout the region. A unique partnership with
MCC’s one-stop Career Place gives students and community residents ready access to extensive
career counseling, placement, and training in an off-site facility created to serve regional
economic development needs.
Active Civic Engagement•
Through partnerships with schools, businesses, the arts community, and service agencies,
Middlesex participates actively in the day-to-day life and ongoing development of its local
communities. Service Learning reinforces institutional and personal citizenship, involving students
in authentic learning and vital community service, while international teaching and learning
opportunities support partnerships abroad and globalization of Middlesex’s curriculum.
Extended Learning Opportunities•
Programs and services for students and community members of all ages, interests and abilities
complement other college offerings, extending MCC’s reach to diverse populations. Programs
range from adult literacy and English-as-a-Second-Language instruction at college and precollege levels to Honors and post-graduate opportunities. Community residents can broaden
specific skills and interests in a collegiate environment through an array of focused summer camps,
specialized programming for youth and senior citizens, short-term courses and seminars, and
online learning opportunities.
transfer, employment,
professional development
and lifelong learning.
A Commitment to Excellence•
Through an emphasis on effectiveness, applied scholarship and instructional innovation, faculty
and staff produce dynamic curricula and creative approaches to learning. An extensive
professional development program supports exploration of effective teaching techniques, new
technologies, and strategies that promote student achievement and success both in the classroom
and beyond. College research and ongoing outcomes assessment reinforce Middlesex’s
commitment to continuous improvement and responsiveness in all of its offerings and services.
Bedford • MASSACHUSETTS • Lowell
2010—2011 F A C T B O O K
Middlesex Community College
Carole A. Cowan, Ed.D. President
Lowell Campus
33 Kearney Square
Lowell, MA 01852-1987
Bedford Campus
591 Springs Road
Bedford, MA 01730-1197
2010—2011 Board of Trustees
William J. Chemelli, Chairperson, MCC Alumnus—Belmont
Joseph Assenza, Student Trustee—Lowell
Robert A. Barton—Bedford
Timothy Glaser, Appointed Alumnus—Wilmington
James G. Hicks—Framingham
Abbey Henderson—Sudbury
Royall M. Mack—Andover
Elia Marnik—So. Orleans
Paul E. Means—Stoneham
John H. Pearson, Jr.—Lowell
Duane Taylor—Littleton
2010 – 2011
Fact Book
Table of Contents
Accreditations
Accreditation Statements…………………………………………………………………..
1
Strategic Plan
The Planning Process and Guiding Principles…………………………………………..
2
Institutional Values………………………………………………………………………….
3
Strategic Directions…………………………………………………………………………
4
Accountability Measures……………………………………………………………………
5
Student Success
Title III Strategies for Success……………………………………………………………
6
AACU Roadmap Project…………………………………………………………………..
7
Assessment
Institutional Student Learning Outcomes………………………………………………..
8
Program Review……………………………………………………………………………
9
Academic Programs
Associate Degree Programs………………………………………………………………
10
Certificate Programs……………………………………………………………………….
11
RAMP-UP Math…………………………………………………………………………….
12
Academy of Health Professions…………………………………………………………..
13
STEM………………………………………………………………………………………...
14
Commonwealth Honors Program…………………………………………………………
16
International Studies………………………………………………………………………..
17
Middlesex Interactive: On-line Instruction………………………………………………..
19
Student Engagement
Student Leadership and Engagement…………………………………………………….
20
Center for Community Engagement………………………………………………………
22
Service Learning Department……………………….……………………………………..
24
Education Partnerships
MCC Dual Enrollment Academy…………………………………………………………..
26
Billerica Public Schools Partnerships……………………………………………………..
27
Lowell Public Schools Partnerships……………………………………………………….
27
Career and Technical Education Consortium……………………………………………
30
Adult Education Partnerships……………………………………………………………...
Lowell Public Schools /Middlesex Community College/ University of Massachusetts
Vertical Teaming Initiatives ………………………………………………………………..
Lowell Connections…………………………………………………………………………
31
33
35
Workforce Development
Business & Industry Programs…………………………………………………………….
36
The Career Place……………………………………………………………………………
44
Small Business Assistance Center………………………………………………………..
46
2010 – 2011
Fact Book
Table of Contents
(continued)
Annual Enrollment
Unduplicated Credit Student Head Count………………………………………………..
47
Credits Generated…………………………………………………………………………..
48
Unduplicated Non-Credit Student Head Count…………………………………………..
49
Fall Enrollment
Head Count and Full Time Equivalent Students…………………………………………
50
Student Admission Type……………………………………………………………………
51
Full Time/Part Time Credit Load Status…………………………………………………..
52
Semester Student Credit Load…………………………………………………………….
53
Degree or Certificate Sought………………………………………………………………
54
Student Enrollment by Major………………………………………………………………
55
Top Thirty Cities and Towns……………………………………………………………….
58
Top Ten Feeder High Schools…………………………………………………………….
59
International and Foreign Students……………………………………………………….
60
International and Foreign Students by Country of Birth………………………………..
61
Student Demographics
Student Enrollment by Gender…………………………………………………………….
63
Student Enrollment by Race/Ethnicity…………………………………………………….
64
Student Enrollment by Age Category……………………………………………………..
65
Entering Students' Academic Skills
First Time in College Students: Academic Skills by Academic Discipline…………….
First Time in College Students: Prepared for College Level Coursework…………….
66
First Time in College Students: Placement into Developmental Courses…………….
68
67
Student Performance
Fall Grade Distribution……………………………………………………………………
69
Student Academic Standing……………………………………………………………..
70
Annual Successful Course Completion Rate Trend…………………………………..
72
Degrees and Certificates Awarded
Degrees and Certificates Awarded Summary………………………………………….
73
Degrees and Certificates Awarded By Major…………………………………………..
74
Degrees and Certificates Awarded By Gender…………………………………………
77
Degrees and Certificates Awarded By Race/Ethnicity…………………………………
78
Licensure Exams
Licensure Exam Results…………………………………………………………………..
80
College and University Articulation Agreements
College and University Articulation Agreements………………………………………
2010 – 2011
Fact Book
81
Table of Contents
(continued)
Transfer Study
Top 20 Transfer Colleges…………………………………………………………………..
82
Top 10 Baccalaureate Degree Public and Private Transfer Colleges…...……………
83
Transfer Students By Major………………………………………………………………..
84
Transfer Students By Race/Ethnicity...…………………………………………………...
86
Transfer Colleges……………………………………………………………………………
87
Employee Profile
Full Time Faculty and Staff By Gender…………………………………………………...
94
Full Time Faculty By Highest Degree Level……………………………………………...
95
Full Time Faculty By Gender and Academic Rank……………………………………...
96
Full Time Faculty By Race/Ethnicity………………………………………………………
97
Full Time Staff By Race/Ethnicity………………………………………………………….
98
Full Time Faculty By Gender and Race/Ethnicity………………………………………..
99
Adjunct Faculty By Gender and Race/Ethnicity………………………………………….
100
Full Time Staff By Gender and Race/Ethnicity…………………………………………..
101
Part Time Staff By Gender and Race/Ethnicity………………………………………….
102
Cost of Attendance
Tuition and Fee Rates………………………………………………………………………
103
Financial Aid
Sources of Student Financial Aid………………………………………………………….
104
Financial Aid Applicants and Awards……………………………………………………..
105
Financial Aid Grants, Scholarships, and Work Study…………………………………...
106
Student Loans……………………………………………………………………………….
107
Financial Profile
Foundation Scholarships…………………………………………………………….……
108
Budget Trend…………………………………………………………………………..…..
109
The Annual Fund…………………………………………………………………………..
110
2010-2011 Grant Funding…………………………………………………………………
111
2010 – 2011
Fact Book
Accreditations 1 Accreditation Statements
New England Association of Schools and Colleges, Inc., NEASC
Middlesex Community College is accredited by the New England Association of Schools and Colleges,
Inc., NEASC, through its Commission on Institution of Higher Education. Accreditation of an institution of
higher education by the New England Association is not partial but applies to the institution as a whole.
In addition the individual programs listed below also have an individual accreditation.
Accreditation of Individual Programs
The Dental Assisting Program, the Dental Hygiene Program, and the Dental Laboratory
Technology Program are all accredited by the Commission on Dental Accreditation of the American
Dental Association. American Dental Association Commission on Dental Accreditation (CODA) 211 East
Chicago Avenue Suite 1900 Chicago, Illinois 60611, (312)-440-4653, E-mail: accreditation@ada.org
The Medical Assisting Program is accredited by the Commission on Accreditation of Allied Health
Programs, on recommendation of the Curriculum Review Board of the American Association of Medical
Assistants Endowment. CAAHEP is located at 1361 Park St., Clearwater, Florida 33756, (727)-2102350.
The Diagnostic Medical Sonography Program is accredited by the Joint Review Committee on
Education in Diagnostic Medical Sonography JRC-DMS 6021 University Boulevard, Suite 500 Ellicott
City, MD 21043.
The Nursing Program is accredited by the National League for Nursing Accrediting Commission
(NLNAC) 3343 Peachtree Road NE, Suite 500, Atlanta, Georgia 30326, (404)-975-5000.
The Radiologic Technology Program is accredited by the Joint Review Committee on Education in
Radiology Technology located at 20 North Wacker Drive, Suite 2850 Chicago, IL 60606-3182, (312)704-5300.
Middlesex Community College 2 0 1 0 ‐ 2 0 1 1 F a c t B o o k Strategic Plan
2
2011-14 Strategic Plan:
You’re Voice, Your Experience, Our Success
The Planning Process
Acutely aware that forward thinking and positive change make an institution stronger, Middlesex Community
College began looking to the future by launching a yearlong, broad-based campaign to create its 2011-2014
Strategic Plan. Titled Your Voice, Your Experience, Our Success, this Strategic Plan was formulated with the
help of a Strategic Planning Committee, comprised of faculty and staff. The college elected to use the
Appreciative Inquiry (AI) process, an ongoing, continuous study of what gives life to an organization. By
employing the basic premise of AI --- which is, “whatever we focus our attention on, we will create more of” --the Strategic Planning Committee set out to identify and build on MCC’s existing strengths.
Throughout the fall, more than 350 students, staff, faculty and external partners attended a series of Strategic
Planning Summits to talk about the five key priority areas of the college: Student Success, Assessment,
Workforce Development, Diversity in the Workplace, and Fiscal Stability. The Strategic Planning Committee
used the information collected at these summits to create a draft strategic plan, reviewed the draft plan with
more than 200 members of the college community through a series of Strategic Planning Comment Sessions,
and incorporated the feedback to refine the plan.
MCC’s Strategic Plan 2011-2014 is the result of this broad-based input and information, and reflects the voices
of the many people who participated in the Strategic Planning process. It’s a plan that will enable Middlesex to
continue to serve our rich and vibrant community, as well as to meet the new and exciting challenges of the
future. The plan includes a set of Guiding Principles, Values, Strategic Directions and a set of Accountability
Measures
Guiding Principles
To advance excellence and student success, we will:
•
Invest time, effort, and resources
•
Champion the power of diversity
•
Collaborate about substantive matters and strategic directions
•
Act on frequent feedback
•
Reflect and integrate learning
•
Make explicit connections between educational practices and the world around us
2010-2011 Fact Book
Strategic Plan
3
Institutional Values
Middlesex Community College is a progressive and dynamic learning community, committed to providing
educational programs and services that support personal growth and economic opportunity for its diverse
student population. Focused on student success and academic excellence, we are dedicated to the following
core values:
Access and Opportunity:
We ensure access to higher education by offering clear pathways to academic success and transformative
opportunity for the diverse populations we serve.
Diversity, Equity, Inclusion:
We embrace and celebrate the diversity of our community, recognizing equity and inclusion as the foundation
for excellence and innovation.
Empowerment:
We believe everyone teaches, everyone learns, and everyone leads. Empowerment for all is the key to our
growth and sustainability.
Partnerships:
We engage in dynamic, innovative partnerships to build a better future for our college and our community.
Personal Connections:
We nurture personal connections through collaboration, advising, mentoring, and advocacy to ensure our
success.
Resourcefulness, Creativity & Innovation:
We cultivate resourcefulness, creativity, and innovation in all we do.
Responsiveness:
We commit to being responsive to our students, our colleagues, and the educational, economic, social, and
workforce needs of our community.
2010-2011 Fact Book
Strategic Plan
4
Strategic Directions
We will improve access and advance student success by strengthening evidence-based
practices and resource allocation. To enhance student access we will expand proven practice and
explore new initiatives in vertical teaming, dual enrollment, college readiness, and course and program delivery
models. To advance student success, we will implement high impact practices that support core student
success skills and close achievement gaps. Institutional student learning outcomes for our graduates will be
clear, transparent, and well-integrated throughout the students’ college experience. Ongoing, college-wide
assessment will foster continuous improvement and drive resource allocation.
We will transform learning by integrating academic, workplace, and global experiences to
meet personal, professional, and community needs. Global perspectives, real-world experiences, and
professional skills will enrich our academic programs and be authentically assessed. We will provide a relevant
and transformative academic experience through the expansion of opportunities for career planning,
experiential learning, cooperative education, internships, externships, undergraduate research, service learning,
and international education. In response to industry and community needs, we will design programs in emerging
fields that include short-term and accelerated training models and non-credit articulation.
We will drive innovation, enrich community and broaden the learning experience for all by
fulfilling our shared responsibility for diversity through expanded activities that promote a broader
understanding and appreciation for diversity and recognize the importance of globalization. We will improve
policies and practices to recruit, support and retain a more diverse student body and workforce. Together,
students, faculty, and staff will create a working and learning environment that values diversity in all its forms as
the essential element inspiring improvement and innovation. We will focus on research, pedagogies, and
initiatives that assist in identifying and closing achievement gaps for diverse student populations and effectively
support student success for all.
We will empower all members of the college community to be educators, mentors, advocates,
entrepreneurs, and lifelong learners through enhanced professional development, curriculum, and cocurricular activities. We will expand engagement opportunities for part-time faculty and support staff; increase
the use of mentoring, advocacy and peer support models; and continue to build a college environment that
encourages on-going reflection, wellness, improvement, and entrepreneurship. To enhance student
responsibility, self-advocacy, and leadership, we will increase student representation on college-wide
committees and create new roles for students as peer mentors, advisors, tutors and leaders.
We will foster greater college engagement through improved communication, personal
connections, and collaborative partnerships by creating new opportunities for students, faculty, and
staff to interact, learn, and work together to build community, to enhance student learning outcomes and to
achieve strategic college priorities. We will strengthen college-wide communication and information
2010-2011 Fact Book
Strategic Plan
5
dissemination through the effective use of next-generation technology tools, the establishment of innovation and
interest groups and the inclusion of student voice in all we do.
We will build partnerships that stimulate innovation and address the educational, social, economic, and
workforce development needs of our communities. We value our role as a convener for active partnerships
aimed at creating innovative solutions to significant community challenges. By maximizing relationships with our
workforce investment and advisory boards, employers, career centers, and alumni, we will be positioned to best
meet emerging education and training needs. Internal college teams will reach out to community partners to
highlight and creatively address local and regional issues. We will proactively demonstrate and market the value
of our resources and programs, attaining a new level of community awareness, responsiveness, and impact.
Accountability Measures
Assessment of the College Climate
•
National Initiative for Leadership & Institutional Effectiveness Survey
Assessment of Student Engagement: Community College Survey of Student Engagement (CCSSE)
•
•
•
•
•
Active and Collaborative Learning
Academic Challenge
Student Effort
Student-Faculty Interaction
Support for Learners
Student Success Indicators – Disaggregated by Demographic and Socio-Economic Groups
•
•
•
•
•
•
•
Developmental Education/College Level
Persistence
Retention
Graduation
Mass Transfer
Community College Composite Success Measure
Degree & Certificate Production in High Demand Fields
Institutional Student Learning Outcome Assessments
•
•
•
Writing
Critical Thinking
Personal and Professional Development
2010-2011 Fact Book
Student Success
6
Title III Strengthening Institutions Grant
Strategies for Success:
A Commitment to Increasing Student Achievement,
Persistence, Retention and Engagement
In October 2008, Middlesex Community College was awarded a Title III Strengthening Institutions
Grant - Strategies for Success: Increasing Achievement, Persistence, Retention and
Engagement. The project focuses on Reformed Curriculum and Comprehensive Advising.
Reformed Curriculum involves the design of developmental and college-level Gateway courses
and learning communities embedded with Core Student Success Skills related to critical thinking,
communication, collaboration, organization, and self-assessment. Comprehensive Advising
involves the design of integrated advising services to include identification of academic and
career goals, creation of realistic Educational Plans, and continuous tracking and intervention
with an emphasis on the Core Student Success Skills.
The Title III grant provides nearly two million dollars over five years to support project initiatives,
including the purchase of advising software programs (Degree Works, Acalog, and Early Alert);
faculty and staff professional development and stipends for course redesign and piloting; and the
hiring of key staff. Funding will support a Coordinator of Academic Advising, two 30 hour per
week advisors, a full-time Learning Engagement Specialist, and a full-time Pedagogical
Instructional Designer.
Significant accomplishments to date include the following:
• Faculty redesigned and created Resource Guides for thirty-four courses. The guides
include many lesson plans that embed the Core Student Success Skills identified in the
grant and are given to all new faculty teaching these courses.
•
The Acalog on-line Academic Catalog has been fully implemented and is accessible from
the college homepage.
•
The SARS ALRT system was implemented and piloted. Developmental advisors
successfully connected with 80% of the students issued an academic alert by an MCC
faculty member.
•
Degree Works, an on-line degree auditing and educational planning tool, has been
successfully implemented and pilot tested. All professional and faculty advisors have
completed DegreeWorks training and are now using it in their advising meetings.
DegreeWorks is now fully functional for all degree and certificate programs. An advising
syllabus has been designed and adopted that outlines the student and advisor
responsibilities and advising resources.
•
Customized advising materials that emphasize career and transfer options have been
developed for all Business and Liberal Studies and Liberal Arts and Sciences programs.
•
A successful three-day Summer Institute was offered in 2010 and 2011 to orient faculty
and staff working on curriculum and advising design teams to the objectives and goals of
the grant. Participants were also provided training in the new advising resources and the
concept of developmental advising. Faculty who teach Explorations courses were also
given the opportunity to learn more about ways that they can use the Resource Guides
and Advising tools in their classes.
2010-2011 Fact Book
Student Success
7
Association of American Colleges and Universities
Roadmap Project Middlesex Community College was chosen by the Association of American Colleges and
Universities in 2010 to join a select group of twelve community colleges as part of the Roadmap
Project. These twelve colleges are expected to become national models in the support
of community college student success. Collectively, these leadership institutions are working to
take what are often isolated and independent student success efforts and create an integrated
roadmap to support both student persistence and higher levels of academic achievement.
The following are the partner community colleges in the AAC&U Roadmap project.
•
Eugenio María de Hostos Community College (CUNY) (New York, New York)
•
Gainesville State College (Oakwood, Georgia)
•
Georgia Perimeter College (Decatur, Georgia)
•
Lane Community College (Eugene, Oregon)
•
Miami Dade College (Miami, Florida)
•
Middlesex Community College (Bedford, Massachusetts)
•
Mt. San Antonio College (Walnut, Los Angeles County, California)
•
Northern Virginia Community College (Annandale, Virginia)
•
Prince George's Community College (Largo, Maryland)
•
Queensborough Community College (CUNY) (New York, New York)
•
Salt Lake Community College (Salt Lake City, Utah)
•
Tidewater Community College (Norfolk, Virginia)
Middlesex Community College elected to focus our Roadmap project on extending the work
begun in 2008 with our Title III: Strengthening Institutions Strategies for Success grant by
connecting it to the college’s recent General Education revision work and our ongoing work in the
assessment of Institutional Student Learning Outcomes (ISLOs).
A team of faculty, staff, administration and a (former) MCC student attended an AAC&U Summer
Institute for Roadmap institutions to design a plan to support entering student success through a
linked set of unavoidable curricular and co-curricular activities designed to ensure student
awareness of the college’s institutional student learning outcomes and support networks.
2010-2011 Fact Book
Assessment
8
Instituttional Stu
udent Lea
arning Ou
utcomes Assessm
ment
unity College has
h a robust, multilevel assessment pro
ocess that pro
ovides valuab
ble
Middlesex Commu
mation about our
o students' achievementt of institutiona
al and progra
am-level stude
ent learning
inform
outcomes. This infformation info
orms academ
mic and co-currricular planning, focused on
o providing MCC
M
students with mean
ningful, challe
enging learnin
ng experience
es within and outside our
classrrooms. The MCC
M
commun
nity has identtified the follow
wing six Instittutional Stude
ent Learning
Outco
omes (ISLOs)) that are integrated into co
oursework and co-curricula
ar experience
es. Assessme
ent
teamss, composed of faculty, sta
aff and studen
nts, annually provide
p
analyysis of our gra
aduates'
achievvement of the
ese ISLOs.
•
•
•
•
•
•
Written and Oral Comm
munication
Critical Thinking
ve Reasoning
g
Quantitativ
Social Res
sponsibility
Multiculturral and Global Perspective
Personal and
a Professio
onal Developm
ment
ween 2006 and 2009 the college
c
piloted
d the assessm
ment of its sixx ISLOs, refining assessme
ent
Betw
toolls and proces
sses. A colleg
ge-wide assesssment of stu
udent writing at
a three key points
p
of the
stud
dent experien
nce: initial writting course pllacement, com
mpletion of th
he writing course sequence
e, and
cap
pstone-level writing
w
was conducted in 20
009-10. A tea
am of faculty using a comm
mon rubric
eva
aluated large samples
s
of sttudent writing from each off these three levels. Our re
esults, depictted
belo
ow, were informative to the
e need for con
ntinued focuss on writing accross the currriculum after
stud
dents have co
ompleted their English Com
mposition cou
ursework.
Writing
P
Proficiency
Levels
A Snaps
shot of Studen
nts' Development as Writers
s at MCC
2010
5
4
C
Competent
Frreshman C
College-Ready
3
D
Developing
2
B
Beginning
1
ENT
TERING FRESHMEN
COM
MP II COMPLE
ETERS
GR
RADUATING SOPHOMORES
S
In 20
010-11, MCC
C administere
ed a standard
dized assesssment tool fo
or measuring
g students’ critical
c
thinkin
ng, problem solving,
s
and communicatio
c
on skills, the CAT
C
test (Crittical Thinking Assessmentt Test.
Cooke
eville, TN: Center
C
for Asssessment & Improveme
ent of Learning, Tennesssee Technolo
ogical
Unive
ersity. http://w
www.tntech.ed
du/cat/home/). We chose this
t
test beca
ause it relies on
o faculty and
d staff
from the adminis
stering institu
ution to evaluate student responses,, and thus offers substa
antive
opporrtunity for pro
ofessional disscussion and developmentt related to th
he development of those skills.
Resullts of this testt will be disseminated in fall of 2011.
Middlesex Community Colllege
M
2010-2011 Fact Book
Assessment
9
Program Review
In addition to our institutional-level assessment, our programs and departments, both academic and cocurricular, participate in a program review and assessment process. Programs and departments conduct selfstudies every 5-7 years, in conjunction with external accreditation processes and utilizing external consultants
as appropriate. In addition to these cyclical self studies, all academic and most co-curricular programs and
departments engage in annual assessment of their own goals for student learning and achievement. These
findings are used to inform improvement of student learning within the program, and help to ensure that all MCC
graduates have developed the discipline-specific and interdisciplinary knowledge, skills, abilities, and ways of
thinking that will be necessary in their further higher education and careers.
MCC instituted the program review process in 1998, and since then, 53 academic programs, departments and
support areas have completed at least one review, as have 4 Student Affairs programs. In 2006, a student
learning outcome assessment component was added to all academic and many co-curricular programs’ review
process. This assessment component required that programs and departments review and revise as necessary
their program goals for student learning, and then assess those goals, one (or more) per year, to determine the
degree to which students are achieving the goals we have established for their learning. These goals have
always been aligned to appropriate professional standards, and are now in the process of being aligned with
learning goals for the baccalaureate degree from many of our four-year transfer institutions. A final step in the
assessment process is the development and implementation of a plan for improvement, which is reassessed for
impact within a cycle of time. In 2010-11 a program review template was designed for all Enrollment Services
departments. This process will be piloted in the 2011-12 academic year. Copies of program reviews and review
templates are available at http://www.middlesex.mass.edu/programreview/.
2010-2011 Fact Book
Academic Programs
10
Associate Degree Programs
Listed below are the associate degree programs currently offered by Middlesex Community College
Aviation Maintenance Technology (AS)
Fine & Performing Arts: Liberal Arts & Sciences
•
Fine Arts Option (AA)
•
General Option (AA)
•
Music Option (AA)
•
Theater Option (AA)
Biotechnology Technician (AS)
Fire Protection & Safety Technology (AS)
Building Construction Technology (AS)
Global Studies Concentration (AA)
Business Administration Career (AS)
Graphic Design (AS)
Business Administration Transfer (AS)
Hospitality Management (AS)
Business Administration Transfer Accelerated Option (AS)
Human Services (AS)
Communications Concentration (AA)
Human Services Transfer (AS)
Computer Aided Design (CAD) Technology (AS)
Computer Forensics (AS)
Information Technology: Liberal Studies
•
General Studies Concentration (AS)
•
Transfer Concentration (AS)
Computer Science Transfer (AS)
Liberal Arts and Sciences (AA)
Computer, Software & Networking Technology (AS)
Liberal Studies (AS)
Criminal Justice
•
Administration of Justice (AS)
•
Law Enforcement (AS)
•
Criminal Justice Transfer (AS)
Life Science Concentration (AA)
Accounting (AS)
Automotive Technology (AS)
Culinary Arts (Hospitality Management) (AS)
Medical Assisting (AS)
Nursing
•
Nursing – Day (AS)
•
Nursing – Evening and Weekend (AS)
Dental Assisting (AS)
Office Systems & Administration (AS)
Dental Hygiene (AS)
Dental Laboratory Technology (AS)
Diagnostic Medical Sonography (AS)
Early Childhood Education (AS)
Early Childhood Education Transfer (AS)
Elementary Education Transfer Concentration (AA)
Energy Utility Technology (AS)
Engineering Science Transfer (AS)
Paralegal Studies
•
Career Option (AS)
•
Transfer Option (AS)
Performing Arts: Liberal Studies
•
Music Option (AS)
•
Theater Option (AS)
Physical Science Concentration (AA)
Psychology Concentration (AA)
Radiologic Technology (AS)
Studio Art (AS)
Fashion Merchandising (AS)
World Languages (AA)
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Academic Programs
11
Certificate Programs
Listed below are the certificate programs currently offered by Middlesex Community College.
Certificate of Completion (noncredit)
Academy of Health Professions
• Medical Receptionist
• Medical Secretary
• Nursing Assistant
• Phlebotomy
Transition Program - A two-year program for students
with significant learning disabilities.
Alcoholism/Substance Abuse Counseling
Biotechnology Technician
Computer Aided Design (CAD) Technology
Computer Forensics
Computerized Accounting
Criminal Justice: Law Enforcement
Culinary Arts (Hospitality Management)
Dental Assisting
Direct Support in Human Services
Early Childhood Education
Energy Utility Technology
Entrepreneurship in Small Business Management
Graphic Design
Career Development Certificate Programs
(noncredit)
Computer Applications Certificate
Project Management/PMP Exam Prep
Dental Hygiene Local Anesthesia Certification Training
Digital Photography Certificate
Interior Design Certificate
Meeting & Event Management Certificate
Nurse Assistant/HHA Certificate
Society of Human Resource Management Certificate
RN Refresher Program
CompTia A+ Exam Prep
CompTia Security + Exam Prep
Home Inspection Certificate
Hospitality Management
Liberal Studies
Medical Assisting
Paralegal Studies
Post-graduate Certificate Programs
(noncredit)
Writing Technical Information Certificate
Studio Art
Travel Services Management
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Academic Programs
12
RAMP-UP Math
RAMP-UP Math represents a complete redesign of MCC’s developmental math sequence from a
traditionally delivered course-based model to one that is modular, mastery-based, and
technologically-driven. The RAMP-UP initiative (Review, Achieve, Master, and Progress) began
as a pilot in spring 2011 and is continuing its move to full implementation during the 2011-2012
academic year. The program provides technology mediated instruction using My Math Lab. The
approach is based on a nationally recognized model that has demonstrated success in both twoyear and four-year institutions.
RAMP-UP Math utilizes a mastery based approach. The 12 modules that students complete are
equivalent to the former developmental math sequence. This sequence was made up of 3 levels
of developmental mathematics (Fundamentals of Math, Algebra I, and Algebra II). In RAMP-UP
Math, students are required to complete a minimum of 4 modules with a C or better to complete
each of the three levels. Students are required to pass particular modules in order to move
through the various levels of mathematics. Students can complete all 12 modules in one
semester and be ready for a college-level course.
The pilot in spring 2011 included only students who placed into the lowest level, Fundamentals of
Mathematics. There were 12 faculty involved in the pilot plus 10 support staff/tutors and 429
students. For fall 2011, all students testing below Algebra II level, i.e. < 56 on the CPT were
placed in RAMP UP math. We anticipate the participation of approximately 1700 students in the
second phase. The pass rate for the pilot was 57% with 243 students out of 429 passing a
minimum of 4 modules. 64 students withdrew.
Specific module completion rates are listed below:
Passing
Failing
Modules
completed
# of students
successfully completing
12
11
10
9
8
7
6
5
4
3
2
1
0
8
2
3
4
16
34
22
61
93
16
15
52
39
Implementing a curriculum redesign initiative such as RAMP-up required cross institution
collaboration. Faculty, staff, and administration worked collaboratively to gain new perspectives
on teaching and learning, to integrate technology, rethink student support, and to redesign the
learning environment.
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13
The Academy of Health Professions
The Academy of Health Professions (AHP) was established in 2010 with funding from the Commonwealth
Corporation. The AHP provides an innovative post-secondary career pathway for entry-level health careers in:
•
•
•
•
Nursing Assistant
Medical Reception
Medical Secretary
Phlebotomy.
The Academy of Health Professions provides a non-traditional delivery model that allows students to receive
the intensive, comprehensive, content-integrated training necessary for entry-level health positions within a
shorter time frame. The model also promotes and supports viable options for students to continue on a career
path to higher level health careers.
Classes are offered on evenings and weekends over 9 week sessions. Students may enter at any level of the
program based on meeting entry criteria, complete a certificate in approximately 30 weeks, and enter the
workforce or continue studies with the potential to earn an associate degree. The Academy of Health
Professions provides off-site clinical and laboratory experiences and externships to students where they are
introduced to best practices as they prepare to enter the workplace.
Collaboration is the key to the success of the Academy of Health Professions programs. The college
collaborates with the Metro North Regional Employment Board and the Greater Lowell Workforce Investment
Board as well with career centers in Lowell and Woburn to provide education and training. In addition, the AHP
Advisory Board, consisting of employer partners, MCC staff across all departments and divisions, career center
staff, community based organizational staff, and our Steering Committee, made up of upper level college
administration, contribute to curriculum and program design as well as the strategies used to implement
programs across the campus and divisions. Further, our employer partners provide internship experiences for
the AHP students.
Since inception there have been three cohorts that have completed the Level 1 certificates. The graduation rate
was 47%, 88 students were admitted and 27 students completed the nursing assistant certificate, while 14
students completed the medical reception certificate. In addition, there were two cohorts that have completed
the Level 2 certificate. The graduation rate was 92%, 38 admitted students and 33 graduates. Five students
graduated with a certificate in Medical Secretary, while 28 completed a certificate in Phlebotomy.
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14
Science, Technology, Engineering, and Mathematics (STEM)
Increasing student enrollment and success in Science, Technology, Engineering, and
Mathematics (STEM) fields is a priority for Middlesex Community College. In addition to a strong
menu of courses and academic programs, our STEM students are supported through a myriad of
student-centered initiatives such as bridge programs, targeted orientations, clubs, facilitated study
groups, tutoring, research and presentation opportunities Middlesex faculty stay current in their
fields through collaborate with other university faculty and participation in professional workshops
and conferences.
Enrollments in STEM programs grew from 627 in Fall 2006 to 1048 in Fall 2010, a 67% increase.
The number of STEM graduates grew from 82 in 2006 to 135 in 2011, a 65% increase.
Specific activities included the following:
•
A summer Bridge Program in August 2010 allowed fifteen students an opportunity to be
immersed in STEM activities. The four day workshop exposed students to biotechnology,
computer science, environmental science, and engineering. Students also visited a
biotechnology company and met with several students who had completed an
undergraduate research project.
•
23 students were actively engaged in the STEM Club in 2010-11.Activities included trips
to the Harvard Observatory and New England Aquarium, science experiments with DNA,
mouse-trap car design, chemistry, physics, and programs on science in the news and on
TV. In the spring of 2010, the club members collaborated with the student government
Global Awareness Project to organize a faculty led panel on the science behind the crisis
in Japan.
•
39 students attended the Women in Science Luncheon, where a panel of women talked
about their careers in STEM.
•
New STEM students met as a group for a special orientation on Opening Day in
September; they met STEM faculty and students from the STEM Club.
•
Tutoring is available in STEM courses and a facilitated study group formed to support
students in College Chemistry II,
•
Students served as teaching assistants in General Biology, Programming I, College
Chemistry I, and Anatomy and Physiology I.
•
In January 2011, a boot camp in Intermediate Algebra was offered to students who
earned a grade of C-, D or D+ in the fall semester to give them another opportunity to
move into Precalculus I, which requires a grade of C or better in Intermediate Algebra.
Twenty-two students attended the ten-day boot camp. At the end of the session they
retook an Intermediate Algebra final. Fourteen were successful and were eligible to take
Precalculus I. Two Northeastern graduate students were Teaching Assistants for this
boot camp.
•
Students from STEM courses presented their work on original and library research at
public poster sessions; 57 students presented in the fall and 88 students presented in the
spring.
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Academic Programs
•
After attending the Council of Undergraduate Research meeting in fall 2010, faculty
collaborated to develop a course in undergraduate research. Eight students have
participated in undergraduate research experiences.
•
Three STEM faculty and staff members attended a STEM conference at Mt. Holyoke; one
faculty member attended the NSF Broadening Impact conference and four engineering
faculty have collaborated with faculty from Northeastern University on High Tech Tools
and Toys. Twenty-nine faculty members participated in a National Science Foundation
Math across the Curriculum Workshop.
•
Fifty students attended a panel discussion in which undergraduates, graduate students,
and a software engineer discussed their pathways to STEM.
•
19 MCC students attended a two-week workshop at the University of Massachusetts
Lowell where they worked on biotechnology, physics, or environmental science projects.
•
11 MCC students participated in The Belize Experience, a STEM-oriented international
fellowship opportunity. The program includes a 14 day research experience to study coral
reef ecology and conservation. In preparation for the trip, students completed a new
course, Coral Reef Ecology, focused on the cultural and economic importance of reef
ecosystems. The linked one-credit lab component included the field experience in Belize.
Students participated in activities that included data collection while SCUBA diving and/or
snorkeling on the reef in Belize.
•
MCC’s Biotechnology Technician Degree and Certificate Programs have been endorsed
at the highest level by the Massachusetts Life Science Education Consortium (MLSEC).
Biotechnology: In 2010, eight community colleges were endorsed at the silver and gold
levels by the college/industry partnership’s new endorsement program. Middlesex
Community College is one of only two community colleges awarded endorsements for its
biotechnology degree and certificate programs at the gold level.
15
2010-2011 Fact Book
Academic Programs
16
Commonwealth Honors Program at
The Commonwealth Honors Program at Middlesex offers a challenging opportunity for students
to learn at a more advanced level. The Honors Program provides a place for students to work
with like-minded colleagues where they participate in seminar style classes, exchange insights
and ideas with students and professors, participate in extra-curricular activities, and master
research techniques and in-class presentations. What students learn adds value to their future
goals and enhances their ability for transfer to four-year colleges and universities.
Honors Program Requirements
Students with a minimum 3.2 GPA and 12 or more credits are considered Commonwealth Honors
Students. To graduate as a Commonwealth Honors Scholar, students must complete program
requirements including completion of a minimum of three honors courses with a grade of "B" or
better. Entering students with no prior college experience must have graduated high school with
a minimum 3.2 GPA and place into Honors English Composition I (ENG 101) on the College
Placement Test.
Specifically Required Honors Courses:
• Interdisciplinary/team taught Honors Seminars in World Cultures (HUM/HST 930) and/or
Latin American Society and Literature (HUM/HST 931) Students are required to enroll in
one of the above seminars, but are encouraged to consider both.
• Minimum of one other Honors Seminar (HST 914-Middle East and/or Globalization, or
ENV/SOC 917 Effects of the Environment on Health) Students are required to take one of
the seminars, but are encouraged to consider more.
• Minimum of one other honors course or Honors Option Contract.
• It is also recommended that students enroll in Honors English Comp I (ENG 101) and/or
Honors Introduction to Literature (ENG 102). To get the most out of their experience,
students are encouraged to enroll in more than the minimum number of Honors Courses.
• Participation in the Annual Honors Conference on the Middlesex Campus.
Advantages of Being a Commonwealth Honors Student
• Early Registration Program for Honors Students
• Seminars and conferences with dedicated faculty and students
• Work and socialize with other committed students
• Earn scholarships for admission to four year colleges and universities
• Develop an outstanding resume
• Special events: Theater, Movies, luncheons, Guest Speaker Forums
• Commonwealth Honors Scholar designation at graduation
• Public Distinction at Annual Honors Awards Presentations
• Reserved Honors Center space for private and group study in the Honors Center
Honors students have transferred to the following colleges and universities:
Amherst College
Smith College
Wellesley College
Brandeis University
Mt. Holyoke College
Bentley College
Johns Hopkins University
University of Massachusetts - Amherst
University of Massachusetts - Lowell
University of Massachusetts - Boston
Salem State University
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Academic Programs
17
International Studies
Middlesex Community College promotes diversity and global awareness inside and outside the
classroom through teaching and learning, scholarship, and leadership.
An international
perspective is specifically noted in our college’s Strategic Plan as well as infused in the
curriculum through the Multicultural and Global Awareness Intensive Value requirements
imbedded in the General Education Core Curriculum. This requirement applies to every MCC
student’s program of study. More than 170 different Middlesex courses in all disciplines foster an
ability to appreciate and analyze historical or contemporary experiences of diversity in the United
States and the world. These Core Curriculum requirements promote an understanding of the
varied experiences and perspectives that exist within, or across, cultural boundaries -- as well as
an understanding of the nature of social inequality.
The International Student and Multicultural Office promotes the enrollment, retention, and
successful completion of educational programs for international and minority students. The
Center fosters a college climate that embraces and develops cross cultural awareness, personal
growth, and a deeper sense of the benefits of a pluralistic society. And, since Middlesex
Community College is committed to educating students about global issues and broadening
student perspectives of the world community, International Education Fellowships are available
for MCC students to visit a country and study its history and culture. Since 1992, Middlesex has
offered fellowships to China, Russia, Costa Rica, Spain, Ireland, Europe, Brazil, and Belize.
Middlesex Community College was the first regional center in the Asian Studies Development
Program (ASDP) out of the East-West Center, and working in close connection with ASDP for the
past 20 years, over 70 MCC faculty have organized and participated in national conferences,
symposiums, and workshops on Asia, specifically China, Japan, India, Cambodia, and Malaysia.
For it is through such activities that instructors bring new and diverse perspectives into their
scholarship, curriculum development, teaching, and leadership.
Our web site is:
www.middlesex.mass.edu/asdp Past programs of workshops and conferences are available on
the site.
The college is presently part of a nationwide multi-year ASDP Title VI UISFL Chinese Language
and Culture Program grant, Enhancing Undergraduate Chinese Language and Culture Studies:
Integrating Faculty and Curriculum Development. Drawing primarily on the disciplines of
philosophy, religion, art, and literature, the grant provides a basis for each college to design core
courses in Chinese culture as well as develop significant course content in the humanities, social
sciences, and sciences. In conjunction with the grant, the process is underway to approve a
Liberal Arts and Sciences Global Studies Concentration with an Asian Studies Option.
Middlesex has also joined with ASDP as one of 5 national regional centers in a multi-year NEH
proposal Thinking Through Cultural Diversity: Bridging Cultural Differences in Asian Traditions,
where faculty will focus on deepening our China and South East Asia offerings. Bristol and
Quinsigamond Community Colleges have agreed to join Middlesex’s NEH cohort which will
address how Asian cultures and societies have conceived and practically engaged issues of
civility and cultural difference.
Local initiatives with a focus on our college’s close connection with the Cambodia community
include the partnership of Middlesex, the Lowell Public School, and the National Parks in a
2010-2011 Fact Book
Academic Programs
18
commitment to build a smokeless wood burning brick kiln on Aiken Street. This project, which
joins the Fine Arts Pathway and the Fulbright Hayes Cambodian educational continuum, is
centrally important in advancing efforts to keep vibrant and continue the art of Khmer ceramics.
Lowell resident, Yary Livan, is one of only four master ceramists to survive the Pol Pot Genocide,
and one of only two still active. The kiln will enable Yary to pass on his skills to a younger
generation as well as to engage the Lowell Cambodian community.
Through MCC Foundation support, two students were selected to travel to Cambodia as part of
the Habitat for Humanity Khmer Harvest. The students will join Greater Lowell Habitat for
Humanity and volunteers from across the world on the Khmer Harvest Build to build homes and a
sustainable farm.
As a result of a Fulbright Grant to Cambodia, a fund-raising campaign Strings for Cambodia was
developed to support Cambodia’s Royal University of Fine Arts’ dream to launch a National
Symphony Orchestra .The goal of $50,000 will cover the cost of high quality, carbon-fiber
classical string instruments – violins, violas and cellos – to form the core of the symphony’s string
section and to be used for teaching purposes at the university.
Through these and other initiatives, we at Middlesex are strongly committed to the view that
sharing languages, philosophies, histories, literatures, and arts of different peoples is the most
profound basis for building bridges and creating respect and civility among cultures.
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19
Middlesex Interactive: On-line Instruction
Middlesex Interactive has offered online courses at Middlesex Community College since the fall
of 1996. Beginning with a pilot program consisting of a handful of students in a single English
Composition I online course, the program grew to five courses with a total of 77 enrollments in
1998. By 2010-11, it had developed into a program consisting of 7550 enrollments and in over
150 different course titles.
Prior to teaching an online course, small cohorts of Middlesex faculty members complete an 8week, 30-hour training program addressing best practices in online instructional design and
pedagogy. This training program is facilitated by a team of Middlesex Interactive Instructional
Designers and draws upon the expertise of many seasoned online faculty members.
The following 10 Middlesex Community College can be completed on-line:
Business Administration Accounting
Business Administration Career
Business Administration Transfer
Criminal Justice – Administration of Justice
Criminal Justice – Law Enforcement
Criminal Justice – Transfer
Fire Protection and Safety Technology
Liberal Arts and Sciences
Liberal Arts and Sciences – Psychology
Liberal Studies
The following 16 Middlesex Community Programs can be completed 75% on-line:
Computer Forensics
Culinary Arts
Fashion Merchandising
Fine and Performing Arts - Fine Arts Option
Fine and Performing Arts - Music Option
Human Services
Human Services - Transfer
Information Technology - Transfer
Liberal Arts and Sciences - Communication
Liberal Arts and Sciences - Global Studies
Liberal Arts and Science - Life Sciences
Office Systems and Administration
Paralegal Studies - Career
Paralegal Studies - Transfer
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Student Engagement
20
Student Leadership and Engagement:
A Commitment to Student Development
Research shows that students who are actively involved in the college community are more
likely to feel connected and have stronger success rates. For this reason, student development
is a priority at Middlesex. Opportunities abound for personal growth including programs and
services focusing on leadership, engagement, community service, and wellness.
Middlesex is home to over 25 clubs and organizations that are student led and fall into one of
five categories: Leader-centered, Recreational, Multicultural, Academic, or General Interest.
Several hundred students participate by planning and implementing programs and thousands
more attend and enjoy them. Some of the most popular activities have included an annual
Battle of the Bands, MCC’s Got Talent, International Passport programs, pizza parties, ice
cream socials, and even a Halloween ghost-hunter!
Recreation events such as overnight ski trips, weekly bowling, and ping pong tournaments offer
a desired social outlet for many students. These types of programs increase the sense of
community feel and create lasting friendships – both of which ultimately help foster student
success. Health and wellness are important components of a well-rounded education and MCC
strives to offer multiple opportunities for hands-on participation.
Athletics, health and wellness are integrated into the co-curriculum in ways that appeal to
everyone. For students looking for traditional athletics, Middlesex offers over 20 intramural
sports, inter-collegiate competition, and club activity such as bowling and martial arts. Fitness
opportunities are free or low-cost and include a fitness center and studio on the Bedford campus
and a unique partnership with the University of Massachusetts at Lowell’s state-of-the art
recreation center. For students searching for an alternative healthy activity, restoration of the
beautiful fit-trail on the Bedford campus was completed in 2009. Additionally, pick-up games
occur regularly on the new MCC foundation supported basketball court and zumba and other
fitness classes are offered regularly during the year.
Each year the College begins and ends the academic year with book-end celebratory events on
alternating campuses. In the fall, the Block Party in Bedford attracts students, faculty, and staff
with its free music, food, events, and prizes. Spring Fling in Lowell is the same on the last day of
classes. Over 1000 students, faculty, and staff enjoy these traditions and feel great pride in the
college community.
Leadership development occurs through a variety of experiences. Middlesex offers traditional
training programs in an Emerging and Junior level format that is inclusive of retreats, personal
coaching, and interactive presentations. All students are encouraged to enroll in these to
improve skills, identify personal values, and set goals.
In addition to classroom-based trainings and workshops, student involvement in structured
activities offers transformative learning outside the classroom. Twenty students were selected to
participate in the 2011 Alternative Spring Break Program in New Orleans. The intense weeklong experience was life-changing for the participants who joined other colleges volunteering to
help with the devastation still felt from Hurricane Katrina. Simultaneously, the same number of
students worked closer to home through Habitat for Humanity, building a needed home in the
Bedford community.
The student voice is an integral part of College decision making. The Student Union
Government Association is an elected board of 16 officers and unlimited members who
participate on College-wide committees, oversee clubs and organizations, lobby for student
2010-2011 Fact Book
Student Engagement
21
rights, and represent their peers at multiple functions and meetings. Elections occur every
September.
For the 2011-2012 academic year, students can apply for one or more of 15 student leader/peer
mentor positions including Orientation Leader, Fitness Assistant, Peer Counselors and Advisors,
Teaching Assistants, Tutors and more. These students undergo extensive training to play
important roles alongside faculty and staff.
Students who get involved in co-curricular activities have better grades and a more satisfying
college experience. In addition, they build extensive resumes and develop important skills
transferable to the workplace and their daily lives. Student leaders are recognized annually at a
special ceremony that honors their participation and accomplishments.
Close to 2000 students were involved MCC clubs, organizations and leadership
opportunities in 2010-11. The following opportunities for engagement are available to all
students this year.
General Interest and Multicultural
Recreation
African Cultural Club
Amnesty International Association for Wellness and
Related Education
Compassionate Cannabis Coalition
International Club
Latinos Unidos
New Life Discovery
Radio
SPECTRUM
Veterans
World Readers
Basketball
Bowling
Dance
Flag Football
Hockey
Martial Arts
Meditation
Outdoor Adventure Club
Running
Soccer
Volleyball
Peer Mentor Experiences
Leadership
Americorps Student Leader
Jump Start Core Member/Team Leader
Peer Advisors
Peer Counselors
Student Tutors
Success Coaches
Teaching Assistants
Youth Mentors
Community Action Team
Dean’s Advisory Council
MAC: Middlesex Activities Crew
Multicultural Achievement Peer Program (MAPP)
Paul H. Sullivan Leadership Institute
Student Union Government Association
Academic
Engagement Opportunities
Business and Economics
Dental Assisting
Elite Fashion Association
Future Graphic Designers of America
Honors Council
Nursing
Performing Arts
Radiography
Student American Dental Hygienists’ Association
Sonography
Science, Technology, Engineering, Math
Art Gallery Association
Emerging and Junior Leaders Programs
Food for Thought
Global Awareness Project
International Fellowships
Multicultural Programming
One World Series
On the Road
Seasons of Service
SUGA Internships
The CORE Commitments
The Creative Writing Hour
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Student Engagement
22
Center for Community Engagement Established in 2006, the Center for Community Engagement (CCE) builds on the MCC tradition of
believing effective and sustainable programs model the core values of reciprocity and equality. An
open and free exchange with faculty, staff, administrators, students, and community partners has
created a campus culture of service and social responsibility. The Center has embedded these
values into an array of educational experiences. Center staff supports individual students, student
clubs, and campus organizations as they engage in service of their design and choice. In addition
to the Service Learning program, the Center offers numerous resources, programs, and services.
Following on the success of the MCC’s 2008 Day of Service, Center staff continue to offer
Seasons of Service (SOS) opportunities to members of the college community. Participants
choose to serve in food banks, homeless shelters, veteran’s programs, and many organizations
offering a spectrum of services.
MCC community engagement activities, designed by faculty, students, and Center for Community
Engagement staff, have been integrated across academic and co-curricular areas of the college.
•
Students in Microbiology courses have designed health and disease prevention
materials for Milly’s Place, a family shelter in Lowell.
•
Performing Arts students have presented free performances at the Lowell Summer
music series and urged the college community to participate in and attend interactive
sustainability events.
•
Students in an Explorations in Human Behavior course designed and implemented
clothing drives and raised funds for Living Waters in Lowell, Ma. Classes also
coordinated a campus wide candy drive for soldiers, delivering donated candy to Local
Heroes in Wilmington, Massachusetts.
•
The Center invited community and campus members to a presentation by ONE Lowell,
exploring voter participation data by ward and precinct in Lowell from 2000 to 2009. The
study links 2000 U.S. Census demographics with geographic information to present
visualizations of voting trends in the city. The study was in collaboration with ONE Lowell
and Salem State University.
•
Math Moves U, a collaboration with Raytheon, Girls Scouts of Eastern Massachusetts,
and MCC provided math and science workshops at the Bedford Campus to 350 girl
scouts. Students, staff, and faculty facilitated workshops and coordinated the day- long
event.
•
As part of Saints Medical Center’s Breast Awareness Month, CCE staff worked with
MCC Health Services to film and produce MCC’s version of the Pink Glove dance.
•
For five years, MCC’s Alternative Spring Breaks have challenged students to critically
think and react to problems faced by members of other communities. Being immersed in
diverse environments has enabled participants to experience, discuss, and understand
social issues in a significant way. MCC offers two Alternative Spring Breaks
opportunities; one to work locally with Habitat for Humanity to build and renovate decent
affordable housing for families in need. Second, students can choose a weeklong
Alternative Spring Break trip to New Orleans. Students and staff learn firsthand about
housing issues and make a direct and immediate impact.
2010-2011 Fact Book
Student Engagement
•
Beginning in 2011, the Center will be an AmeriCorps Student Leaders in Service site.
This exciting opportunity will provide 5 students with educational awards of $1175 after
completion of 300 hours of documented service in college-approved sites.
•
The Deshpande Foundation’s promotion of innovation, entrepreneurship and Sandbox
Initiatives will be an integral focus for Center staff who will work closely with the Campus
Catalyst student applications. In a collaborative effort with Northern Essex Community
College, Center staff will be supporting the implementation and integration of Deshpande
funded Jumpstart into the Merrimack Valley. Jumpstart is a nationally recognized early
literacy program focusing on 3 to 5 year old children. MCC’s Jumpstart students will
receive an educational award on completion.
23
MCC’s many participants in social change endeavors strengthen their understanding of
democratic values, citizenship, and community responsibility by combining intellectual exploration
with practical skills. By promoting and supporting community-based service, the Center for
Community Engagement engages the college in the civic life of the larger community.
2010-2011 Fact Book
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24
Service Learning Department
Since its inception in 1992, service learning at Middlesex Community College has been a unique
collaboration among students, faculty, staff, and community partners. Service learning, at the
nexus of critical reflective thinking and civic responsibility, is an opportunity for students to meet
identified community needs while practicing academic learning through thoughtful, directed
reflection.
The pedagogy of service learning is multifaceted and links the curriculum that is learned in class,
with practice that is experienced in the field. It also connects the college with community priorities
and students with career exploration. The unique results that emerge through intentional and
effective service learning practices help students meet the Institutional Student Learning
Outcomes for Social Responsibility and Personal and Professional Development.
Traditional service learning placements require students to spend 22 hours a semester (2-3 hours
a week) at their community site over an 8-11 week time period during the semester. Students are
also responsible for reflecting on their service learning work and connecting it to what they learn
in their classes and textbooks. In an effort to increase the variety of service learning experiences
available to students, faculty can also design all class service projects that have any array of
project-based requirements and still meet community needs and include essential reflective
practices.
Service learning at MCC is designed to meet a wide array of identified community needs,
focusing on literacy, health, homelessness, hunger, senior services, and the environment. •
•
•
•
•
•
•
Students serve in schools, early childhood centers and after-school programs focusing
on literacy, tutoring, and mentoring. Education partners include schools and
organizations in over 39 cities and towns including Lowell, Dracut, Everett, Medford,
Tyngsboro, Tewksbury, Chelmsford, Westford, Bedford, Billerica, Burlington, Arlington,
Sudbury, Wilmington, Woburn, Lawrence, Haverhill, Carlisle, Maynard, and Littleton.
Students support after-school programming in many organizations including Girls, Inc. in
Lowell and Haverhill, and Boys and Girls Clubs in Nashua, Medford, Waltham, Billerica,
Lawrence, Lowell, Stoneham, Woburn, and Arlington and YMCA’s in Lowell and
Stoneham.
Students meet needs of families and individuals in homeless shelters in communities
including Lowell, Lawrence, Medford, Malden and Woburn. Students assist meal
programs and food pantries in Lowell, Lawrence, Woburn, Medford, Bedford, and
Malden.
Students fulfill needs present in the senior population by working in Councils on Aging in
many cities and towns including Bedford, Concord, Lowell, Woburn, and Billerica.
Students choose to work with the elderly in nursing homes and long term health care
facilities in many cities and towns including Lowell, Tewksbury, Chelmsford, Everett, and
Lawrence.
Focusing on the needs of veterans, students volunteer at the Edith Nourse Veteran’s
Hospital in Bedford and supporting the staff and veterans across the region.
Students provide services to individuals with disabilities in agencies located in Andover,
Concord, Chelmsford, Lowell, Groton, Billerica, Woburn, and Bedford.
2010-2011 Fact Book
Student Engagement
•
•
•
25
Partnerships with the Lowell and Minuteman National Historical Parks offer a wide variety
of placements and opportunities for students to learn about the needs of the National
Park Service.
In partnership with International Programs, an international service-learning component is
organized for the Ireland Fellowship that features a Day of Service in Belfast.
Through a foundation grant and in partnership with International Programs, the Service
Learning department organized an International fellowship to Cambodia. Two MCC
students, in November 2011, will participate in the Khmer Harvest Build sponsored by
Habitat for Humanity’s Global Village program.
In 2010-11, Middlesex Community College students provided 14,696 service hours in
our local communities.
Fall
2006
Spring
2007
Fall
2007
Spring
2008
Fall
2008
Spring
2009
Fall
2009
Spring
2010
Fall
2010
Spring
2011
Service
Learning
Students
236
263
259
268
306
326
333
318
325
346
Service
Hours
5192
5786
5698
5896
6349
6732
7326
6996
7084
7612
Community
Partners
147
149
147
145
104
125
165
170
175
197
2010-2011 Fact Book
26
MCC Dual Enrollment Academy
Dual enrollment allows high school students to simultaneously earn college credit and credit
towards high school completion by taking college-level courses. Middlesex Community College
(MCC) has successfully established a Dual Enrollment Academy, which serviced some 310
students from over 30 different high schools and home-schools in FY11. The ultimate goal of our
Dual Enrollment Academy is to increase the college-ready population in Massachusetts by
expanding dual enrollment opportunities to a greater number of students who would otherwise
have limited access or no access to an early college experience. These students completed
coursework in a wide variety of different college-level courses, with the assistance of $29,100 of
state grant monies. Further, MCC offered a reduced tuition rate of $83 per credit hour last year
which allowed a greater number of students to participate in the program, regardless of whether
or not they received any state grant monies.
We have established relationships with many area high schools and provided numerous outreach
activities to promote this program. We work closely with guidance counselors and parents to
ensure that the college courses selected count for credit at their high school graduation. Dual
Enrollment students may select courses that are offered at either MCC campus during the day,
evening, on the weekend or on-line. This allows students more flexibility in terms of scheduling
courses. MCC intends to ease the transition from high school to college, allow students to get a
head start on their college careers, and provide meaningful and challenging academic
experiences to qualified students.
The Commonwealth Dual Enrollment Program encourages the enrollment and participation of
students interested in STEM (Science, Technology, Engineering and Math) as well first
generation college students. They also place emphasis on courses that would satisfy
requirements for the Mass Transfer Program. Our MCC Dual Enrollment Academy focuses our
attention on all of these areas in helping recruit and enrolls students for our program.
We provide orientation to Dual Enrollment students on an individual basis. They meet with an
academic advisor to assist in the application and registration process. During this orientation,
students receive information regarding college course expectations, withdrawal processes and
implications of grades in these courses, student services available, including all support services.
We convey all of this information to our high schools in the recruitment process and in our
meetings with students and their parents when registering for these courses. Additionally, Dual
Enrollment students are assigned to a specific academic advisor during each semester to assist
with any issues that may arise during the semester.
Middlesex served dual enrollment students from the following high schools in 2010-11.
Acton-Boxborough Regional HS
Andover High School
Arlington High School
Ayer High School
Bedford High School
Belmont High School
Billerica Memorial High School
Chapel Hill-Chauncy Hall School
Chelmsford High School
Dracut Senior High School
Francis W. Parker Charter School
Greater Lowell Reg Voc Tech HS
Groton-Dunstable Regional HS
Innovation Academy Charter HS
Lexington High School
Lincoln-Sudbury High School
Littleton Jr-Sr High School
Lowell High School
Maynard High School
Methuen High School
Minuteman Reg Voc Tech HS
Mystic Valley Charter Reg HS
Nashoba Valley Technical HS
Nashua High School – North
Newton North High School
North Middlesex Reg HS
Reading Memorial High School
Shawsheen Valley Voc Tech HS
The Bromfield School
The Cotting School
Tyngsboro Jr-Sr High School
Waldorf High School
Waltham Vocational High School
Westford Academy
Wilmington High School
Woburn High School
And Home-Schoolers
2010-2011 Fact Book
27
Billerica Public Schools Partnerships
Middlesex and Billerica Public Schools partner on initiatives that support students’ academic success and provide
opportunities for teacher professional development.
In 2010-11, Middlesex Community College and Billerica Public Schools Partnership focused on the planning and
implementation of an Early College High School program. Twenty-nine sophomores began the program in
September, 2011 by enrolling in a 9-credit learning community to be taught over an entire academic year. The
learning community consists of:
•
•
•
ENG 101 English Composition I
HST 121 US History Before 1865 and
CSS 101 On-Track: A First Year Student Success Course.
The goals of the Early College High School are to:
•
•
•
•
Increase the number of students who earn college credit before high school graduation
Increase the number of students who attend college
Decrease the number of students who require developmental coursework and
Increase the number of students who complete a degree or certificate within 150% of expected
time after graduating from high school (3 years for associate degrees and 6 years for bachelor’s
degrees).
In addition, Billerica Memorial High School (BMHS) students were offered early ACCUPLACER testing and college
advising and BMHS teachers participated in professional development focused on students’ readiness for collegelevel English.
Lowell Public Schools Partnerships
Middlesex and the Lowell Public Schools partnerships focus on strengthening communication and developing
collaborations that enhance student learning expand curriculum resources and support professional development.
The B.R.I.D.G.E. Program at McHugh Alternative Middle School (Beginnings Respect Independence
Diversity Guidance Education)
This alternative middle school program was established in 1997 for 24 Lowell Public School students in grades
7 and 8, ages 12-16, who experienced problems of disruptive behavior and/or attendance in the traditional
school setting. The program offers a comprehensive, positive, structured, and safe school experience
emphasizing standards, choice, responsibility, and human dignity. The program serves 60 students each year,
and boasts an 88% monthly attendance rate.
Center for Alternative Pathways to Success Programs
At the Center for Alternative Pathways to Success, Middlesex serves the at-risk population by offering three
alternative pathways to a high-quality education for young people in danger of failing to receive a high school
diploma and the skills needed to make a contribution to today’s economy.
2010-2011 Fact Book
28
Dual Enrollment
Middlesex and Lowell High School collaborated on the planning of a comprehensive dual enrollment program to
be launched in fall 2011. The program will offer general education courses that are transferable through the
MassTransfer Block onsite at Lowell High School.
MCAS Pathways Program
The MCAS Pathways Program at Middlesex provides tutoring and academic support for retesting area high
school students who have either completed all of their high school credits but still need to pass the Mathematics
and/or the English Language Arts (ELA) portion of the MCAS test in order to receive a high school diploma, or
who are still attending high school but have failed one or both sections of the MCAS. Pathways staff also work
with students to assist them in accessing higher education and/or workforce opportunities.
Out of School Youth Development Center
This year-round initiative at MCC’s Lowell campus provides Greater Lowell youth, ages 16-21 who are not in
school, with a continuum of services tailored to their individual needs. The Center offers a support system that
encompasses case management, General Education Development (GED) preparation, enrollment counseling,
service-learning, workforce education and training, career exploration, and formal/alternative education.
GEAR UP: Massachusetts
This is a student support program for students in grades 7-12. GEAR UP stands for Gaining Early Awareness
and Readiness for Undergraduate Programs. It is designed to give low-income students the skills,
encouragement, and preparation needed to pursue postsecondary education and to strengthen academic
programs and student services at participating schools. The program includes tutoring, mentoring, after-school
programs, parent outreach, MCAS preparation, and teacher professional development.
GEAR UP: MCC/UMass Lowell
This partnership between Middlesex, UMass Lowell, and several community-based social service institutions
and cultural organizations supports programs for low-income students in Lowell middle schools and Lowell High
School. It is designed to help increase the number of children from low-income families who attend college.
Services include parent education and training, teacher professional development, college and career
awareness programs, MCAS preparation, tutoring, and mentoring.
Latino Connections
This program at Lowell High School provides bilingual/bicultural case management services to students in
grades 9-12 and their parents, which include opportunities to meet with Latino professionals from the Lowell
community who serve as mentors to the students. The program emphasized improvements in academic skills,
course completion, and graduation rates from high school.
MCC Music Department Outreach Collaboration with Lowell High School
The MCC Music Department Outreach Program offers Lowell High School students opportunities to participate
in a variety of musical experiences through the college. Events include workshops in voice and piano, as well as
lectures and performances by MCC faculty members and musicians from outside MCC, including members of
the Boston Symphony Orchestra. LHS students in the Jazz Band and the Concert Chorus also give concerts at
the MCC campus in Lowell.
MCC Law Center Student Conflict Resolution Experts Program (SCORE)
Founded in 1989 and located on the Lowell campus, the MCC Law Center administers consumer protection,
mediation and high school violence-prevention programs. SCORE provides an on-site peer mediation program
at Lowell High School to empower students to take responsibility for solving their own conflicts.
2010-2011 Fact Book
29
TRIO Programs
TRIO K-12 programs are for students who are either low-income or the first generation in their family to attend
college. Programs are funded by the U.S. Department of Education.
TRIO Educational Talent Search
This program targets TRIO-eligible students in grades 6-12 and fosters academic success, high school
completion, parent outreach, college/career awareness, and post-secondary placement. Approximately 40
percent of Talent Search graduates are placed at Middlesex.
TRIO Upward Bound
This is a carefully planned and intensive program of college preparation. It is a semester-based credited
academic program that is tailored to meet the specialized needs of students in grades 9-12. The program also
has a rigorous six-week academic summer component. Upward Bound is designed to assist 50 students
enrolled at LHS who are low income and/or first generation college-bound students.
2010-2011 Fact Book
30
Career and Technical Education Consortium
A Secondary-Postsecondary Career Vocational Technical Education Linkage Consortium funded by the
Department of Elementary and Secondary Education
Since 2009, the Middlesex Community College Career and Technical Education Consortium (MCC CTEC) has
provided college readiness, college transition and college pathways activities for students, teachers, guidance
counselors and administrators in career/vocational and technical programs. Secondary school members of the
consortium included Greater Lowell Technical High School, Lowell High School, Minuteman Career and
Technical High School, Nashoba Valley Technical High School. Affiliate members included Chelmsford High
School and Billerica Memorial High School. Within MCC, CTEC was supported by an internal team of
representatives from the departments of K-16 Partnerships, Admissions & Recruitment, Advising, Academic
Programs & Articulation and Resource Development/Perkins.
Consortium schools are dedicated to strengthening the ability of each high school and the community college to
prepare students for college and careers. Specifically, the consortium aims to increase the number of
secondary students in CVTE programs who enroll in postsecondary education ready for college level work.
This goal is pursued through the activities listed below.
Readiness for college:
•
•
•
•
Thirty-six teachers participated in professional and curriculum development on the Accuplacer college
placement test to increase students’ awareness and preparation
Four hundred and thirteen juniors and seniors participated in early Accuplacer testing
Nineteen high school, Middlesex and University of Massachusetts Lowell faculty members participated
in professional development on preparing students for college-level English
Education and career exploration activities and events
Transition to college:
•
•
•
•
Eight guidance counselors participated in the second year of the Academic and Career Counseling
Institute which offered professional development on transitioning students to college and careers
College visits and information sessions
Communication of college information to guidance counselors, students, and their families
Specialized orientation and advising activities
Pathways to college:
•
•
•
•
Articulation agreement development, renewal, and dissemination
Facilitated process for reviewing potential articulation credit
Middlesex and Minuteman created a new collaborative degree program in Building Construction
Technology modeled after the successful Advanced Automotive program. Students who graduate from
the postsecondary Carpentry program may articulate the technical courses to MCC and complete the
required general education courses to earn an Associate degree in Liberal Studies in Building
Construction Technology.
In December 2010, representatives of Massachusetts Association of Vocational Administrators and the
Massachusetts Community Colleges Council of Presidents signed a statewide agreement for Chapter
74 Approved Secondary Drafting programs to articulate with community colleges' courses in
Introduction to Drafting and Introduction to CAD courses.
2010-2011 Fact Book
31
Adult Education Partnerships
Adult Learning Center
This free program at MCC’s Bedford campus provides instruction in reading, writing, and
mathematics for adults who live or work in the area. Classes are small and range from literacy to
GED preparation. After completing the GED, some students enroll in MCC programs and
courses.
Changing Lives Through Literature (CLTL)
This is an educational alternative-sentencing program whereby probationers engage in bi-weekly
literature seminars with professors, judges, and probation officers in conjunction with probation
and often in lieu of prison. The women’s branch was founded by MCC Professor Jean Trounstine,
and more than six programs have been based at MCC over the last 20 years. First offered
through the Massachusetts courts, CLTL is now nationally and internationally known and
operates in nine states and in England.
Direct Support Certificate Program
Middlesex Community College offers a seven-course Certificate in Human Services. MCC and
the Massachusetts Department of Developmental Services piloted this program which continues
to offer scholarships to employees working with individuals who have a developmental disability.
Six local human service agencies currently have staff enrolled in the program.
Early Childhood Education/Community Partnerships
MCC’s Early Childhood Education Department is beginning a new collaboration with a regional
partnership that includes Northern Essex Community College, Merrimack College, Salem State
University, Lowell Public Schools, Greater Lawrence Community Action Council, MassAEYC,
Child Care Circuit, Compass for Kids, the Institute for Education & Professional Development,
Mass After School Partnership, Build the Out of School Time Network, and Community
Teamwork. The partnership will collaborate with the Northeast Regional Readiness Center at
Salem State University.
The work of the partnership will enable those employed in the early childhood and out of school
time sector to plan and follow a wide range of professional development opportunities through a
career pathways approach. The spectrum of available learning will include opportunities to attain
credentials, certificates, and planned learning activities that demonstrate core competencies, as
well as the attainment of associate’s, bachelor’s and master’s degrees in early childhood
education.
Specific learning pathways provided will include: ABE/GED completion to college, contextualized
ESL and developmental education to college, non-credit (CEU’s) to college, CDA to AA/AS
degree, other workforce certificates/credentials (infant/toddler, school-age, special education etc.)
to AA/AS degree, AA/AS to BA/BS degree and BA/BS to Master’s degree.
The Children’s Collaborative Community Partnerships in Woburn, Belmont, Arlington, and Acton
provide services to families and children, and also offer some teacher education.
2010-2011 Fact Book
32
Evening Education Program for Adults with Developmental Disabilities
Middlesex offers space on the Lowell campus to LifeLinks, a social services agency, for this
unique, whole-life education program for adults with developmental disabilities who are living on
their own or planning to do so soon. Classes emphasize safety, human rights and responsibilities,
healthy relationships, practical skills, and more. Classes are offered on Wednesdays, beginning
each September. New members are welcome at any time. Competency tests are administered,
and certificates are presented at the end of each session.
Links
This program, now in its ninth year, is offered free at MCC’s Bedford campus and targets adults
who are returning to college or have earned their GED and would benefit from additional support
services. Eligible candidates must have a GED or high school diploma, be Massachusetts
residents, and place into Basic Writing, Algebra 1, or both, when taking the MCC placement test.
This daytime program allows students to earn seven to ten credits while building study skills and
self-confidence and exploring career options.
Prepare to Attend College (PAC)
PAC is a free, eight-week program offered at MCC’s Lowell campus as an educational starting
point for immigrant populations in the greater Lowell area who are interested in attending college.
The PAC Program combines ESL or Basic English instruction with college and career counseling.
Since the program was established in the summer of 1987, PAC has served thousands of new
immigrants.
Urban Youth Program
MCC’s Human Services Department has collaborated with LifeLinks, a local agency, in a program
to train young people considering a career in mental retardation services. LifeLinks provides an
intensive paid internship over the summer and MCC provides a course in Fundamentals of
Community Services in Mental Retardation. The program runs June through August.
2010-2011 Fact Book
33
Lowell Public Schools
University of Massachusetts Lowell
Vertical Teaming
Vertical Teaming provides a vehicle for articulation and collaboration among Middlesex Community College, the
University of Massachusetts at Lowell (UML), the Lowell High School (LHS) math, chemistry, and science
teachers, and math teachers from the Lowell middle schools. 2010-11 is the eighth year that Gear-Up:
Massachusetts has allocated Professional Development funds to support the Vertical Math Teaming Initiative.
The mission of the initiative is to create a smoother transition for incoming ninth graders at Lowell High School,
to increase the number of students entering higher-level math classes and to ease the transition of Lowell High
School graduates who enroll at Middlesex Community College and the University of Massachusetts Lowell.
Examples of important Vertical Teaming Initiative are outlined below.
1. Combined Math, Chemistry, and Writing Vertical Teams met throughout the school year to explore:
•
•
•
•
•
•
•
•
The importance of collaboration between science and math within institutions
Math and science curriculum mapping
The basic assumptions of faculty and teachers
Vocabulary and strategies in math vs. chemistry
Discrepancies in topics, for example: issue of units, and delays in process
Common assessments in math, science, and writing
Topics that need to be covered in more depth, for example: metric system, dimensional analysis,
and factor labels
How to improve faculty understanding of the course content that comes prior/post to their classes.
2. An Accuplacer Prep Course (Math Plus) was designed and implement in 2010-2011 to address the
high number of juniors and seniors testing into developmental courses.
3. Step Up to High School Math, a math elective program for rising ninth graders, was offered for the
seventh time during the summer of 2011.The program consists of three instructional sessions that
parents are encouraged to attend with their child. The curriculum involves a series of math refresher
exercises and activities. 1.25 high school credits are awarded to each student who submits the required
lessons and participates in at least three sessions. 148 students were eligible to participate in the
program in 2010 and 94 of these students earned high school credit.
3. The Vertical Team piloted a new intervention program at the high school level called Mastering MCAS.
This program targeted incoming sophomore students who are slated to take the state mandated
standardized exam the following May. The program concentrates on the five strands covered in all
mathematics courses. The students receive formal instruction on each strand while attending five days
of a six-day program. Students that complete the program and all the required lessons earn 1.25 math
elective credits. 110 Lowell High School Sophomores signed up for the course, and 45 students
received high school credits.
2010-2011 Fact Book
34
4. The Mathematics Vertical Team members from Lowell High School and Middlesex Community College
offered Fast Track to smooth the transition from high school to Middlesex Community College.
Students who enrolled at MCC were identified and invited to participate in this program where the
students gain experience taking the Accuplacer exam, and are exposed to the Lowell College campus.
Students also received instruction to prepare for taking the college entrance exam, and have the
opportunity to improve their mathematics placement by taking a challenge exam. This exam would
allow the student to start at a course above the one they tested into, if they were successful. Success
was defined as a 75 or better on this challenge exam. In order to take advantage of this opportunity,
students had to attend tutoring sessions to improve their skills. Some students were able to move
ahead; one student, in particular, who had tested into a basic mathematics class, passed the challenge
exam, took her last developmental course during the summer and was able to begin the fall semester in
a college-level, transferable mathematics course.
Partially as a result of the Fast Track Program Middlesex Community College now offers several
placement exam review sessions throughout the year as well as an online program that students can
follow to build up their basic mathematics skills. Statistics show that students who take advantage of
these opportunities are placing into higher-level mathematics courses.
5. Mathematics Vertical Team members from Lowell High School and UMass Lowell have collaborated to
provide the High Steppin’ Program designed to help ease the transition between high school and
university. UML faculty members have given several presentations in high school classes, including
Algebra II and Advanced Placement Calculus. These presentations consist of two parts: a sample
lecture delivered as if the class were a college class, and a discussion of mathematics-related career
paths and corresponding college programs of study. The sample lecture part of the presentation is
designed to give the high school students a taste of what a college class is like, so they are not taken
completely by surprise when they begin their university studies. The university faculty members try to
make several points in this part of the presentation:
• College classes move much faster than high school classes.
• In most college classes, more time is devoted to lecture and less time to student work than in high
school classes.
• There is much greater need for self-motivation in college than in high school.
• College students are assumed to be adults, and if they choose not to attend class or not to do their
homework they are left to suffer the consequences.
The career and college portion of the presentation is designed to give students some ideas about possible
mathematics-related careers, college programs that would prepare them for those careers, and what
mathematics they would need in those college programs. Additionally, the presentation emphasizes to the
students the important fact that mathematics is required in several majors where it is unexpected. For
example, at U Mass Lowell, Calculus I and II are required for students in Biology, Chemistry, and,
surprisingly, Sound Recording Technology. Students in Management are required to take a Calculus course
and, if necessary, a Precalculus prerequisite. Since students at high school are frequently unsure or wrong
about the path they will eventually take in college, failure to complete enough mathematics in high school
can make it difficult or impossible later to switch to another major.
2010-2011 Fact Book
35
University Of Massachusetts Lowell
Lowell Connections
Middlesex Community College and the University of Massachusetts Lowell began the
Lowell Connections Program in 1998. Its mission is to prepare students who have
applied to U Mass Lowell but have not yet met entrance requirements to successfully
transfer after one year at MCC and be effective in a university environment. Lowell
Connections offers customized advising, academic planning and selected course work at
Middlesex. Those students who successfully complete their Lowell Connections courses
are prepared to enter specialized baccalaureate programs, such as engineering,
computer science, music or management. This unique program provides a completely
individualized approach for students to acquire skills and earn credits for transfer to the
University. Students also have the option of completing an Associate Degree Program at
MCC and then transferring to U Mass Lowell under MassTransfer.
Since 1998, nearly 1926 students have enrolled in Lowell Connections. As of August,
2011, nearly 760 of these students have achieved their goal of admission to the
University of Massachusetts Lowell, 175 students were admitted to another
baccalaureate degree granting institution, 120 students transferred to another Associate
degree granting college, and 260 students are still enrolled in the program.
Lowell Connections: Student Outcomes
Admitted to
Another
Baccalaureate
Level College
9%
Admitted to the
University of
Massachusetts
Lowell
39%
Admitted to
Another
Associate
Degree Level
College
6%
Still Enrolled at
MCC
14%
Left Without
Being Admitted
to Another
College
32%
2010-2011 Fact Book
36
Business & Industry Programs
Business and Industry Programs meets an ongoing business need for cost-effective training that
accommodates specific corporate needs and achieves measurable results. It also provides
employees with a variety of broad-based knowledge and specialized skills to navigate the
complex, ever-changing business world. Business and Industry Programs participants master new
technologies and increase and enhance their literacy and management skills.
Offerings range from professional development instruction for managers and supervisors to
courses in adult basic education and English for Speakers of Other Languages A representative
sampling of credit and non-credit programs offered for its clients includes Business Administration,
Telecommunications, Manufacturing and a variety of in-service, safety related trainings;
certificates in Early Education and Care, Management Development and Leadership; and courses
in Allied Health, Microcomputer Applications, Lean Manufacturing and Criminal Justice/Security
Administration. In addition, there are also courses and workshops in Basic Mathematics, English
for Speakers of Other Languages, Business Writing and Report Preparation, Team Building, First
Line Supervision, Computer-Aided Design and Presentation Skills, and Biotechnology, as well as
other professional and skill development programs.
Business and Industry Service Region
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Acton
Arlington
Bedford
Billerica
Boxborough
Burlington
Carlisle
Chelmsford
Concord
Dunstable
Lexington
Lincoln
Littleton
Lowell
Maynard
Stow
Tyngsboro
Westford
Wilmington
Winchester
Woburn
2010-2011 Fact Book
37
Business & Industry Programs
Companies and Organizations Served Since 2004
Company/Organization
Town
Accurev
Acre Family Daycare*
Advancian Realty*
AMCI*
AMD Global Telemedicine*
Analog Devices
Applied Science Labs
Arlington Fire Department
American Science & Engineering (AS&E)
Associates in Dental Health*
Au Bon Pain
Axsun Technologies
Barton Associates*
BCD Travel*
Bedford Fire Department
Big Paper Design*
Billerica.org*
Billerica Public Schools
Boxborough Fire Department
Brookhaven
Business Intelligence Advisors*
Cambridge Fire Department
Cambridge Technology
Carleton-Willard Village
CEI
Charles River Labs*
Charrette
Childcare Search
Circles*
City of Lowell
Clarendon Family Daycare*
CMC Torque*
Combined Insurance*
Communities United*
Community Teamwork, Inc.
Concord Prison
Courtyard Concepts*
CTI*
Lexington, MA
Lowell, MA
Reading, MA
Woburn, MA
Chelmsford, MA
Wilmington, MA
Bedford, MA
Arlington, MA
Billerica, MA
Bradford, MA
Boston, MA
Billerica, MA
Peabody, MA
Woburn, MA
Bedford, MA
Westford, MA
Billerica, MA
Billerica, MA
Boxborough, MA
Lexington, MA
Boston, MA
Cambridge, MA
Lexington, MA
Bedford, MA
Lowell, MA
Wilmington, MA
Woburn, MA
Concord, MA
Tewksbury, MA
Lowell, MA
Lowell, MA
Billerica, MA
Tewksbury, MA
Woburn, MA
Lowell, MA
Concord, MA
Chelmsford, MA
Lowell, MA
2010-2011 Fact Book
Town
Curtis 1000
Diamond Antenna/Microwave
Dracut Public Schools
DSM Neoresins
DumBo Daycare
Eagle Bank*
EFTS
Eliot Community Human Services
EMD Lexigen
Entegris Corp.
Enterprise Bank*
ERA Morrison Real Estate*
Family Child Care Association
FLIR Systems
FujiFilm
Grace Family Daycare*
Greater Visions Children's Center
Haverhill Fire Department
HC Stark
Heritage Manor
Howland & Greene Consultation*
Hub International*
Hyaluron
Insultab
Integra Radionics
iRobot*
ITT Cleveland Motion Controls*
Jacobs Engineering*
James L. Cooney Insurance
Kathy's Building Blocks Nursery School*
KaZak Composites, Inc.
Keyspan
Kindercare
Lahey Clinic*
Ku’s Tae Kwon Do*
L-1 Identity Solutions*
Lahey Clinic*
Laser Services*
Lawrence Fire Department
Lexington Police Dept
LifeCare Center
LifeLinks*
Chelmsford, MA
Littleton, MA
Dracut, MA
Wilmington, MA
Lowell, MA
Lexington, MA
Lowell, MA
Lexington, MA
Billerica, MA
Billerica, MA
Lowell, MA
Billerica, MA
Billerica, MA
North Billerica, MA
Bedford, MA
Lowell, MA
Chelmsford, MA
Haverhill, MA
Newton, MA
Lowell, MA
Lowell, MA
Wilmington, MA
Burlington, MA
Woburn, MA
Burlington, MA
Bedford, MA
Billerica, MA
Lincoln, MA
Lowell, MA
Dracut, MA
Woburn, MA
Waltham, MA
Billerica, MA
Burlington, MA
Winchester, MA
Billerica, MA
Burlington, MA
Westford, MA
Lawrence, MA
Lexington, MA
Framingham, MA
Lowell, MA
38
2010-2011 Fact Book
Town
Lincoln Tech Institute
Little Hands Daycare*
LMI Pumps
Lowell Devils
Lowell General Hospital*
Lowell Police
Lowell Public Schools
M/A Com, Inc.
M/A Com Federal Credit Union
MAFCU*
Mass Council on Gambling*
Mass. Colleges Online
MassBank
MC Assembly*
Medford Fire Department
Medtronic Inc*
Merrimack Education Collaborative
Merrimack Valley Insurance*
Methuen Fire Department
MetLife
Middlesex Sherriff's Office
Millipore
Mya's Daycare
Nelly Family Daycare*
New Brunswick Community College
New England Rehabilitation Hospital*
Newton Fire Department
New England Research Institute*
North Eastern Massachusetts Law Enforcement Council
Northwood Rehab.
Odyssey Systems*
Old Mother Hubbard
Palm Manor
Pocasset Partners*
Project Cope
Publishers Circulation Fulfillment*
Raytheon
Salter Health
Scheidt & Bachmann
Schott Solar
Screenprint / Dow
Setra Systems
Staples
Lowell, MA
Lowell, MA
Acton, MA
Lowell, MA
Lowell, MA
Lowell, MA
Lowell, MA
Lowell, MA
Lowell, MA
Brookline, MA
Haverhill, MA
Haverhill, MA
Chelmsford, MA
Winchester, MA
Medford, MA
Littleton, MA
Chelmsford, MA
Billerica, MA
Methuen, MA
Lowell, MA
Billerica, MA
Billerica, MA
Lowell, MA
Lowell, MA
New Brunswick, Canada
Woburn, MA
Newton, MA
Watertown, MA
North Reading, MA
Framingham, MA
Wakefield, MA
Lowell, MA
Chelmsford, MA
Acton, MA
Westford, MA
North Billerica, MA
Andover, MA
Winchester, MA
Burlington, MA
Billerica, MA
Wilmington, MA
Boxborough, MA
Framingham, MA
39
2010-2011 Fact Book
Town
Suffolk University*
Sunny Delight*
Sun Life Financial*
Sylvania*
Sullivan Bille Group
Sunny Delight
Terry's Tots*
The Edge Group*
Titan Systems
Town of Billerica
Town of Westford
Toxikon
Transition Consulting*
Tremco Police Products
Tyngsboro Public Schools
UMASS Lowell
Unifirst
University of Pittsburgh Medical Center
UPS
Verizon
Verne Powell Flutes
Waddington, North America*
Walgreens*
Waltham Fire Department
Washington Savings Bank
Watertown Fire Department
Westford House
William George Associates*
Willow Manor
Woburn Creative Start
Woodbriar
Zurick Davis*
Boston, MA
Littleton, MA
Wellesley, MA
Danvers, MA
Tewksbury, MA
Littleton, MA
Lowell, MA
Lowell, MA
Billerica, MA
Billerica, MA
Westford, MA
Bedford, MA
Waltham, MA
Bedford, MA
Tyngsboro, MA
Lowell, MA
Wilmington, MA
Pittsburgh, PA
Chelmsford, MA
Marlboro, MA
Maynard, MA
Chelmsford, MA
Lowell, MA
Waltham, MA
Lowell, MA
Watertown, MA
Lowell, MA
Burlington, MA
Lowell, MA
Woburn, MA
Wilmington, MA
Woburn, MA
40
* Denotes an employer that was serviced during the 2010-2011 year as of June 2011
2010-2011 Fact Book
41
Business and Industry and Community Education and Training
Workforce Training Highlights
Middlesex Community College’s Business and Industry and the Community Education and Training
departments fulfill local workforce needs through a wide variety of contract training and open enrollment
classes. A sample of programs offered in 2010-11 includes the following.
•
Tecolote Research Inc. reached out to MCC for a Calculus I credit course for their employees to
support a new government regulation and contract. Business and Industry Programs delivered the
course on-site at a time that was convenient for all employees required to take the class.
•
Business and Industry Programs secured and implemented a Workforce Training Fund grant for
workplace ESOL training at Cambridge Technology. Since 2010, we have offered Beginning ESOL I,
Beginning ESOL II and Intermediate ESOL I.
•
Business and Industry Programs secured and implemented a Workforce Training Fund grant with
MetLife that focused on communication and customer service training for their customer service
associates. Courses included: Communicating Effectively by Phone, Written Communications with
Customers, Managing Multiple Priorities in the Workplace, and Customer Service.
•
Business and Industry Programs secured and implemented a Workforce Training Fund grant with ITT
Cleveland Motion Controls. The goal of the grant is to increase the reading, writing and critical
thinking skills of their line staff and to effectively cross-train production workers in all manufacturing
cells.
•
Business and Industry Programs offered training to over 300 LifeLinks employees in the following
areas: CPR, First Aid, Medical Administration, Human Rights and Driver’s Education. Courses are
conducted at MCC in order to provide employees exposure to taking classes in a college setting. In
addition, Business and Industry collaborated with the Human Services department to conduct a course
in Fundamentals of Community Services in Mental Retardation for the Urban Youth program.
•
Business and Industry Programs in collaboration with the Northeastern Massachusetts Law
Enforcement Council (NEMLEC) continued to manage a Department of Justice grant for law
enforcement technology training. For 2010-2011 training was provided to over 250 law enforcement
officers in a wide range of subjects, including fraud and theft investigations, social media for law
enforcement, investigating cyber bullying and cell phone forensics. Since fall 2006, over 1200 law
enforcement personnel have enrolled in the MCC-NEMLEC training programs.
•
The Transportation Security Administration (TSA) is providing its Transportation Security Officer
(TSO) workforce at airports throughout the nation with the opportunity to take three 3-credit college
courses that have been endorsed by the Department of Homeland Security. Those TSOs that
complete the three courses (Introduction to Homeland Security, Intelligence Analysis & Security
Management and Transportation and Border Patrol) will be encouraged to work toward a Homeland
Security Certificate and/or Associate’s Degree in Homeland Security or a related field. The TSA is
incentivizing TSOs by offering them $500 per semester to take homeland security or related courses
toward a degree or certificate only at participating institutions of higher education. MCC has been
selected to provide contract training for the Officers working at Logan International Airport. MCC is the
only institution of higher education working with the TSA in Massachusetts. Business and Industry
Programs manages this program at the TSA training facility in Chelsea.
2010-2011 Fact Book
42
•
Business & Industry Programs worked collaboratively with the Town of Acton to provide a Customer
Relations Management course for all of the Town Supervisors. The training program was delivered
successfully at the Middlesex Meetinghouse.
•
The Verizon Next Step Program is in its fifteenth year at MCC. We manage four cohorts annually (All
day Monday through Thursday). All classes are offered at the Bedford Campus. This year, fourteen
students completed their requirements for Associate in Applied Science with a focus on
Telecommunications Technology.
•
For the fifth year, MCC worked with Community Teamwork, Inc., in developing and hosting a
Professional Day for CTI employees. This year’s workshops were focused on child- and family-care
workers. Trainings included Children and Adults with Disabilities, Goal Setting, Stress Management,
and basic Excel.
•
Business & Industry Programs offers various English Speakers of Other Languages (ESOL) programs.
We have been running an on-going ESOL program at Setra Systems which is funded through a
Workforce Training Fund Grant. Sunny Delight Beverages offered two Beginning ESOL II courses for
their employees on-site at their offices. Also, we worked with Lowell General Hospital and Saints
Medical Center to offer ESOL and communications training for their staff. Middlesex also offers an
ESOL for Manufacturing program through open enrollment for the fall and spring semesters.
•
In June 2011, Business and Industry Programs offered a course in Finance for the Non-Financial
Manager to the employees of American Science and Engineering.
•
Business and Industry Programs and the division of Humanities and Social Sciences formed a new
partnership with Eliot Community Human Services to determine ways to assist MCC students and
Eliot employees in furthering their skills in the human services field. Business and Industry programs
specifically worked with Eliot Community Human Services to market and/or conduct courses in
Motivational Interviewing, Trauma Informed Care and Wellness Recovery Action Planning.
•
Business & Industry Programs worked with the Early Childhood Department to create a Child
Development Associate course that prepares child care workers for the CDA Certification Exam. The
course is running this summer with an overall goal of adding to the credentials of child care workers and
improving the quality standards of individual child care centers.
•
Business & Industry Programs offers the non-credit Nursing Assistant program three times a year.
This program is a 100-hour certificate training program to prepare students for an entry level career as
a Nurse Assistant, as well as obtain a certification as a Home Health Aide. The goal of the Nurse
Assistant Training program is to prepare students for the Massachusetts state certification exam.
•
In collaboration with the MCC’s distance-learning department, Business and Industry Programs has
provided e-learning and Blending Learning (hybrid) classes to companies and individuals. We have
been working with the Massachusetts Council on Compulsive Gambling to develop and host
courses in: Recognizing and managing Counter transference; the Gambling Brain; Gambling in the
Latino Community; and High School and College Student Gambling. We have additionally created and
offered web classes for the Northeastern Massachusetts Law Enforcement Council and Lowell
Police Department.
•
Business and Industry Programs continues to run the Emergency Medical Technician course (EMT
100 40) on the Bedford campus. This course provides students with the information needed to qualify
2010-2011 Fact Book
43
for the Massachusetts Emergency Medical Technician - Basic Examination. Business and Industry
Programs also supports the scheduling of the EMT State Examinations that run on the Bedford
campus.
•
Community Education and Training established a highly successful partnership with Minuteman Tech
in Lexington to cross-market established workforce development courses and share the revenue.
•
Community Education and Training and North Shore Community College worked collaboratively on
the Mass Green Initiative to offer weatherization training.
•
Community Education and Training collaborated with the Environmental Protection Agency and
MWWA to offer a grant funded wastewater boot-camp to high school students.
•
Community Education and Training collaborated with the Society of Human Resources Management
to offer three continuing education courses for HR professionals: two PHR/SPHR Certification Prep
courses (44 enrollments) and one HR Fundamentals course (15 enrollments).
•
Community Education and Training collaborated with MCC Nursing Faculty to design an RN Refresher
course to prepare Massachusetts registered nurses who have been away from nursing practice for an
extended period of time with an update of nursing concepts and skills needed to re-enter the nursing
workforce in acute care, and/or long term care. The goal of the program is to provide students a
supportive learning environment necessary to refine skills and develop a sound knowledge base
needed to practice in today's complex health care environment. The program consists of 25 hours of
theory and 20 hours of hands-on practice in our nursing skills lab. We offered two sections and trained
26 nurses with 5 of our RN faculty.
•
Community Education and Training expanded its Project Management training offerings to include a
PMP exam prep course for the first time.
•
Community Education and Training expanded its courses to include a Real Estate License Exam Prep
course. The state of MA requires that students must participate in a 40-hour course prior to sitting for
the MA. Real Estate License Exam. The course section was canceled this spring for low enrollments
but we will offer again in September.
•
Community Education and Training offered 4 professional development courses for licensed dental
hygienists. 59 dental hygienists were trained in the administration of Local Anesthesia and Exam Prep,
Periodontal Techniques, and Radiographs.
•
Community Education and Training offered a professional development course for Technical Writers,
XML and its Role for Tech Writers. The course provided an overview of specific authoring tools for
employees in the industry.
•
Community Education and Training offered a 24-hour Microsoft Excel certificate program which
provided training to participants on the all levels of MS Excel: Beginning through Advanced functions
•
North Shore Community College, Middlesex Community College, Northern Essex Community College
and Quinsigamond Community College are collaborating to establish an Advanced Manufacturing
Career Pathway Continuum that responds in a meaningful and flexible way to the needs of the
manufacturing sector within each community college’s region, including the ebb and flow of the
industry’s workforce needs, and results in increased employment for job seekers and a more adaptable
and skilled workforce for the sector.
2010-2011 Fact Book
44
The Career Place
Since 1997, Middlesex Community College has managed The Career Place, a One Stop
Career Center in Woburn that provides area residents with career planning, career
development, and job search skills; helps them acquire marketable skills through referral to
education and training programs; connects jobseekers with employers; and assists them as
they advance in their careers. The Career Place also works with companies to help solve
their workforce needs and maintain their competitive edge in our regional economy. In the
past fourteen years, The Career Place has served over 113,000 job seekers and assisted
6,600 local area employers. The center is chartered by the Metro North Regional
Employment Board and is one of over thirty career centers throughout the state of
Massachusetts.
Broad Array of Services and Assistance
The Career Place offers a broad array of career development services for individuals as well
as workforce development assistance for employers. The staff provides career coaching to
help individuals focus on their career development needs, and conducts over 30 career
development workshops on topics such as labor market information, resume writing,
interviewing techniques, and salary negotiation, and over 15 computer workshops on topics
such as Microsoft Word, Excel, PowerPoint, and Access. Individuals needing to acquire new
skills are referred to programs that offer state-of-the-art training for jobs as medical
assistants, computer technicians, project managers, accountants, software engineers, truck
driver/CDL, customer service skills, and home health aide. Almost six hundred local
employers rely on The Career Place to help them recruit skilled workers to fill over 2,500 jobs
each year. The center provides onsite recruitment opportunities for employers where they
can interview jobseekers; organizes and conducts job fairs; and establishes and maintains an
up-to-date database of job postings. The Career Place business services team works with
area local employers, Chambers of Commerce, and state economic development
organizations to help the region maintain its competitive edge.
Since it opened in 1997, the Career Place:
•
Served over 113,000 individuals.
•
Provided workforce development assistance to 6,600 local companies.
•
Filled 27,297 job vacancies in the regional economy.
•
Placed residents in jobs averaging $25 an hour.
•
Administered 6,903 high stakes tests for licensed occupations through a partnership
with ACT in Iowa
Middlesex Community College 2010-2011 Fact Book
45
In 2010-2011, the Career Place:
•
Served 10,552 individuals
•
Provided workforce development assistance to 572 local companies
•
Placed 3,118 individuals in jobs averaging $25 an hour
•
Conducted 12 job fairs
•
Provided 171 high school students with career development services and placed 101 of them into parttime unsubsidized jobs through a partnership with three area school districts
•
Provided services to 698 customers with disabilities, 3,101 older workers (55+), 808 veterans, 2,116
minorities, and 1,377 youth (under 25)
•
Provided tutoring, career development assistance, and job opportunities to 113 students to help them
work to achieve their MCAS certification
•
Provided high stakes testing for certifications and licenses to over 680 individuals through a partnership
with ACT in Iowa
•
Assisted over 250 welfare recipients to move from dependency to self-sufficiency
2010-2011 Fact Book
46
Small Business Assistance Center
A program of Community Teamwork, Inc. (CTI), the Small Business Assistance Center works in collaboration
with Middlesex Community College, the City of Lowell’s Department of Planning and Development and the
University of Massachusetts Lowell. The Center provides entrepreneurs from ethnically and economically
diverse groups around the Merrimack Valley with the education, tools and resources necessary to launch,
expand and sustain small businesses.
The Small Business Assistance Center provides a variety of services to its clients including:
•
•
•
•
•
•
Right Start Entrepreneurship Training
Business Plan Development Assistance
Youth Entrepreneurship Training
Micro-loans
Computer and Internet Access
Business Resource Library
•
A series of workshops and seminars on topics such as:
o
o
o
o
o
o
o
o
o
o
o
Financial Literacy for Business Owners
Marketing
Starting a Home Based Business
Reigniting Sales Growth
How to be a Green Business
Quickbooks
Legal Clinics
Doing Business with the Government
Networking
Financing
IT Infrastructure
In its 12 years of operation, the Center has provided over 11,400 services to over 2,800 people exploring the
possibility of starting a small business, and has helped start over 300 businesses; 460 Initial full time equivalent
jobs created; 43% Business Starts by minorities.
In 2010-11, over 350 clients utilized the Center’s services, receiving over 900 services. Their work resulted in
the development of 9 new businesses. Of the entrepreneurs aided by the Center in 2011, 64% were low to
moderate income, 44% are women, 31% were racial or ethnic minorities, and 12% were Hispanic.
In 2010-11, MCC participated in awarding the Small Business Assistance Center’s first Micro-Loans by
collaborating on the development of loan standards, application protocol and conducted loan reviews and
awards. Individual entrepreneurs who have been in business for at least one year may apply for a loan of up to
$5000. The individual business will benefit from the additional capital while the general economy will profit from
the monies being spent in the community.
2010-2011 Fact Book
Annual Enrollment
47
Annual Enrollment Trend
Unduplicated Credit Student Head Count
Annual unduplicated credit headcount captures all unique students who enrolled in credit
courses that ran from July 1 through June 30. If a student is enrolled in both credit and noncredit courses within a given year, the student is classified as a credit student for that year.
13,500
13,267
12,095
13,000
12,500
11,456
12,000
11,500
11,221
11,484
FY07
FY08
11,390
11,000
10,500
10,000
FY06
Annual
Unduplicated
Credit Head Count
FY09
FY10
FY11
FY06
FY07
FY08
FY09
FY10
FY11
11,221
11,484
11,456
12,095
12,919
13,267
*Source: HEIRS Annual Summary Reports
2010-2011 Fact Book
Annual Enrollment
48
Credits Generated
190,000
180,129
180,000
170,000
161,493
160,000
150,000
182,204
146,973
151,454
150,753
FY07
FY08
140,000
130,000
120,000
110,000
100,000
FY06
Annual Credits
Generated
FY09
FY10
FY11
FY06
FY07
FY08
FY09
FY10
FY11
146,973
151,454
150,753
161,493
180,129
182,204
4899
5049
5025
5383
6004
6074
Full Time Equivalent
Students
2010-2011 Fact Book
Annual Enrollment
49
Unduplicated Non-Credit Student Head Count
Personal growth/enrichment/recreation/leisure not-for-credit Workforce Development/Job
Skills Training course is a college-sponsored job/occupational skills related training
activity under the leadership of a qualified instructor for which the college maintains a
record of participation. If a student is enrolled in both a Workforce Development and
Personal Growth course within a given year, the student is classified as a Workforce
Development student for that year.
12000
11058
11000
9601
10000
9000
8813
8660
8984
2008
2009
8760
8000
7000
6000
5000
2006
2007
2010
2011
FY
2006
FY
2007
FY
2008
FY
2009
FY
2010
FY
2011
Personal Growth
254
308
134
90
324
304
8559
10750
8526
8894
9277
8456
8813
11058
8660
8984
9601
8760
Total Unduplicated Non-Credit Student
Head Count
2010-2011 Fact Book
Fall Enrollment
51
Fall Enrollment Trend
Head Count and Full Time Equivalent Students
11000
10000
9000
8000
7000
6000
5000
4000
3000
2000
1000
0
Fall 2006
Fall 2007
Fall 2008
Head Count
Fall 2009
Fall 2010
FTE
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Head Count: All
Students
8109
8124
8522
9516
9710
Credits Generated
73147
3029
76994
87508
88820
Full-Time Equivalents
4876
4869
5133
5834
5921
*Source: Fall HEIRS Freeze File
2010-2011 Fact Book
Fall Enrollment
51
By Student Admission Type
Fall 2010 Enrollment by Admission Type
First Time in
College
22%
Readmitted
7%
Continuing from
Previous Year
57%
Transferred to
MCC
8%
New Undeclared
Majors
6%
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Degree Seeking Students First
Time in College
1868
1923
2081
2317
2158
Degree Seeking Students
Readmitted** +
894
901
953
636
737
Transferred to MCC**
639
655
571
716
742
First Time in College Not Degree
Seeking**
733
623
721
573
546
Continuing Students - From
Previous Semesters+
3975
4022
4196
5274
5527
Total
8109
8124
8522
9516
9710
* Source: Fall 2010 HEIRS freeze file
** Admitted: Fall 2010
+ Policy change in 2009. Students considered continuing student if they enrolled within the past 5 years.
Previously continuing students had to be enrolled within the past year.
2010-2011 Fact Book
Fall Enrollment
52
By Full Time/Part Time Credit Load Status
Full-Time Students Are Enrolled in 12 hours or more
Part-Time Students Are Enrolled in 11 hours or less
Fall 2010 Enrollment by Credit Load Status
Full-Time
43%
Part-Time
57%
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall 2010
% of Total
Full-Time
3576
3440
3670
4209
4190
43%
Part-Time
4533
4684
4852
5307
5520
57%
Total
8109
8124
8522
9516
9710
100%
*Source: Fall 2010 HEIRS freeze file
2010-2011 Fact Book
Fall Enrollment
53
By Semester Student Credit Load
Fall 2010
Student Credit Loads
4000
3602
3500
3000
2500
2119
2000
1730
1671
1500
1000
588
500
0
1-4 Credits
5-8 Credits
9-11 Credits
12-14 Credits
15+ Credits
1-4 Credits
Fall
2006
1687
Fall
2007
1663
Fall
2008
1686
Fall
2009
1715
Fall
2010
1730
Fall 2010 %
of Total
18%
5-8 Credits
1603
1677
1771
1985
2119
22%
9-11 Credits
1243
1344
1395
1607
1671
17%
12-14 Credits
3111
2975
3190
3670
3602
37%
15+ Credits
465
465
480
539
588
6%
Total
8109
8124
8522
9516
9710
100%
*Source-Banner Student Information System: End of Term Data
2010-2011 Fact Book
Fall Enrollment
54
By Degree of Certificate Sought
Fall 2010 Enrollments by Degree Type Sought
Associate
Degree
Programs
87%
Certificate
Programs
4%
Undeclared
Majors
9%
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall 2010 %
of Total
Associate Degree Programs
6548
6765
7118
8295
8440
87%
572
469
451
335
425
4%
Undeclared Majors
989
890
953
886
845
9%
Total
8109
8124
8522
9516
9710
100%
2010-2011 Fact Book
Fall Enrollment
55
By Major
Major
Alcoholism/Substance Abuse
Biotechnology Technician
Biotechnology Technician Certificate
Business Administration - Accounting
Business Administration - Career
Business Administration - Career Accelerated
Business Administration - Honors
Business Administration - Management
Business Administration - Retail Management
Business Administration - Transfer
Business Technologies - Computer Applications
Business Technologies - General
Business Technologies - Office Mgt & Technical Systems
CAD Technology
CAD Technology Certificate
Childcare Specialist/Nanny
Computer & Telecommunications Operations
Computer Aided Design Day
Computer Forensics
Computer Science Transfer
Computer/Software & Networking
Computers and Networking Technology Certificate
Construction Management Certificate
Criminal Justice
Criminal Justice - Administration of Justice
Criminal Justice - Law Enforcement
Criminal Justice - Transfer
Culinary Arts
Culinary Arts Certificate
Database Administration
Dental Assisting
Dental Assisting Certificate
Dental Hygiene
Dental Laboratory Technology
Diagnostic Medical Sonography
Diagnostic Medical Sonography Certificate
Fall
2006
20
82
24
125
338
0
4
2
1
602
2
2
1
71
6
3
5
3
11
0
81
70
16
1
0
12
138
321
0
36
3
1
16
9
79
22
24
18
Fall
2007
18
93
19
142
374
0
2
1
0
643
1
1
2
78
4
0
2
6
2
0
75
77
13
1
0
9
153
324
0
38
4
0
21
3
83
20
26
13
Fall
2008
27
85
26
150
362
0
0
2
0
725
0
0
2
74
3
0
0
5
5
18
83
98
8
0
0
16
148
375
0
49
8
0
19
5
79
18
23
13
Fall
2009
28
86
25
170
359
5
1
1
0
783
0
0
2
78
3
0
0
5
5
32
119
95
10
0
0
17
159
438
17
54
4
0
18
8
82
23
26
15
Fall
2010
30
132
34
143
331
0
0
2
0
793
0
0
1
60
2
0
0
10
0
37
130
93
10
0
10
8
127
365
135
45
4
0
22
9
72
32
26
0
2010-2011 Fact Book
Fall Enrollment
Major
Direct Support Certificate in Human Services
Early Childhood Education Certificate
Early Childhood Education Transfer
Elementary Education
Energy Utility Technician Certificate
Fashion & Retail Merchandising
Fine And Performing Arts - Liberal Studies
Fine and Performing Arts - Liberal Arts
Fire Protection & Safety Technology
Fitness Management Certificate
Graphic Design Certificate
Health Careers Preparatory
Hospitality Management Certificate
Human Services
Human Services Certificate
Human Services Transfer
Law Enforcement Certificate
Liberal Arts and Sciences - Communication Concentration
Liberal Arts and Sciences - Engineering Science Transfer
Liberal Arts and Sciences - Fine & Performing Arts - Fine
Arts
Liberal Arts and Sciences - Fine & Performing Arts - General
Liberal Arts and Sciences - Fine & Performing Arts - Music
Liberal Arts and Sciences - Fine & Performing Arts - Theatre
Liberal Arts and Sciences - Global Studies Concentration
Liberal Arts and Sciences - Life Science Concentration
Liberal Arts and Sciences - Physical Science Concentration
Liberal Arts and Sciences - Psychology Concentration
Liberal Studies
Liberal Studies - Automotive Technology
Liberal Studies - Aviation Maintenance Technology
Liberal Studies - Communication
Liberal Studies - Graphic Design
Liberal Studies - Mass Transfer
Liberal Studies - Paralegal
Liberal Studies - Paralegal Transfer
Liberal Studies - Performing Arts - Music Concentration
Liberal Studies - Performing Arts - Theatre Concentration
Liberal Studies - Studio Arts
56
Fall
2006
12
250
25
45
85
0
0
0
53
3
8
92
10
16
3
45
7
59
1
31
4
843
94
121
Fall
2007
11
227
32
52
83
18
0
2
50
3
3
113
5
23
0
63
3
67
1
34
3
818
90
147
Fall
2008
13
217
41
77
103
21
3
0
46
3
1
105
0
21
0
60
3
60
0
31
1
927
91
178
Fall
2009
17
223
34
95
104
23
7
0
46
3
0
109
2
17
0
61
4
86
0
65
6
1107
108
209
Fall
2010
24
222
40
112
104
24
3
0
56
3
1
107
0
20
0
75
7
95
0
56
8
1082
137
237
15
13
24
18
16
11
18
12
19
40
21
160
1859
17
9
1
125
0
85
0
10
7
30
13
22
15
18
53
29
166
1876
10
16
1
132
0
80
0
20
8
33
5
12
13
26
66
25
190
1881
15
12
1
145
0
78
0
13
14
40
9
25
12
21
100
47
266
2269
15
12
0
138
4
92
6
24
20
47
19
34
12
17
120
46
321
2219
22
13
0
147
2
100
18
37
15
50
2010-2011 Fact Book
Fall Enrollment
Major
Liberal Studies Certificate
Liberal Studies Environmental Health
Liberal Studies Information Technology - Database
Technology
Liberal Studies Information Technology - General Studies
Concentration
Liberal Studies Information Technology - Transfer
Concentration
Liberal Studies Information Technology - Web Development
Concentration
Medical Assisting
Medical Assisting Certificate
Medical Reception Certificate
Medical Secretary Certificate
Nursing
Nursing Assistant Certificate
Office Systems & Administration
Office Systems & Administration Certificate
Para educator Certificate
Paralegal Studies Certificate
Phlebotomist Certificate
Radio Frequency Identification
Radio Frequency Identification Certificate
Radiologic Technology
Sales & Marketing Certificate
Small Business Management Certificate
Studio Art
Studio Art Certificate
Telecommunications Technology
Theater Concentration
Transition
Travel Services Management Certificate
Undeclared
Vascular Technology Certificate
Web Development
Web Publishing Certificate
Total
57
Fall
2006
216
0
Fall
2007
187
0
Fall
2008
158
0
Fall
2009
13
0
Fall
2010
12
7
4
4
4
5
2
10
10
12
18
27
11
13
26
38
56
14
15
18
19
5
12
11
0
0
185
0
22
10
46
14
0
36
0
17
4
12
4
3
18
2
36
4
989
5
14
2
8109
3
17
0
0
197
0
23
4
10
13
0
11
2
38
6
7
7
6
17
2
32
3
890
0
3
3
8124
1
17
0
0
185
0
21
3
1
8
0
6
0
39
3
9
2
5
10
1
30
4
953
9
5
4
8522
2
23
0
0
204
0
24
4
2
11
0
0
0
40
4
8
0
8
28
3
35
4
886
9
5
4
9516
3
20
19
3
193
26
23
3
0
16
29
0
0
36
1
9
0
8
33
3
40
4
845
0
2
1
9710
*Source: HEIRS Fall freeze file
2010-2011 Fact Book
Fall Enrollment
58
By Top Thirty Cities and Towns
Sorted by Fall 2010 Enrollments
Top 30 Feeder Towns
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Lowell
Billerica
Dracut
Chelmsford
Lawrence
Woburn
Tewksbury
Waltham
Methuen
Burlington
Wilmington
Arlington
Westford
Lexington
Tyngsboro
Bedford
Stoneham
Acton
Medford
Pepperell
Reading
Nashua
Andover
Haverhill
Groton
Littleton
Concord
Watertown
Maynard
Belmont
1886
597
443
374
270
292
308
192
133
237
207
155
178
129
162
94
101
105
105
103
97
79
61
72
65
63
66
63
59
55
1884
583
456
360
300
312
288
199
145
227
187
169
165
142
144
98
102
97
106
91
104
85
65
79
66
60
57
57
60
57
2057
594
468
405
331
304
300
187
197
222
217
158
160
129
172
113
97
113
107
107
105
102
66
68
62
72
61
60
64
54
2313
670
517
415
364
336
345
227
214
232
223
185
173
149
169
162
122
123
117
113
127
100
75
77
74
94
79
56
84
57
2361
702
502
430
429
379
349
231
230
228
220
204
199
178
167
159
124
122
113
111
110
96
90
85
76
74
71
69
65
59
2010-2011 Fact Book
Fall Enrollment
59
By Top Ten Feeder High Schools
Top 10 Feeder High Schools
Fall
2010
Lowell High School
235
Greater Lowell Regional Vocational Technical School
144
Lawrence High School
90
Billerica Memorial High School
81
Shawsheen Valley Vocational Technical High School
79
Dracut Senior High School
73
Chelmsford High School
63
Woburn High School
54
Methuen High School
49
Burlington High School
45
*Source: Fall 2010 HEIRS freeze file and Banner Student Information System
2010-2011 Fact Book
Fall Enrollment
60
Fall En
nrollment Trend
Internationall and Foreign Stud
dents
Internattional stude
ents are in
n the United States on F-1 stud
dent visas.
Fore
eign stude
ents are in the countrry on otherr types of visas.
v
90
77
80
82
67
70
74
60
50
57
40
30
20
10
0
Fall 2006
Fa
all 2007
Fall 200
08
Fall 2009
0
Fall 2010
Semeste
er
Internation
nal
Students
s
Fo
oreign Students
To
otal Students
s
Fall 200
06
Spring 20
007
Fall 200
07
Spring 20
008
Fall 200
08
Spring 20
009
Fall 200
09
Spring 20
010
Fall 2010
Spring 20
011
33
39
40
32
41
45
53
45
44
46
24
23
34
27
26
31
29
26
33
24
57
62
74
59
67
76
82
71
77
70
Middlesexx Community College
2010-2011 Fact Book
Fall Enrollment
61
International and Foreign Students
By Country of Birth
Country
Albania
Angola
Belarus
Belgium
Bolivia
Brazil
Bulgaria
Cambodia
Cameroon
Canada
Chile
China
Columbia
Congo
Czechoslovakia
Denmark
Dominican Rep
El Salvador
Ecuador
Finland
France
Germany
Ghana
Greece
Guatemala
Haiti
Honduras
Hong Kong
India
Indonesia
Iran
Italy
Ivory Coast
Japan
Jordan
Fall
2006
Spring
2007
Fall
2007
Spring
2008
1
1
1
1
1
1
1
1
1
1
1
Fall
2008
Spring
2009
Fall
2009
Spring
2010
Fall
2010
1
6
6
14
9
11
9
8
9
3
1
4
1
2
1
1
4
5
4
14
1
3
1
1
1
2
3
2
2
1
1
1
1
1
2
1
1
1
1
2
2
1
1
1
1
1
1
1
1
1
2
1
1
10
1
3
2
4
1
1
3
1
3
2
1
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
3
1
9
1
1
9
1
1
1
1
1
1
1
2
Spring
2011
1
1
1
2
2
1
1
1
1
3
1
1
1
2
1
3
1
1
1
2
3
1
1
1
1
1
3
10
1
11
1
12
1
6
1
1
1
1
1
2
1
2
1
1
4
1
3
1
1
2010-2011 Fact Book
Fall Enrollment
Country
Kenya
Korea
Lebanon
Liberia
Malawi
Malaysia
Mexico
Morocco
Namibia
Nepal
Pakistan
Peru
Philippines
Poland
Portugal
Romania
Russia
Saudi Arabia
Senegal
Sierra Leone
Singapore
South Africa
Sweden
Syria
Taiwan
Thailand
Trinidad
Turkey
Uganda
Ukraine
United Kingdom
Unreported
Venezuela
Vietnam
Zambia
Zimbabwe
Total
62
Fall
2006
Spring
2007
Fall
2007
Spring
2008
Fall
2008
Spring
2009
Fall
2009
Spring
2010
Fall
2010
Spring
2011
3
5
1
1
4
7
2
4
8
1
2
2
6
2
9
2
7
3
5
5
3
5
5
4
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
1
1
2
2
1
2
1
2
2
1
2
2
1
2
1
1
1
1
1
1
2
1
1
2
2
1
1
1
1
1
1
1
1
2
1
1
1
1
1
3
1
1
1
1
1
1
2
1
1
1
2
1
1
2
1
1
2
1
2
2
1
1
1
1
1
1
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
2
2
2
2
1
2
1
1
2
2
3
3
1
5
4
1
6
3
1
5
1
1
7
1
5
76
82
71
77
70
2
1
2
2
1
1
2
2
2
1
2
2
4
57
62
74
59
67
1
1
1
1
1
1
1
1
1
* International refers to students who are on F-1 student visas.
Foreign refers to students who hold other visas.
2010-2011 Fact Book
Fall Enrollment
63
By Gender
In Fall 2010, 5489, or 57% of the credit students were female, and 4221,
or 43% of the credit students were male.*
Fall 2010 Enrollment By Gender
Male
43%
Female
57%
Male
Female
Unreported
Total
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall 2010 %
of Total
3276
4831
2
8109
3399
4725
0
8124
3613
4907
2
8522
4035
5479
2
9516
4221
5489
0
9710
43%
57%
0%
100%
*Source: Fall 2010 HEIRS freeze file Middlesex Community College
2010-2011 Fact Book
Fall Enrollment
64
By Race/Ethnicity
Of those who had race/ethnicity codes in Fall 2010, 32% were minority and 66%
were not minority. Other includes unreported races/ethnicities and non resident aliens.*
Fall 2010 Enrollments by Race/Ethnicity
Minority
32%
Not Minority
66%
Other
2%
Race/Ethnicity
Non Resident Alien
Black
American Indian/Alask Native
Asian/Hawaiian/Pacific Islanders
Hispanic
Cape Verdean
White
Two or more races
Unreported
Total
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010**
Fall 2010**
% of Total
59
482
25
771
813
20
5923
74
473
18
792
837
17
5823
79
516
27
837
968
21
5939
16
8109
90
8124
135
8522
95
582
31
1005
1110
0
6555
30
108
9516
97
631
31
1057
1294
0
6453
101
46
9710
1.0%
6.5%
0.3%
10.9%
13.3%
0.0%
66.5%
1.0%
0.5%
100.0%
**New IPEDS categories went into effect in 2009 2010-2011 Fact Book
Fall Enrollment
Fall Enrollmen
E
nt Trend
By Age Cate
egory
Fall 2010 Enro
ollment by Age Categ
gory
4709
50
000
40
000
2895
30
000
20
000
1072
2
10
033
10
000
1
0
< 22
2 to 29
22
30 to 39
40 Pluss
Unrep
ported
Age Grou
up
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
F 2010
Fall
% of Total
< 22
4090
4077
4233
4702
4709
48%
22 to 29
9
2064
2242
2402
2755
2895
30%
30 to 39
9
973
932
926
1024
1072
11%
40 Plus
973
861
953
1024
1033
11%
Unreporte
ed
9
12
8
11
1
0%
Total
8109
8124
8522
9516
9710
100%
*Source: Fall 2010 HEIRS
S freeze file
Middlesexx Community College
2010-2011 Fact Book
65
Entering Students Academic Skills
66
First Time in College Students
Academic Skills by Academic Discipline
Writing Placements
English Fundamentals
ENG 065 (formerly EN 1100)
Basic Writing
English Composition
Reading Placements
Required Reading Course
(ENG 050, ENG 055, or ENG 060)
Recommended Reading Course
(ENG 075 or ENG 080)
No Reading Course Necessary
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
141
161
150
172
105
842
884
837
915
960
719
730
863
1010
914
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
560
598
622
614
562
319
301
327
359
358
918
965
1011
1205
1156
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
525
560
545
574
516
200
182
205
246
261
296
286
307
323
320
153
201
207
204
193
417
421
465
567
529
144
154
183
215
198
65
52
62
64
53
Math Placements
Fundamentals of Mathematics
MAT 060 (formerly MA 1101)
Fundamentals/Algebra I
Algebra I
Algebra I/II
Algebra II
Intermediate Algebra
Placed Higher than Intermediate Algebra
*Source: Fall 2010 HEIRS freeze file. Students from Table; Data from Banner
2010-2011 Fact Book
67
Prepared for College Level Coursework
Below are the entry assessment test scores of Middlesex Community College degree seeking students
who were attending college for the first time. College level Reading is considered a score of 68 or
higher on the placement tests. College level Writing is placement in English Composition (ENG 101).
College level Math is placement in Algebra II (MAT 075) or higher.*
Percent of Entering Students Who Placed into College Level
Courses By Discipline
100%
90%
80%
69%
70%
60%
42%
50%
40%
30%
43%
68%
68%
41%
47%
45%
46%
72%
73%
48%
46%
48%
Reading
Writing
Math
47%
20%
10%
0%
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Fall 2010
First Time Degree Seeking
1868
1923
2081
2317
2158
# of Students Tested - Reading
# of Students Tested - Writing
# of Students Tested - Math
1797
1710
1800
1864
1776
1856
1960
1850
1974
2178
2097
2193
2076
1969
2070
1237
1266
1338
Placed at College Level Reading
719
730
863
Placed at College Level Writing
780
828
917
Placed at College Level Math
1564
1010
1050
1514
914
973
2010-2011 Fact Book
68
By Placement into Developmental Courses
35%
30%
25%
20%
15%
10%
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Fall 2010
No Developmental Subjects
One Developmental Subject
Two Developmental Subjects
Placed into No Developmental
Subjects
Reading Only
Writing Only
Math Only
Placed into One Developmental
Subject
Writing & Math
Reading & Writing
Reading & Math
Placed into Two Developmental
Subjects
Reading, Writing, & Math
Placed into Three
Developmental Subjects
First Time in College
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall 2010
% of Total
527
23
216
256
513
39
234
274
656
42
219
332
757
36
269
378
652
30
261
340
30%
1%
12%
16%
495
309
81
70
547
303
110
51
593
252
106
63
683
299
112
59
631
343
118
81
29%
16%
5%
4%
460
386
464
399
421
411
470
407
542
333
25%
15%
386
399
411
407
333
15%
1868
1923
2081
2317
2158
100%
2010-2011 Fact Book
Student Performance
69
F Grade
Fall
e Distribu
ution Tren
nd
Fall 2010
0 Final Gra
ades
35.00%
29
9.84%
30.00%
%
25.59%
25.00%
20.00%
14.24%
13.85%
15.00%
10.75%
10.00%
4.43%
5.00%
1.2
26%
0.03%
%
P
I/IP
0.00%
A
B
C
D
W
F
Grrade
Distriibution
A
B
C
D
P
I/IP
W
F
T
Total
Succ
cessful
Com
mpletion
R
Rate
Fall
2006
6537
6108
3110
988
398
17
3434
2538
23,130
Fall
2007
6660
5873
3225
1011
357
12
3293
2571
23,002
2
Fall
008
20
70
027
65
587
33
346
11
149
34
42
1
13
30
093
26
686
24,,243
Fall
2009
7947
7250
3855
1295
365
6
3577
3109
27,406
Fall
2010
8354
7165
3987
1241
352
9
3878
3010
27996
74.20%
74.40%
%
76.11%
75.57%
75.36%
*Sourcee: Banner Middlesexx Community College
2010-2011 Fact Book
Student Performance
70
Student Academic Standing
Fall Term Trend
Fall 2010
Probation
11%
Restricted
Probation
3%
Dismissed
2%
Good Standing
68%
Dean's List
16%
Academic Standing
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall 2010
% of
Total
Dean's List
1216
1197
1403
1518
1584
16%
Good Standing
5573
5601
5788
6666
6575
68%
Probation
878
864
933
940
1023
11%
Restricted Probation
267
291
329
330
334
3%
Dismissed
206
209
199
231
198
2%
*End of Fall Term
2010-2011 Fact Book
Student Performance
71
Spring Term Trend
Spring 2011
Probation
8%
Restricted
Probation
4%
Good Standing
68%
Dismissed
3%
Dean's List
17%
Academic Standing
Spring
2007
Spring
2008
Spring
2009
Spring
2010
Spring
2011
Spring 2011
% of Total
Dean's List
1119
1195
1276
1449
1461
17%
Good Standing
5290
5236
5733
6078
5941
68%
Probation
555
463
491
629
672
8%
Restricted Probation
361
314
258
341
369
4%
Dismissed
232
302
267
302
274
3%
*End of Spring Term
2010-2011 Fact Book
Student Performance
72
Annual Successful Course Completion Rate Trend
100.0%
90.0%
80.0%
74.1%
74.7%
76.1%
75.0%
75.7%
AY07
AY08
AY09
AY10
AY11
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
MCC Successful Course Completion Rate
2007
2008
2009
2010
2011
74.1%
74.7%
76.1%
75.0%
75.7%
2010-2011 Fact Book
73
1150
1100
1050
1000
950
900
850
800
2006
2007
2008
2009
2010
2011
2006
2007
2008
2009
2010
2011
Certificates*
137
130
142
120
111
179
Certificates of Completion**
16
17
18
12
15
23
Associates in Arts*
112
100
103
123
122
126
Associates in Science*
743
720
710
757
872
757
Associate in Applied Science*
12
12
18
22
15
13
1020
979
991
1034
1135
1098
Total Degrees and Certificates Awarded
*Based on graduates per fiscal year. For example, 2011 data includes graduates from Summer 2010, Fall 2010, and Spring 2011. Source: HEIRS Historical Degree File Certificates of Completion data from Banner Student Information System Middlesex Community College
2010-2011 Fact Book
74
By Major
Major
2006
2007
2008
2009
2010
2011
Adult Echocardiography Certificate
0
1
0
1
0
0
Alcohol/Substance Abuse Certificate
9
11
9
5
5
9
Biotechnology
16
27
28
25
18
29
Biotechnology Certificate
12
15
17
21
6
18
13
13
5
8
14
7
Business Administration - Career General
40
38
42
43
50
35
Business Administration - Computer Applications
0
0
1
0
0
0
Business Administration - Honors
0
1
1
0
0
0
Business Administration - Hospitality Management
4
8
8
5
10
7
85
79
90
110
112
98
Business Technology - Computer Applications
3
1
1
0
0
0
Business Technology - Desktop Publications/ Communications
1
0
0
0
0
0
Business Technology - General
0
0
1
0
1
0
Business Technology - Office Management Technology
1
0
0
0
0
0
Childcare Specialist/Nanny
1
0
0
0
0
0
Computer & Networking
0
1
0
0
0
0
Computer & Telecommunications
1
4
0
0
0
0
Computer Aided Design (CAD) Technology
10
10
10
12
21
13
Computer Aided Design (CAD) Technology Certificate
5
3
1
0
0
1
Computer Aided Design Day Certificate
0
2
3
0
4
4
1
2
1
0
1
0
Computer Forensics – Liberal Studies
0
0
0
0
1
3
Computer Science
7
5
5
5
6
8
6
4
7
6
14
6
4
6
6
2
4
4
Criminal Justice
2
5
4
4
2
1
Criminal Justice - Administration of Justice
18
15
17
32
21
21
Criminal Justice - Law Enforcement
40
44
27
41
42
62
Criminal Justice Transfer
0
0
0
0
0
8
Culinary Arts
0
1
2
3
3
1
Culinary Arts Certificate
1
1
1
2
1
1
Dental Assisting
4
8
5
10
9
8
Dental Assisting Certificate
12
5
6
12
17
10
Dental Hygiene
27
31
37
34
40
34
3
3
5
4
7
7
2010-2011 Fact Book
Major
75
2006
2007
2008
2009
2010
2011
17
5
11
9
13
8
Diagnostic Medical Sonography Certificate
18
7
17
12
15
1
Direct Support Certificate in Human Service
2
6
3
8
5
7
45
42
36
39
33
26
6
6
6
7
10
10
0
1
4
3
6
11
Electronic Technology
1
0
0
0
0
0
8
6
7
17
10
16
0
0
0
2
3
2
Energy Utility Technology Certificate
0
0
10
19
10
8
Engineering Science
10
12
11
14
17
21
Fashion & Retail Merchandising
1
0
0
1
0
0
1
7
4
3
3
4
18
16
13
19
29
17
Fitness Management Certificate
1
0
2
1
0
0
3
2
1
2
0
1
Health Careers Preparatory
1
3
0
0
0
0
Hospitality Management Certificate
1
0
0
1
2
2
Human Services
5
2
7
7
5
8
4
3
1
1
6
5
1
11
5
9
1
0
Liberal Arts - Communication
7
5
9
9
11
6
Liberal Arts - Global Studies
0
0
0
1
0
3
Liberal Arts - Life Science
1
1
0
1
2
3
Liberal Arts - Psychology
5
5
5
13
13
20
89
80
79
79
86
77
Liberal Arts and Sciences - Fine & Performing Arts - Fine Arts
2
0
1
1
0
1
Liberal Arts and Sciences - Fine & Performing Arts - General
0
0
1
0
0
0
Liberal Arts and Sciences - Fine & Performing Arts - Theatre
0
2
1
1
0
0
Liberal Arts - Physical Science
0
1
0
1
0
0
218
188
169
167
230
161
Liberal Studies - Automotive
1
0
3
3
0
5
Liberal Studies - Aviation Maintenance Technology
2
3
4
3
1
0
Liberal Studies - Global Studies
0
0
1
0
0
0
13
21
8
11
13
14
23
12
18
15
16
10
9
4
10
7
4
4
1
2
0
1
2
0
Liberal Studies - Fine & Performing Arts
2
0
0
0
0
0
Liberal Studies - Fine & Performing Arts – Music Concentration
0
1
1
2
4
6
Liberal Studies
2010-2011 Fact Book
Major
76
2006
2007
2008
2009
2010
2011
Liberal Studies - Fine & Performing Arts – Theatre Concentration
0
1
3
0
5
1
Liberal Studies Information Technology - Database Technology
0
1
1
0
0
0
Liberal Studies Information Technology – General
0
0
0
0
2
3
Liberal Studies Information Technology - Transfer Concentration
Liberal Studies Information Technology - Web Development
Concentration
0
1
1
2
2
3
0
1
4
2
4
0
Medical Assisting
7
3
5
3
5
6
Medical Assisting Certificate
13
13
6
8
8
15
Medical Laboratory Science
1
0
0
0
0
0
Medical Receptionist Certificate
0
0
0
0
0
23
Medical Secretary Certificate
0
0
0
0
0
5
Nursing
61
77
80
79
79
74
Nursing Assistant Certificate
0
0
0
0
0
25
Office Education Word Processing
0
0
1
0
1
0
3
3
2
3
1
3
Office Systems & Administration Certificate
3
3
0
0
2
0
Paraeducator Certificate
19
19
24
0
0
0
Paralegal Studies Certificate
14
5
2
2
7
7
Paralegal Studies Transfer
0
0
0
0
1
4
Phlebotomist Certificate
0
0
0
0
0
20
0
0
10
1
0
0
Radio Frequency Technology
0
0
0
3
0
0
19
18
16
17
17
13
Sales & Marketing Certificate
0
1
1
1
0
2
Small Business Management Certificate
3
1
3
3
0
2
Studio Arts Certificate
0
0
1
1
2
0
Telecommunications Technology
12
12
18
22
15
13
2
3
3
1
2
1
1
0
1
0
7
2
Web Developer Certificate
1
0
0
0
0
0
Web Development
1
1
0
0
1
0
Web Publishing Certificate
2
1
3
0
0
1
16
17
18
12
15
23
1020
979 991 Transition-Clerical and Business Support Skills
Certificate of Completion**
Total Degrees and Certificates Awarded 1034 1135
1098 *Based on graduates per fiscal year. For example, 2011 data includes graduates from Summer 2010, Fall 2010,
and Spring 2011. Source: HEIRS Historical Degree File
Certificates of Completion data from Banner
2010-2011 Fact Book
77
By Gender
2006
2007
2008
2009
2010
2011
109
28
100
30
88
54
76
44
78
33
141
38
Total Certificates
137
130
142
120
111
179
Certificates of Completion**
Female
Male
Total Certificates of Completion
8
8
16
9
8
17
5
13
18
5
7
12
9
6
15
14
9
23
72
40
65
35
65
38
90
33
67
55
82
44
112
100
103
123
122
126
Total Associates in Science
482
261
743
469
251
720
469
241
710
462
295
757
514
358
872
433
324
757
Associates in Applied Science
Female
Male
Total Associates in Applied Science
3
9
12
0
12
12
5
13
18
7
15
22
1
14
15
3
10
13
Certificates
Female
Male
Associates in Arts
Female
Male
Total Associates in Arts
Associates in Science
Female
Male
Total Certificates and Degrees:
674
643
632
640
669
673
Female
Total Certificates and Degrees:
346
336
359
394
466
425
Male
Total Degrees and Certificates
1020
979
991
1034 1135
1098
Awarded
*Based on graduates per fiscal year. For example 2011 data includes graduates from
Summer 2010, Fall 2010, and Spring 2011. Source: HEIRS Historical Degree File
Certificates of Completion from Banner Student Information System
2010-2011 Fact Book
78
By Race/Ethnicity
Race/Ethnicity
2006
2007
2008
2009
2010
2011
2
7
8
7
113
0
12
8
8
102
1
11
9
18
103
1
11
7
12
87
0
0
137
0
0
130
0
0
142
1
1
120
0
12
12
6
80
1
0
0
111
0
24
14
18
119
1
2
1
179
Certificates of Completion
American Indian/Alaskan Native
Asian
Black/African American
Hispanic
White
Unreported
Total Certificates of Completion
0
2
0
1
13
0
16
0
1
1
3
12
0
17
0
2
0
0
16
0
18
0
0
1
0
11
0
12
0
0
0
1
14
0
15
1
0
1
0
21
0
23
Associates in Arts
Asian
Hispanic
White
Non-resident Alien
Unreported
Total Associates in Arts
1
9
2
7
92
0
1
112
1
5
1
3
90
0
0
100
0
5
3
7
86
2
0
103
0
2
5
4
111
0
1
123
0
7
4
6
105
0
0
122
1
7
5
14
96
2
1
126
Associates in Science
Native Hawaiian/Other Pacific Islander
Asian
Hispanic
White
Two or more races
Non-resident Alien
Unreported
Total Associates in Science
1
0
45
36
38
611
0
8
4
743
2
0
75
38
48
551
0
3
3
720
2
0
54
37
59
548
0
7
3
710
3
0
78
43
59
562
0
10
2
757
1
0
92
46
70
648
1
12
2
872
1
1
86
46
66
548
2
7
0
757
Certificates
Asian
Hispanic
White
Two or more races
Non-resident Alien
Unreported
Total Certificates
2010-2011 Fact Book
79
Race/Ethnicity
2006
2007
2008
2009
2010
2011
Associate in Applied Science
Hispanic
0
0
0
0
1
0
White
12
12
18
22
14
13
Total Associates in Applied Science
12
12
18
22
15
13
Total Degrees and Certificates Awarded
1020
979
991
1034
1135
1098
*Based on graduates per fiscal year. For example, 2011 data includes graduates from Summer 2010 Fall 2010,
and Spring 2011. Source: HEIRS Historical Degree File. New IPEDS categories went into effect in 2009
Certificates of Completion data from Banner Student Information System
2010-2011 Fact Book
Licensure Exams
80
Licensure Exam Results
2006-2010
Licensure Exam
2006
2007
2008
2009
2010
Examined
64
76
77
78
80
Passed First Time
54
63
64
63
61
First Time Pass Rate
84.40%
83%
83%
81%
76%
Examined
19
17
16
18
16
Passed First Time
18
16
16
15
14
95%
93%
100%
85%
87%
Examined
26
32
35
35
41
Passed First Time
26
32
35
35
39
100%
100%
100%
100%
95%
Nursing Education
NCLEX-RN
RAD TECH
Dental Hygiene
2010-2011 Fact Book
81
College/University
American College of History
and Legal Studies
Anna Maria College
Boston University
Emmanuel College
Fitchburg State University
Framingham State
University
Hesser College
Kaplan University
New England Institute of Art
Regis College
Rivier College
Suffolk University
UMass Lowell
University of Phoenix
Middlesex Program
Baccalaureate Program
All MassTransfer Programs
History and Law
All Degrees
Biotechnology
All Degrees
Biomedical Laboratory & Clinical
Sciences
Nursing
Special Education
Nursing
Nursing
Nursing
Elementary Education Transfer
Nursing
Nursing
Accounting
Accounting
Business Administration Career
Criminal Justice
Human Services
Psychology
All Associate Degrees
Graphic Design
Nursing
Criminal Justice Transfer
Liberal Studies
Liberal Arts and Sciences: Psychology
Liberal Arts and Sciences: Communications
Fire Protection and Safety Technology
Nursing
Business Administration Programs
Computer Science
Criminal Justice-Administration of Justice
Criminal Justice-Law Enforcement
Engineering
Environmental Health
Liberal Arts and Sciences: Life Science
Liberal Arts and Sciences: Life Science
Liberal Arts and Sciences: Physical Science
Liberal Arts and Sciences: Physical Science
Liberal Arts and Sciences: Psychology
Nursing
All Associate Programs
Accounting
Business Administration
Criminal Justice
Psychology
Psychology
Psychology
Advanced Start Option
Graphic Design
Business Management
Nursing
Business Management
Marketing
Finance
Criminal Justice
Liberal Studies
Psychology
Communications
Fire Science Administration
Nursing
College of Management Majors
Computer Science
Criminal Justice
Criminal Justice
College of Engineering Majors
Environmental Health
English
American Studies
History
Political Science
Biology
Ecology
Chemistry
Physics
Psychology
Nursing
All Bachelor of Science Majors at the
Braintree Campus
2010-2011 Fact Book
Transfer Study
82
Transfer Study
2009-2010
11,724 students were enrolled at Middlesex Community College in credit coursework during the Fall 2009
and/or Spring 2010 semesters. As of June 29, 2011, 2,150 of these students had transferred to 282 different
institutions of higher education. Many students transferred to more than one college, bringing the total
number of transfer admissions to 2,319.
Students
Transferred
Top 20 Transfer Colleges
Northern Essex Community College
University of Massachusetts Boston
Bunker Hill Community College
University of Massachusetts Amherst
North Shore Community College
Massachusetts Bay Community College
Northeastern University
Lawrence Memorial Hospital School of Nursing
Southern New Hampshire University
Hesser College
Bridgewater State University
Framingham State University
Lesley University
Rivier College
Mount Wachusett Community College
Quinsigamond Community College
Boston University
695
148
136
89
82
58
52
45
35
30
30
27
26
25
24
22
22
20
20
19
2010-2011 Fact Book
Transfer Study
Transfer Study
Top 10 Baccalaureate Degree Public and Private Transfer Colleges
Top 10 Baccalaureate Degree Public Transfer Colleges
University of Massachusetts Boston
University of Massachusetts Amherst
Bridgewater State University
Framingham State University
Worcester State University
University of Massachusetts Dartmouth
Westfield State University
Top 10 Baccalaureate Degree Private Transfer Colleges
Northeastern University
Southern New Hampshire University
Lesley University
Rivier College
Boston University
Simmons College
Massachusetts College of Pharmacy
Suffolk University
Bentley University
Johnson and Wales University
*Source: The National Student Clearinghouse Student Tracker System,
June 29, 2011
2010-2011 Fact Book
83
Transfer Study
84
2009-2010 Transfer Students
By Major
Major
Alcohol/Substance Abuse Certificate
Biotechnology
Business Administration - Career Accelerated
Business Administration - Career General
Business Administration - Hospitality Management
Computer Aided Design Technology
CJ - Administration of Justice
CJ - Law Enforcement
CJ-Transfer
Computer Forensics
Computer Forensics Certificate
Computer Science
Criminal Justice
Culinary Arts
Dental Hygiene
Energy Utility Technology Certificate
Engineering Science
Fine & Perf Arts - Fine Arts
Fine & Perf Arts - Music
Fine & Perf Arts - Theatre
Human Services
Not MCC
Graduates
MCC
Graduates
All
Transfers
4
12
144
14
1
35
6
6
24
49
7
4
1
22
5
3
1
5
1
3
1
10
17
1
22
1
3
45
5
5
3
1
11
1
13
11
1
3
14
94
3
0
7
1
4
22
37
2
2
0
6
8
0
1
2
0
1
1
6
14
0
14
1
2
18
2
1
0
1
3
0
3
5
0
7
26
238
17
1
42
7
10
46
86
9
6
1
28
13
3
2
7
1
4
2
16
31
1
36
2
5
63
7
6
3
2
14
1
16
16
1
2010-2011 Fact Book
Transfer Study
Major
Not MCC
Graduates
MCC
Graduates
All
Transfers
Liberal Arts - Communication
Liberal Arts - Global Studies
Liberal Arts - Life Science
Liberal Arts - Psychology
Liberal Arts & Sciences
Liberal Arts - Physical Science
Liberal Studies
Liberal Studies Automotive
Liberal Studies Fine & Performing Art
Liberal Studies Aviation Maintenance Technology
Liberal Studies Info Tech Database Technology
Liberal Studies Info Tech General Studies Concentration
Liberal Studies Info Tech Transfer Concentration
Liberal Studies Info Tech Web Development
Concentration
Liberal Studies Paralegal Transfer
Medical Receptionist Certificate
Neccum Student
Nursing Day
Nursing Evening
Paralegal Studies
Performing Arts - Music Concentration
Performing Arts - Theatre Concentration
Studio Arts
Undecided
Web Development
Total
27
4
26
51
217
15
418
8
4
5
6
1
13
2
1
4
4
10
2
3
16
81
2
101
8
2
0
1
1
9
0
0
0
1
37
6
29
67
298
17
519
16
6
5
7
2
22
2
1
4
5
3
0
2
28
5
3
0
1
4
3
1
1
1
393
1
1
1751
0
2
0
1
12
3
3
0
5
2
6
0
0
18
0
1
568
3
2
2
29
17
6
3
1
9
5
7
1
1
411
1
2
2319
85
2010-2011 Fact Book
Transfer Study
86
2009-2010 Transfer Students
By Race/Ethnicity
Not MCC
Graduate
MCC
Graduate
All
Transfers
Percent
of all
Fall 2009
Students**
Percent of
Transfer
Students
Fall 2009**
Non Resident Alien
10
6
16
1.0%
0.8%
137
28
165
6.1%
7.7%
Race/Ethnicity
American Indian/Alaska Native
Asian/Hawaiian/Pacific
Islanders
1
0
1
0.3%
<.1%
148
68
216
10.6%
10%
Hispanic/Latino
192
38
230
11.7%
11%
White
1226
424
1650
68.9%
77%
Two or More Races
11
3
14
0.3%
0.7%
Unreported/Declined
26
1
27
1.1%
1.3%
1604
534
2138
100.0%
100.0%
Total
*Source: The National Student Clearinghouse Student Tracker System, June 29, 2011
**Fall 2009 HEIRS Freeze File
2010-2011 Fact Book
Transfer Study
87
Transfer Colleges
2009 - 2010
College or University
AMERICAN INTERNATIONAL COLLEGE
AMERICAN UNIVERSITY
AMERICAN UNIVERSITY OF PUERTO RICO MANATI
ANNA MARIA COLLEGE
ARCADIA UNIVERSITY
ARIZONA STATE UNIVERSITY
ASHFORD UNIVERSITY
ASSUMPTION COLLEGE
AUSTIN COMMUNITY COLLEGE
AZUSA PACIFIC UNIVERSITY
BAY PATH COLLEGE
BAY STATE COLLEGE
BECKER COLLEGE
BENJAMIN FRANKLIN INSTITUTE OF TECHNOLOGY
BENTLEY UNIVERSITY
BERGEN COMMUNITY COLLEGE
BERKLEE COLLEGE OF MUSIC
BERKSHIRE COMMUNITY COLLEGE
BLUEGRASS COMMUNITY AND TECHNICAL COLLEGE
BOSTON COLLEGE
BOSTON UNIVERSITY
BRANDEIS UNIVERSITY
BRIDGEWATER STATE UNIVERSITY
BRIGHAM YOUNG UNIVERSITY
BRIGHAM YOUNG UNIVERSITY -IDAHO
WINTER/SPRING
BRISTOL COMMUNITY COLLEGE
BUNKER HILL COMMUNITY COLLEGE
BURLINGTON COUNTY COLLEGE
CAMBRIDGE COLLEGE
CAMERON UNIVERSITY
CAMPBELL UNIVERSITY
CAPE COD COMMUNITY COLLEGE
CAPELLA UNIVERSITY
CAPITAL COMMUNITY COLLEGE
CARIBBEAN UNIVERSITY
CARITAS LABOURE COLLEGE
CENTRAL ARIZONA COLLEGE
CENTRAL TEXAS COLLEGE-TRADITIONAL
Not MCC
Graduates
MCC
Graduates
All
Transfers
1
1
1
6
1
1
4
1
1
1
2
8
2
1
9
1
1
1
1
3
8
3
17
1
0
0
0
3
0
0
1
0
1
0
5
1
0
0
5
0
0
0
0
0
11
1
8
0
1
1
1
9
1
1
5
1
2
1
7
9
2
1
14
1
1
1
1
3
19
4
25
1
1
1
76
1
8
1
1
1
1
1
1
6
1
2
0
0
6
0
3
0
0
0
0
0
0
0
0
0
1
1
82
1
11
1
1
1
1
1
1
6
1
2
2010-2011 Fact Book
Transfer Study
CHAMBERLAIN COLLEGE OF NURSING
CHAMPLAIN COLLEGE
CHATTAHOOCHEE TECHNICAL COLLEGE
CLARK UNIVERSITY
COASTAL CAROLINA COMMUNITY COLLEGE
COASTAL CAROLINA UNIVERSITY
COLBY SAWYER COLLEGE
COLLEGE OF SOUTHERN MARYLAND
COLLEGE OF SOUTHERN NEVADA
COLLEGE OF THE HOLY CROSS
COLLIN COUNTY COMMUNITY COLLEGE
COLORADO MOUNTAIN COLLEGE
COLUMBIA COLLEGE CHICAGO
COLUMBIA COLLEGE-EV SESSION
COLUMBUS TECHNICAL COLLEGE
COMMUNITY COLLEGE OF DENVER
COMMUNITY COLLEGE OF PHILADELPHIA
COMMUNITY COLLEGE OF RHODE ISLAND
COMMUNITY COLLEGE OF THE AIR FORCE
COMMUNITY COLLEGE OF VERMONT
CORNELL UNIVERSITY
COUNTY COLLEGE OF MORRIS
CRAFTON HILLS COLLEGE
CRAVEN COMMUNITY COLLEGE
CULINARY INSTITUTE OF AMERICA
CUNY BERNARD M. BARUCH COLLEGE
CUNY CITY COLLEGE
CUNY JOHN JAY COLLEGE OF CRIMINAL JUSTICE
CUNY QUEENSBOROUGH COMMUNITY COLLEGE
CURRY COLLEGE
DANIEL WEBSTER COLLEGE
DELAWARE COUNTY COMMUNITY COLLEGE
DEVRY UNIVERSITY - FT. WASHINGTON
DEVRY UNIVERSITY - DUPAGE
DREXEL UNIVERSITY
EASTERN NAZARENE COLLEGE
EASTERN NEW MEXICO UNIVERSITY
EL CAMINO COLLEGE
EMBRY-RIDDLE AERONAUTICAL UNIV.-WORLDWIDE
CAMPUS
EMBRY-RIDDLE AERONAUTICAL UNIVERSITY DAYTONA
EMERSON COLLEGE
EMMANUEL COLLEGE
Not MCC
Graduates
MCC
Graduates
All
Transfers
0
3
1
1
1
2
1
1
0
1
1
3
0
1
1
2
1
2
2
0
1
1
1
1
2
2
1
1
1
6
5
1
1
2
1
2
0
1
1
1
0
0
0
0
0
0
2
0
0
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
1
0
1
4
1
1
1
2
1
1
2
1
1
3
1
1
1
2
1
2
2
1
1
1
1
1
2
2
1
1
1
6
6
1
1
2
1
2
1
1
1
0
1
1
3
4
0
1
2
1
4
6
88
2010-2011 Fact Book
Transfer Study
ENDICOTT COLLEGE
ESTRELLA MOUNTAIN COMMUNITY COLLEGE
EVEREST COLLEGE - CHELSEA
EVEREST INSTITUTE - BRIGHTON
EXCELSIOR COLLEGE
FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE
FISHER COLLEGE
FITCHBURG STATE UNIVERSITY
FLORIDA STATE UNIVERSITY
FRAMINGHAM STATE UNIVERSITY
FRANKLIN PIERCE UNIVERSITY
FRANKLIN UNIVERSITY
FRONT RANGE COMMUNITY COLLEGE
GEORGE WASHINGTON UNIVERSITY
GODDARD COLLEGE
GOLDEN WEST COLLEGE
GORDON COLLEGE
GOUCHER COLLEGE
GRAND CANYON UNIVERSITY-TRADITIONAL
GRANITE STATE COLLEGE
GREAT BAY COMMUNITY COLLEGE
GREENFIELD COMMUNITY COLLEGE
HAMPSHIRE COLLEGE
HARVARD GRADUATE SCHOOL OF EDUCATION
HARVARD UNIVERSITY - CONTINUING ED
HESSER COLLEGE
HOLYOKE COMMUNITY COLLEGE
HOUGHTON COLLEGE
HOWARD COMMUNITY COLLEGE
IOWA STATE UNIVERSITY
ITT TECHNICAL INSTITUTE
JOHNSON & WALES UNIVERSITY
JOHNSON COUNTY COMMUNITY COLLEGE
KEENE STATE COLLEGE
LAKE WASHINGTON TECHNICAL COLLEGE
LAKES REGION COMMUNITY COLLEGE
LANCASTER GENERAL COLLEGE OF NURSING &
HEALTH SC
LANDMARK COLLEGE
LASELL COLLEGE
LATTER-DAY SAINTS BUSINESS COLLEGE
LAWRENCE MEMORIAL HOSPITAL, SCHOOL OF
NURSING
LESLEY UNIVERSITY
Not MCC
Graduates
MCC
Graduates
All
Transfers
3
0
2
2
4
1
3
35
1
18
0
1
1
1
1
1
2
1
1
2
3
2
1
1
12
24
4
1
2
1
17
12
1
4
1
3
0
1
0
0
0
0
0
17
0
6
1
0
0
0
0
0
0
0
0
0
0
0
1
0
1
2
0
0
0
0
0
1
0
1
0
0
3
1
2
2
4
1
3
52
1
24
1
1
1
1
1
1
2
1
1
2
3
2
2
1
13
26
4
1
2
1
17
13
1
5
1
3
1
1
2
1
0
0
0
0
1
1
2
1
27
15
3
7
30
22
89
2010-2011 Fact Book
Transfer Study
LIBERTY UNIVERSITY
LIFE UNIVERSITY
LIMESTONE COLLEGE
LONG BEACH CITY COLLEGE
MAINE MARITIME ACADEMY
MANCHESTER COMMUNITY COLLEGE
MARQUETTE UNIVERSITY
MARYMOUNT UNIVERSITY
MARYWOOD UNIVERSITY
MASSACHUSETTS BAY COMMUNITY COLLEGE
MASSACHUSETTS COLLEGE OF ART
MASSACHUSETTS COLLEGE OF LIBERAL ARTS
MASSACHUSETTS COLLEGE OF PHARMACY
MASSACHUSETTS MARITIME ACADEMY
MASSASOIT COMMUNITY COLLEGE
MERRIMACK COLLEGE
MESA COMMUNITY COLLEGE
MESSIAH COLLEGE
MGH INSTITUTE OF HEALTH PROFESSIONS
MIAMI UNIVERSITY
MIRACOSTA COLLEGE
MISSISSIPPI GULF COAST COMMUNITY COL PERKINSTON
MONTANA STATE UNIVERSITY - BOZEMAN
MONTGOMERY COLLEGE
MONTSERRAT COLLEGE OF ART
MORGAN STATE UNIVERSITY
MOUNT IDA COLLEGE
MOUNT WACHUSETT COMMUNITY COLLEGE
NASHUA COMMUNITY COLLEGE
NATIONAL UNIVERSITY
NEW ENGLAND COLLEGE-SEMESTERS
NEW ENGLAND INSTITUTE OF TECHNOLOGY
NEW MEXICO STATE UNIVERSITY-DONA ANA
NEWBURY COLLEGE
NHTI - CONCORD'S COMMUNITY COLLEGE
NICHOLS COLLEGE
NORTH DAKOTA STATE COLLEGE OF SCIENCE
NORTH LAKE COLLEGE-DALLAS CC DISTRICT
NORTH SHORE COMMUNITY COLLEGE
NORTHEASTERN UNIVERSITY
NORTHERN ESSEX COMMUNITY COLLEGE
NORTHERN VIRGINIA COMMUNITY COLLEGE
Not MCC
Graduates
MCC
Graduates
All
Transfers
2
2
1
1
1
9
1
1
1
34
7
5
16
5
2
6
1
1
14
0
1
0
0
0
0
0
0
0
0
0
1
1
0
1
1
0
5
0
0
0
1
0
2
2
1
1
1
9
1
1
1
35
8
5
17
6
2
11
1
1
14
1
1
1
1
2
1
0
1
18
18
2
2
1
1
2
9
3
1
1
42
26
139
3
0
0
0
1
1
4
2
1
0
0
0
0
2
0
0
0
0
3
4
9
0
1
1
2
2
1
5
20
19
2
2
1
1
4
9
3
1
1
45
30
148
3
90
2010-2011 Fact Book
Transfer Study
NORTHWEST FLORIDA STATE COLLEGE
NORWALK COMMUNITY COLLEGE
NORWICH UNIVERSITY
OAKLAND COMMUNITY COLLEGE
OGEECHEE TECHNICAL COLLEGE
PACE UNIVERSITY- WHITE PLAINS
PALM BEACH STATE COLLEGE
PARK UNIVERSITY
PASADENA CITY COLLEGE
PENNSYLVANIA COLLEGE OF TECHNOLOGY
PENSACOLA STATE COLLEGE
PLYMOUTH STATE UNIVERSITY
PRATT INSTITUTE
QUINCY COLLEGE
QUINSIGAMOND COMMUNITY COLLEGE
RADFORD UNIVERSITY
RED ROCKS COMMUNITY COLLEGE
REGIS COLLEGE
RENSSELAER POLYTECHNIC INSTITUTE
RHODE ISLAND COLLEGE
RIVER VALLEY COMMUNITY COLLEGE
RIVIER COLLEGE
ROGER WILLIAMS UNIVERSITY
ROOSEVELT UNIVERSITY
ROXBURY COMMUNITY COLLEGE
RUTGERS - THE STATE UNIVERSITY OF NJ - NEWARK
RUTGERS -THE STATE UNIVERSITY OF NJ -NEW
BRUNSWICK
SACRED HEART UNIVERSITY
SAINT ANSELM COLLEGE
SAINT JOSEPH'S COLLEGE OF MAINE
SALEM STATE UNIVERSITY
SALT LAKE COMMUNITY COLLEGE
SAN BERNARDINO VALLEY COLLEGE
SAN FRANCISCO STATE UNIVERSITY
SANTA FE COLLEGE
SANTA MONICA COLLEGE
SIMMONS COLLEGE
SKIDMORE COLLEGE
SMITH COLLEGE
SOUTHERN MAINE COMMUNITY COLLEGE
SOUTHERN NEW HAMPSHIRE UNIVERSITY
SOUTHWESTERN ILLINOIS COLLEGE
Not MCC
Graduates
MCC
Graduates
All
Transfers
1
1
3
1
1
1
2
3
1
2
1
9
0
9
20
1
1
10
2
2
0
19
3
1
11
1
0
0
0
0
0
0
0
1
0
0
0
0
2
2
0
0
0
2
0
0
1
3
0
0
0
0
1
1
3
1
1
1
2
4
1
2
1
9
2
11
20
1
1
12
2
2
1
22
3
1
11
1
1
2
1
4
78
1
1
1
1
1
16
1
0
1
21
1
0
0
0
0
58
0
0
0
0
0
2
0
3
0
7
0
1
2
1
4
136
1
1
1
1
1
18
1
3
1
28
1
91
2010-2011 Fact Book
Transfer Study
SPOKANE FALLS COMMUNITY COLLEGE
SPRINGFIELD COLLEGE
SPRINGFIELD TECHNICAL COMMUNITY COLLEGE
ST JOHNS UNIVERSITY
ST PETERSBURG COLLEGE
STRAYER UNIVERSITY-WASHINGTON
SUFFOLK UNIVERSITY
SUNY COLLEGE ONEONTA
SUNY FASHION INSTITUTE OF TECHNOLOGY
SUNY JEFFERSON COMMUNITY COLLEGE
SUNY MONROE COMMUNITY COLLEGE
TEMPLE UNIVERSITY
TEXAS STATE UNIVERSITY - SAN MARCOS
THE EVERGREEN STATE COLLEGE
THOMAS JEFFERSON UNIVERSITY ALLIED HEALTH
SCIENCE
TRIDENT TECHNICAL COLLEGE
TRIDENT UNIVERSITY INTERNATIONAL
TUFTS UNIVERSITY
TULSA COMMUNITY COLLEGE
TUNXIS COMMUNITY COLLEGE
UNIVERSITY OF ARIZONA
UNIVERSITY OF BRIDGEPORT
UNIVERSITY OF CALIFORNIA-EXTENSION
UNIVERSITY OF CENTRAL OKLAHOMA
UNIVERSITY OF COLORADO AT BOULDER
UNIVERSITY OF CONNECTICUT
UNIVERSITY OF HARTFORD
UNIVERSITY OF HOUSTON
UNIVERSITY OF HOUSTON-VICTORIA
UNIVERSITY OF MAINE, AUGUSTA
UNIVERSITY OF MAINE, ORONO
UNIVERSITY OF MARYLAND - COLLEGE PARK
UNIVERSITY OF MASSACHUSETTS AT AMHERST
UNIVERSITY OF MASSACHUSETTS AT LOWELL
UNIVERSITY OF MASSACHUSETTS BOSTON
UNIVERSITY OF MASSACHUSETTS-DARTMOUTH
UNIVERSITY OF MIAMI
UNIVERSITY OF MINNESOTA-TWIN CITIES
UNIVERSITY OF MOBILE
UNIVERSITY OF NEVADA LAS VEGAS
UNIVERSITY OF NEW ENGLAND
UNIVERSITY OF NEW HAMPSHIRE
Not MCC
Graduates
MCC
Graduates
All
Transfers
1
1
1
2
1
1
11
1
0
1
1
1
1
1
0
0
0
0
0
0
5
0
1
0
0
0
1
0
1
1
1
2
1
1
16
1
1
1
1
1
2
1
0
1
1
3
1
1
2
1
1
1
1
5
2
1
1
0
1
2
37
428
56
10
1
1
1
1
3
5
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
21
267
33
4
0
0
0
1
0
1
1
1
1
3
1
1
2
1
1
1
1
5
2
1
1
1
1
2
58
695
89
14
1
1
1
2
3
6
92
2010-2011 Fact Book
Transfer Study
UNIVERSITY OF NEW HAVEN-SEMESTERS
UNIVERSITY OF NORTH CAROLINA-CHAPEL HILL
UNIVERSITY OF NORTH CAROLINA-WILMINGTON
UNIVERSITY OF PHOENIX
UNIVERSITY OF REDLANDS
UNIVERSITY OF RHODE ISLAND
UNIVERSITY OF SOUTHERN MAINE
UNIVERSITY OF THE VIRGIN ISLANDS
UNIVERSITY OF UTAH
UNIVERSITY OF VERMONT & STATE AGRICULTURAL
COLLEGE
UNIVERSITY OF WYOMING
US SPORTS ACADEMY
UTICA COLLEGE
VALENCIA COMMUNITY COLLEGE
VERMONT TECHNICAL COLLEGE
WALDEN UNIVERSITY
WARREN WILSON COLLEGE
WASHTENAW COMMUNITY COLLEGE
WEBER STATE UNIVERSITY
WEBSTER UNIVERSITY
WELLESLEY COLLEGE
WENTWORTH INSTITUTE OF TECHNOLOGY
WESLEYAN UNIVERSITY
WEST VIRGINIA UNIVERSITY
WESTERN NEW ENGLAND COLLEGE
WESTFIELD STATE UNIVERSITY
WHEELOCK COLLEGE
WILKES UNIVERSITY
WILLIAMS COLLEGE
WORCESTER POLYTECHNIC INSTITUTE
WORCESTER STATE UNIVERSITY
YALE UNIVERSITY
YORK COUNTY COMMUNITY COLLEGE
Total
Not MCC
Graduates
MCC
Graduates
All
Transfers
2
1
1
15
1
1
1
2
1
0
0
0
3
0
0
0
0
0
2
1
1
18
1
1
1
2
1
4
1
1
1
2
1
1
2
1
1
1
0
8
1
1
1
7
2
1
1
1
14
1
1
1751
0
0
0
0
0
0
2
0
0
0
0
2
0
0
0
0
4
0
0
0
1
5
0
0
568
4
1
1
1
2
1
3
2
1
1
1
2
8
1
1
1
11
2
1
1
2
19
1
1
2319
93
2010-2011 Fact Book
Employee Profile
Full Time Faculty and Staff
By Gender
Full Time Faculty by Gender
Men
36%
Women
64%
Full Time Staff by Gender
Men
30%
Women
70%
Faculty Men
Women
Total
Staff
Men
Women
Total
2006
2007
2008
2009
2010
2010
% of Total
48
50
50
48
47
36%
90
85
89
86
85
64%
138
135
139
134
132
100%
97
97
96
91
88
30%
218
218
217
202
209
70%
315
315
313
293
297
100%
*Source: IPEDS Human Resources Data Middlesex Community College
2010-2011 Fact Book
94
Employee Profile
95
Full Time Faculty
By Highest Degree Level
2010 Full Time Faculty By Highest Degree Level
Bachelors Degree
6.7%
Associate Degree
1.7%
Masters Degree
74.2%
Doctorate
17.5%
Highest Degree Level
Number of Faculty
Ph.D., J.D., or Ed.D.
21
Master Degree Level
89
Bachelor Degree Level
8
Associate Degree Level
2
*Source: 2010-2011 Human Resources Data
2010-2011 Fact Book
Employee Profile
Full Time Faculty
By Gender and Academic Rank
Full Time Faculty by Gender and Academic Rank
2010
100%
90%
80%
6
70%
58
15
60%
6
50%
40%
30%
7
20%
32
7
10%
1
0%
Professor
Associate
Professor
Men
Assistant
Professor
No academic
rank
Women
Rank
2007
Men
2007
Women
2008
Men
2008
Women
2009
Men
2009
Women
2010
Men
2010
Women
2010
Total
2010 %
of
Total
Professor
33
51
32
49
32
51
32
58
90
68%
Associate
Professor
3
14
6
23
7
24
7
15
22
17%
Assistant
Professor
9
17
5
11
2
6
1
6
7
5%
Instructors
0
0
0
0
0
0
0
0
0
0%
Lecturers
0
0
0
0
0
0
0
0
0
0%
No
academic
rank
5
3
7
6
7
5
7
6
13
10%
Total
50
85
50
89
48
86
47
85
132
100%
2010-2011 Fact Book
96
Employee Profile
Full Time Faculty by Race/Ethnicity
Full Time Faculty by Race/Ethnicity
2010
Black/African
American
4%
American
Indian/Alaska
native
1%
White
85%
Asian
3%
Hispanic/Latino
7%
2006
2007
2008
2009
2010
2010 %
of Total
Non Resident Alien
0
0
0
0
0
0%
6
8
8
8
6
5%
American Indian/Alaska native
1
1
1
1
1
1%
Asian
4
4
4
4
4
3%
Hispanic/Latino
7
7
9
7
9
7%
120
115
117
114
112
85%
Two or More Races
0
0
0
0
0
0%
Race/Ethnicity Unreported
0
0
0
0
0
0%
138
135
139
134
132
100%
White
Total
2010-2011 Fact Book
97
Employee Profile
98
Full Time Staff by Race/Ethnicity
Full Time Staff by Race/Ethnicity
2010
Black/African
American
5%
Native Hawaiian or
Other Pacific
Islander
0%
White
83%
Asian
5%
Hispanic/Latino
7%
2006
2007
2008
2009
2010
2010 %
of Total
0
0
0
0
0
0% 16
15
14
14
14
5% Native Hawaiian or Other Pacific Islander
0
0
0
0
1
0% American Indian/Alaska native
0
0
0
0
0
0% Asian
14
15
15
15
15
5% Hispanic/Latino
19
20
20
19
20
7% 266
265
264
245
247
83% Two or More Races
0
0
0
0
0
0% Race/Ethnicity Unreported
0
0
0
0
0
0% 315
315
313
293
297
100% Non Resident Alien
White
Total
2010-2011 Fact Book
Employee Profile
99
Full Time Faculty
By Gender and Race/Ethnicity
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
6
75
3
7
1
2
Asian
Hispanic/Latino
1
Black/African
American
American
Indian/Alaska
native
Men
37
White
Women
2007
Men
2007
Women
2008
Men
2008
Women
2009
Men
2009
Women
2010
Men
2010
Women
2010
Total
2010
% of
Total
0
0
0
0
0
0
0
0
0
0%
7
1
7
1
6
1
6
0
6
5%
1
0
1
0
1
0
1
0
1
1%
Asian
1
3
1
3
1
3
1
3
4
3%
Hispanic/Latino
3
4
3
6
2
6
2
7
9
7%
White
38
77
38
79
38
76
37
75
112
85%
Two or More
Races
0
0
0
0
0
0
0
0
0
0%
Race/Ethnicity
Unreported
0
0
0
0
0
0
0
0
0
0%
132
100%
Non Resident
Alien
Black/African
American
American
Indian/Alaska
native
Total
50
85
50
89
48
86
47
85
*Source: IPEDS Human Resources Data. New IPEDS categories went into effect in 2009. Middlesex Community College
2010-2011 Fact Book
Employee Profile
100
Adjunct Faculty
Adjunct Faculty by Gender and Race/Ethnicity
2010
100%
80%
5
233
27
3
163
28
Hispanic/Latino
White
Race/Ethnicity
Unreported
4
60%
7
40%
20%
2
1
0%
Black/African
American
Asian
Men
Women
2007
Men
2007
Women
2008
Men
2008
Women
2009
Men
2009
Women
2010
Men
2010
Women
2010
Total
2010 %
of Total
0
0
0
0
0
0
0
0
0
0%
1
2
1
2
1
3
2
4
6
1%
2
0
0
0
0
1
0
0
0
0%
Asian
0
7
2
3
3
5
1
7
8
2%
Hispanic/Latino
2
4
3
2
3
3
3
5
8
2%
White
157
209
145
206
160
229
163
233
396
84%
Two or More Races
0
0
0
0
13
12
0
0
0
0%
Race/Ethnicity
Unreported
23
33
22
29
14
15
28
27
55
12%
Total
185
255
173
242
194
268
197
276
473
100%
Non Resident Alien
Black/African
American
American
Indian/Alaska
native
2010-2011 Fact Book
Employee Profile
101
Full Time Staff
Full Time Staff by Gender and Race/Ethnicity
2010
100%
80%
6
9
60%
16
177
4
70
Hispanic/Latino
White
1
40%
8
20%
6
0%
Black/African
American
Native Hawaiian
or Other Pacific
Islander
Asian
Men
Women
2007
Men
2007
Women
2008
Men
2008
Women
2009
Men
2009
Women
2010
Men
2010
Women
2010
Total
2010 %
of Total
0
0
0
0
0
0
0
0
0
0%
8
7
8
6
8
6
8
6
14
5%
0
0
0
0
0
0
0
1
1
0%
0
0
0
0
0
0
0
0
0
0%
Asian
5
10
6
9
6
9
6
9
15
5%
Hispanic/Latino
7
13
6
14
6
13
4
16
20
7%
White
77
188
76
188
71
174
70
177
247
83%
Two or More
Races
0
0
0
0
0
0
0
0
0
0%
Race/Ethnicity
Unreported
0
0
0
0
0
0
0
0
0
0%
Total
97
218
96
217
91
202
88
209
297
100%
Non Resident
Alien
Black/African
American
Native Hawaiian or
Other Pacific
Islander
American
Indian/Alaska
native
*Source: IPEDS Human Resources Data. New IPEDS categories went into effect in 2009.
2010-2011 Fact Book
Employee Profile
102
Part Time Staff
Part Time Staff by Gender and Race/Ethnicity
2010
100%
80%
60%
40%
20%
0%
1
2
1
4
Non Resident Black/African
Alien
American
7
19
114
12
6
13
56
4
Asian
Hispanic
White
Race Ethnicity
Unreported
Men
Women
2007
Men
2007
Women
2008
Men
2008
Women
2009
Men
2009
Women
2010
Men
2010
Women
2010
Total
2010
% of
Total
0
0
0
0
1
2
1
1
2
1%
4
6
5
4
5
2
4
2
6
3%
0
0
0
0
0
0
0
0
0
0%
Asian
7
17
10
11
7
8
6
7
13
5%
Hispanic
29
13
21
13
16
12
13
19
32
13%
White
51
116
50
112
45
140
56
114
170
71%
Two or more
races
0
0
0
0
1
2
0
0
0
0%
Race/Ethnicity
Unreported
8
8
6
13
2
9
4
12
16
7%
Total
99
160
92
153
77
175
84
155
239
100%
Non Resident
Alien
Black/African
American
American
Indian/Alaska
native
*Source: IPEDS Human Resources Data. New IPEDS categories went into effect in 2009.
2010-2011 Fact Book
Cost of Attendance
103
Tuition and Fee Rates
20062007
20072008
20082009
20092010
20102011
20112012
$ 24
$ 99
$123
$ 24
$103
$127
$24
$108
$132
$24
$126
$150
$24
$136
$160
$24
$146
$170
Tuition per credit
Fee per credit
Total Tuition & Fee per credit
Residents Outside New England &
International
$ 36
$ 99
$135
$ 36
$103
$139
$36
$108
$144
$36
$126
$162
$36
$136
$172
$36
$146
$182
Tuition per credit
Fee per credit
$230
$ 99
$329
$230
$103
$333
$230
$108
$338
$230
$126
$356
$230
$136
$366
$230
$146
$376
Student Services Charge
(if enrolled in 6 or more credits)
$ 25
$ 25
$ 25
$ 25
$25
$25
Student Placement Testing Fee
Technology/LabCharge for specialized
courses
(Per Course with maximum of $300)
Student Health Insurance**
Nursing Program Resource Fee
Resource Fee – 1st yr
$ 50
$100
$ 50
$100
$ 50
$100
$ 50
$100
$50
$100
$50
$100
$833
$881
$840
$840
$866
$60
$150
$928
$60
$150
$100
$100
Tuition & Fees
per credit
Massachusetts Residents
Tuition per credit
Fee per credit
Non MA New England Residents
Other Charges
Resource Fee – 2nd yr
Liability Insurance for Students in
Health Programs
$ 15
$ 15
$ 15
$ 15
$15
$15
Liability Insurance for Students in EMT
100 course
$ 65
$ 65
$ 65
$ 65
$65
$65
In Progress Course Fee
(self paced studies)
$ 75
$ 75
$ 75
$ 75
$75
$75
$ 9
$ 2
$ 30
$ 9
$ 2
$ 30
$ 9
$ 2
$ 30
$ 9
$ 2
$ 30
$9
$2
$30
$9
$2
$30
MassPirg Fee**
Transcript Fee (each)
Graduation Fee
*Based on Fiscal Year
**Can be waived Middlesex Community College
2010-2011 Fact Book
Financial Aid
104
Sources of Student Financial Aid
Financial Aid consists of State, Federal and Institutional Scholarships; State Grants and Tuition Waivers;
Federal Programs such as Grants and Work Study; and State, Federal and Private Loans. In 2010-2011,
Financial Aid Data for FY 2011 shows that as of September 20, 2011, Middlesex Community College disbursed
$19,521,849 in financial aid to its students. Below is a graph that depicts the amounts by category; and, on the
pages that follow, shows trend detail for Financial Aid disbursements.
Financial Aid
2010-2011
Middlesex Community College Institutional Scholarships
Massachusetts Grants, Need Based Tuition Waivers, Scholarships
Federal Grants, Scholarships
Other Grants, Scholarships, and Work Study
Loans
Total Financial Aid
$
636,004
1,916,995
11,126,498
136,003
5,706,349
19,521,849
*As of September 20, 2011
Financial Aid 2010-2011
12,000,000
$11,126,498
10,000,000
8,000,000
$5,706,349
6,000,000
4,000,000
$1,916,995
2,000,000
$636,004
$136,003
0
Federal Grants,
Scholarships
Loans
Massachusetts
Grants, Need Based
Tuition Waivers,
Scholarships
Institutional
Scholarships
Other Grants,
Scholarships, and
Work Study
2010-2011 Fact Book
Financial Aid
105
Financial Aid Applicants and Awards
FY2007
FY2008
FY 2009
FY2010
FY2011
Financial Aid
Applicants Enrolled
4,228
4,195
4,857
6,064
6,524
Financial Aid
Applicants Awarded
3,118
3,064
4,103
4,971
5,419
Total Grants,
Scholarships &
Work Study
$6,212,057
$6,452,697
$8,396,491
$12,318,041
$ 13,815,500
Total Loans
$2,963,521
$3,292,945
$3,755,867
$5,514,417
$ 5,706,349
$9,175,578
$9,745,642
$12,152,358
Total Financial Aid
Grants,
Scholarships &
68%
66%
69%
Work Study as a
Percent of Financial
Aid
Loans as a Percent
32%
34%
31%
of Financial Aid
* Financial Aid Data for FY 2011 shown as of September 20, 2011
$17,832,458
$ 19,521,849
69%
71%
31%
29%
Financial Aid 2007-2011
100%
80%
60%
40%
20%
0%
FY2007
FY2008
FY2009
FY2010
FY2011
Grants, Scholarships & Work Study as a Percent of Financial Aid
Loans as a Percent of Financial Aid
2010-2011 Fact Book
Financial Aid
106
Financial Aid Grants, Scholarships, & Work Study
2007-2011
Disbursed
in
FY 2007
500
0
Disbursed
in
FY 2008
0
3,000
Disbursed
in
FY 2009
0
0
Disbursed
in
FY 2010
0
13,500
Disbursed
in
FY 2011
0
0
3,375
5,329
0
0
2,812
0
0
0
0
0
0
1,200
1,250
0
0
11,170
1,150
1,250
0
0
0
470
0
50,174
0
0
0
0
19,145
0
0
0
0
3,960
5,000
0
25,000
11,653
25,000
16,247
25,000
7,200
45,650
7,800
15,000
6,500
3,000
6,500
11,000
10,000
10,000
10,000
10,000
30,650
10,000
34,415
15,600
26,250
30,000
31,190
29,512
27,006
30,612
38,249
39,642
15,479
9,780
140,000
36,600
51,972
145,000
25,582
102,001
155,000
75,958**
56,450
114,550
64,746***
77,619
85,000
Academic Competitiveness Grant
13,650
15,925
14,950
Federal Work Study
130,000
136,389
151,520
Federal SEOG Grant
211,597
152,203
154,155
Need Based Tuition Waiver
371,002
371,002
371,002
MASSGrant
201,056
157,662
264,025
MCC Safety Net Scholarship
372,291
345,000
492,464
Massachusetts Cash Grant
908,665
970,437
970,437
Federal Pell Grant
3,721,456
3,961,678
5,527,290
Total Grants, Scholarships, and
Work Study
$6,212,057 $6,452,697 $8,396,491
**Calendar year 2009 *** Calendar Year 2010
91,534
162,832
155,853
371,002
451,145
566,118
776,215
9,300,990
85,588
128,203
160,457
371,002
517,232
571,258
776,350
10,855,453
$12,318,041
$13,815,500
Grants, Scholarships, Work
Study
Maine State Scholarship
Mass Educational Rewards
New Hampshire State Incentive
Program
One Family Scholarship
Scholarship
Rhode Island State Scholarship
Vermont State Scholarship
Foster Child Grant
Mass Christian Herter Scholarship
Energy Utility Technician
Scholarship/Grant
TRIO Student Success Grant
Para-professional Teacher
Preparation Grant
TRIO Program for Student
Achievement Scholarship
Early Childhood Educators
Scholarship
John and Abigail Adams
Scholarship
MCC Foundation Scholarship
Gear Up
Part-Time Grant
2010-2011 Fact Book
Financial Aid
107
Student Loans
2007-2011
Disbursed
in
FY 2007
Disbursed
in
FY 2008
Disbursed
in
FY 2009
Disbursed
in
FY 2010
Disbursed
in
FY 2011
43,032
19,913
88,669
33,611
42,505
78,539
59,311
29,174
24,806
49,487
792,369
1,028,908
1,243,015
2,020,593
2,205,177
1,796,522
1,850,080
2,295,565
3,257,286
3,180,998
84,827
68,922
8,000
64,266
59,908
91,444
113,855
168,274
Total Loans
2,963,521
3,292,945
3,755,867
5,514,417
5,706,349
LOANS
Federal Perkins Loan
Federal Parent Loan
for Student
Federal Subsidized
Stafford Loan
Federal Unsubsidized
Stafford Loan
Massachusetts
Educational Financing
Authority MEFA
Massachusetts
Educational Financing
Authority Students
MEFAS
The Education
Resource Institute
TERI
Alternative Loans
51,066
90,878
98,074
77,354
116,671
2010-2011 Fact Book
Middlesex Community College Foundation
108
Foundation Scholarships
Over the years, the Middlesex Community College has created a Scholarship Fund that assists a
growing number of MCC students reach their educational goals. Scholarships are awarded
annually to deserving students from all walks of life, based on a variety of criteria, especially
academic merit and financial need.
Forty six percent of Middlesex students now receive financial aid. Considering the current
economic climate, we expect our students will be facing an increasing need for financial
assistance.
The MCC Foundation, in association with a variety of organizations and individuals, makes
available many scholarship awards. These awards range in value from $500 to $5,000 per year
for students enrolled full time.
MCC Foundation Scholarships
Allied/Barton Security Scholarship
Middlesex Community College Foundation Merit Award
Robert Cataldo Scholarship
New England Woodcarvers (NEWC) Scholarship
John Michael Delehanty Memorial Scholarship
NorthEast Association of Realtors Scholarship
Geraldine B. Deragon Scholarship Fund
Thomas O’Mahony “Spirit of Excellence Award”
Follett College Stores Scholarship
Barbara B. Saloom Memorial Scholarship
Arthur Gallerani Memorial Scholarship
Lura Smith Scholarship
Mavis Leno Scholarship
Verena Stair Memorial Scholarship
Charles and Olga Malvers Memorial Scholarship
Shirley W. Thidemann Memorial Scholarship
Markowicz-Dundorf Scholarship
Unitas Scholarship
Lexington-Concord Chapter of the Armed Forces
Communications & Electronics Association
(AFCEA) Scholarship
Financial Profile
109
Budget Trend
FY2007–FY 2011
FY2007
FY2008
FY2009
FY2010
FY2011
I. Local Trust Funds
Institutional Support
Admin & Facility Use
Safety Net Scholarship
All College Purpose Trust
Graduation
Sub-Total Local Funds
$19,211,970
320,400
400,000
320,000
$42,000
$20,294,374
$19,957,020
320,400
400,000
360,000
42,000
$21,079,420
$21,705,485
289,125
500,000
380,000
42,000
$22,916,610
$23,959,524
730,360
600,000
380,000
50,000
$25,719,884
$28,134,406
730,360
600,000
390,000
50,000
$29,904,766
$19,260,750
85,150
0
0
0
$19,759,003
85,150
0
0
0
$18,960,580
85,150
0
0
0
$15,460,360
66,000
0
0
5,736,787
$17,238,156
51,366
0
0
1,449,605
$19,345,900
$19,844,153
$19,045,730
$21,263,147
$18,739,127
$39,640,274
$40,923,573
$41,962,340
$46,983,031
$48,643,893
II. State/Federal Budget
Appropriations
Maintenance Account
Mass. Ed. Oppor. Prg.
McNair Tutoring Grant
Ed. Ref. Material (ERM)
Federal Stimulus Funds
Sub-Total
State/Federal Funds
Grand Total
Local & State & Federal
Funds
2010-2011 Fact Book
Financial Profile
110
The Annual Fund
In recent years, the commonwealth of Massachusetts has provided less than half of the college’s annual
operating budget. Realizing that Middlesex needed additional private funding to fulfill its institutional
goals, the MCC Foundation launched the Annual Fund in 2006. Through the generosity of alumni,
friends, faculty, staff and area businesses, the Annual Fund Appeal has provided funding for many faculty
and staff projects.
The MCC Foundation Annual Fund Campaign allows Middlesex to:
• Secure unrestricted funds to support innovation and emerging needs
• Maximize eligibility for state matching funds
• Reach out to those who want to support the college
• Meet grant-proposal criteria regarding participation levels for faculty and staff giving
Every penny raised through the Annual Fund is directly applied to college initiatives that help to enrich
and diversify academic offerings, promote student success, and fund exceptional programs to impact
MCC’s teaching, learning and working environment.
2011 Annual Fund Grant Awards were:
•
Student Emergency Fund
Submitted by Pam Flaherty
•
Commonwealth Honors Scholar in Residence Program
Submitted by David Kalivas
•
STEM Research Course
Submitted by Jessie Klein
•
Electronic Health and Wellness Newsletter
Submitted by Jonathan Crockett
•
Student Trip to Washington, DC
Submitted by Pat Demaras
•
Transition Program Internship Host Recognition Breakfast
Submitted by Susan Woods
•
Professional Development
Submitted by Mary Anne Dean
•
Early Childhood Classroom Smartboard
Submitted by Matthew Olson
•
Asian Studies Lecture Series
Submitted by Dona Cady
•
Create MCC Toastmasters Club
Submitted by Elise Martin
•
PTK Development: Conference Attendance
Submitted by Melissa Welch
•
Cambodian Habitat for Humanity Volunteer Program
Submitted by Matthew Olson
•
Webspiration Classroom Software for Academic Support
Submitted by Noreen McGinness
$3,365
$5,000
$5,034
$3,000
$5,000
$1,000
$5,000
$5,268
$2,000
$1,065
$5,000
$5,000
$2,638
2010-2011 Fact Book
Financial Profile
111
2010-2011 Grant Funding
Equipment for Science Labs
Funding supported purchase of scientific equipment, Xplorer GLX
probes, and their software and system materials.
Cabot Corporation
Foundation
Budget Direct $
Budget Indirect $
Total $
Adjunct Faculty Training Program
This project supports a Career Fair and semester-long training
program for potential adjunct faculty, specifically in the areas of
developmental education and clinical nursing.
GLWIB Bridging the Healthcare Skills Gap
MCC, in collaboration with the Greater Lowell WIB and
employers, offered four certificate credit programs through the
Academy of Health Professions and one non-credit CNA training
program to 30 participants.
Middlesex Community College Academy of Health
Professions
The Academy of Health Professions provides opportunities for
training and certification for entry-level health careers: Certified
Nursing Assistant or Medical receptionist; Medical Secretary or
Phlebotomist; Medical Assisting or Dental Assisting.
MNREB Bridging the Healthcare Skills Gap
MCC, the MNREP, Lahey Clinic and Hallmark Healthcare
System, trained unemployed and employed students in the
Phlebotomy Certificate Program. The partners designed a
Clinical Lab Assistant Certificate program and assessed
feasibility.
Youthbuild Construction Project Management Certificate
MCC and Community Teamwork, Inc. provided Youthbuild GED
graduates with training leading to a certificate in construction
project management. Project included intensive case
management and employment services through CTI.
Council on Undergraduate Research - Tapping the Potential
of All Students
A team of four math/science faculty attended a conference
sponsored by the Council on Undergraduate Research to learn
how to implement research activities with community college
students.
Advancing Cambodian Arts and Culture
Project supports Cambodian culture and arts activities.
Civic Ventures
Budget Direct $
Budget Indirect $
Total $
7,500
0
7,500
25,000
0
25,000
Commonwealth
Corporation
Budget Direct $
Budget Indirect $
Total $
47,701
0
47,701
Commonwealth
Corporation
Budget Direct $
Budget Indirect $
Total $
200,000
15,000
215,000
Commonwealth
Corporation
Budget Direct $
Budget Indirect $
Total $
62,429
0
62,429
Commonwealth
Corporation
Budget Direct $
Budget Indirect $
Total $
82,478
0
82,478
Building Careers in Early Childhood-Region III Professional
Development Grant
Building Careers students receive academic advising, mentoring,
and career counseling as well as assistance in identifying
additional financial and academic resources and in transitioning
to MCC.
MCC-MCAS Pathways Program (academic year)
The MCAS Preparation Program, Pathways to Success
(Pathways), is offered to 100 students from the Classes of 2003 2011 with the majority of the students to be served from Lowell
High School. Two, seven-week after school sections are offered.
Perkins Career and Technical Education
Perkins Career and Technical funds support a variety of college
programs, including academic tutoring, disability support
services, probation counselor, professional development for
faculty, and purchase of supplies and equipment to support
programs.
POSTSECONDARY CVTE LINKAGE CONSORTIUM PLAN
MCC has established partnerships with Lowell High School,
Greater Lowell Technical School, Minuteman Regional High
School and Nashoba Valley Technical High School for the MCC
Career and Technical Education Consortium to facilitate student
success.
Council on
Undergraduate
Research
No direct funding;
supported
conference
attendance
Cultural
Organization of
Lowell
Budget Direct $
Budget Indirect $
Total $
Department of Early
Education and Care
Budget Direct $
Budget Indirect $
Total $
6,000
0
6,000
55,006
0
55,006
Department of
Elementary and
Secondary
Education
Budget Direct $
Budget Indirect $
Total $
28,704
2,296
31,000
Department of
Elementary and
Secondary
Education
Budget Direct $
Budget Indirect $
Total $
353,711
17,036
370,747
Department of
Elementary and
Secondary
Education
Budget Direct $
Budget Indirect $
Total $
100,081
5,004
105,085
2010-2011 Fact Book
Financial Profile
112
SEIU/MCC Workplace Education
SEIU 888 in partnership with Middlesex Community College
(MCC) provided English for Speakers of Other Languages
(ESOL) to day care providers in the greater Lowell area.
North Eastern Massachusetts Law Enforcement Council
Training Project
This project supports the purchase of equipment, as well as
the design and delivery of free training programs for law
enforcement personnel.
Work Readiness Training Grant
Training was provided to welfare recipients to assist them in
obtaining employment.
Department of
Elementary and
Secondary
Education
Department of
Justice
Budget Direct $
Budget Indirect $
Total $
27,393
2,191
29,584
Budget Direct $
Budget Indirect $
Total $
205,680
16,454
222,134
Department of
Transitional
Assistance
Budget Direct $
Budget Indirect $
Total $
Online Success Center for Adult Learners
This project, based on the e-tutoring model, provides online
access to advising and career services and facilitates
connections to MCC advising and academic support services.
Latino Connections Two - Greater Lowell Community
Foundation
Latino Connections Two provides case management for atrisk Latino students.
HRSA- Dental and Science Lab Project
Project supports enhancement of dental and science labs,
including new equipment.
Fund for the
Improvement of
Postsecondary
Education
Greater Lowell
Community
Foundation
Budget Direct $
Budget Indirect $
Total $
139,908
0
139,908
32,082
0
32,082
Budget Direct $
Budget Indirect $
Total $
2,696
0
2,696
Health, Resources
and Service
Administration
Budget Direct $
Budget Indirect $
Total $
Linkages for Entrepreneurship Achievement Project Planning Grant
MCC collaborated with Bristol Community College and
ENSETS Rabat and Mohammedia in Morocco to develop an
implementation proposal to build the capacity of the ENSETS
to offer entrepreneurship education and training.
CDBG Out-of-School Youth
The funds were used to support the Out-of-School Youth
Development Center at Middlesex Community College that
provides academic tutoring, GED testing, support services,
and employment preparation services to highly at-risk
students.
Pillars Project - Jordan Fundamentals
The Pillars Project provides a variety of educational
experiences related to nine character traits for The
B.R.I.D.G.E. Alternative Middle School students.
Lowell High School - SCORE Project
This project supports a peer mediation program at Lowell
High School.
Higher Education
Development
Budget Direct $
Budget Indirect $
Total $
339,000
0
339,000
54,190
4,335
58,525
HUD Community
Development Block
Grants
Budget Direct $
Budget Indirect $
Total $
15,000
0
15,000
Jordan
Fundamentals
Budget Direct $
Budget Indirect $
Total $
5,000
0
5,000
Lowell High School
Budget Direct $
Budget Indirect $
Total $
Massachusetts
Board of Higher
Education
Budget Direct $
Budget Indirect $
Total $
35,000
0
35,000
243,212
6,788
250,000
Northeast Regional Readiness Center- College Access
Project
A collaboration of Middlesex, Merrimack, North Shore,
Northern Essex, Salem State and UMass-Lowell, the college
access grant provides services to students and parents to
increase the number of low-income students enrolling and
persisting in college.
Americorp/Vista - Multicultural Achievement Peer
Program
This project supports an Americorp/Vista worker who
oversees the activities of the Multicultural Achievement Peer
Program and also outreach to community schools and
organizations to advance awareness of higher education
opportunities at MCC.
Adult Community Learning Center
Adult Basic Education program provides ABE and GED
instruction to students through the Adult and Community
Learning Center located on the Bedford campus.
Transition Program (LINKS)
LINKS provides an opportunity for adults with a GED or an
external diploma who lack some academic and/or study skills,
or those who have not been in an academic setting recently,
to succeed in college through some cohort instruction and
case management.
Massachusetts
Campus Compact
No direct funding;
Vista provides salary
for worker.
Massachusetts
Department of
Education
Budget Direct $
Budget Indirect $
Total $
129,936
10,480
140,416
Massachusetts
Department of
Education
Budget Direct $
Budget Indirect $
Total $
64,815
5,185
70,000
2010-2011 Fact Book
Financial Profile
113
Direct Support Professional Training Program
This project supports the training of direct support
professionals who are employed in human services agencies.
Massachusetts
Department of
Mental Retardation
Budget Direct $
Budget Indirect $
Total $
Massachusetts Life Science Center
Funding supported the purchase of equipment for the
biotechnology program.
Massachusetts Life
Sciences Center
Budget Direct $
Budget Indirect $
Total $
Local Consumer Protection
The Law Center has administered the Local Consumer
Program (LCP) since 1990, opening more than 13,000 cases
and saving consumers over $2.5 million.
Community Service Corps - Summer GearUp Program
Three MCC students were employed as Commonwealth
Corps members to assist with the GearUp Summer Camp
program in several areas, including implementation of
community service/service learning projects.
Bridging the Gap to Safety
Funding supported Project Give Back and other activities
offered to students at The B.R.I.D.G.E. Alternative Middle
School.
Boston Area Advanced Technological Education
Connections (BATEC)
This project provides professional development for faculty
and activities for students to support information technology
career pathways.
CAT Project
CAT supported faculty assessment of student achievement of
learning outcomes.
Massachusetts
Office of Attorney
General
Budget Direct $
Budget Indirect $
Total $
28,943
3,052
31,995
95,617
0
95,617
50,000
0
50,000
Massachusetts
Service Alliance
Budget Direct $
Budget Indirect $
Total $
8,639
1,125
9,764
Nathaniel and
Elizabeth Stevens
Foundation
Budget Direct $
Budget Indirect $
Total $
3,000
0
3,000
National Science
Foundation
Budget Direct $
Budget Indirect $
Total $
14,952
1,196
16,148
National Science
Foundation
Budget Direct $
Budget Indirect $
Total $
Commonwealth Alliance for Information Technology
MCC is collaborating with UMass - Lowell to broaden
participation by students in computing programs.
National Science
Foundation
Budget Direct $
Budget Indirect $
Total $
Mathematics Across the Curriculum
The project involved adaptation of curriculum and
development of new curricula activities and courses that will
involve math faculty collaborating with non-math faculty to
integrate math into modules within their courses.
Northeastern University Step Up Grant
This project provides funding to support students majoring in
STEM Programs to complete associate degree studies and
transfer into bachelor degree programs. Activities include
mentoring, field trips, and research.
East-West Center Title VI Project
Project supports the integration and acceleration of Chinese
culture and language studies through faculty professional
development and design of new courses.
GEAR-UP UMass Lowell Partnership
Project supports a variety of initiatives, including vertical
teaming and field trips for at-risk students.
National Science
Foundation
Budget Direct $
Budget Indirect $
Total $
6,000
0
6,000
9,091
909
10,000
55,918
4,279
60,197
National Science
Foundation
Budget Direct $
Budget Indirect $
Total $
36,023
727
36,750
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
7,300
0
7,300
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
Presenting Cambodia from an Historical and
Contemporary Perspective
The overall goal of the project is to establish opportunities for
on-going research and communication between American
and Cambodian representatives, including the faculty at PUC,
which will enable MCC and LPS to develop academic and
community initiatives.
Program for Student Achievement
This program provides intensive case management and
academic support for 100 students with documented
disabilities, at least one-third of whom are low-income, and all
of whom will have
tested into one or more developmental courses.
Student Success Program
Student Success Program serves 200 first generation, low
income students through a variety of academic and case
management services.
Talent Search
Provides intensive academic, student and career services for
700 students in the Lowell Public Schools to help them enter
college.
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
42,593
3,407
46,000
84,502
0
84,502
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
230,447
17,636
248,083
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
298,600
22,688
321,288
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
305,490
24,359
329,849
2010-2011 Fact Book
Financial Profile
Title III - Strategies for Success
Title III - Strategies for Student Success focuses on reforming
curriculum through integration of Core Student Success Skills
and implementing a comprehensive developmental advising
program.
Upward Bound
The Upward Bound program provides 50 eligible low-income,
first generation high school students who demonstrate
potential for education beyond the secondary level with a
comprehensive and coordinated program of academic
instruction, support, and advising.
Greater Lowell WIB/Out-of-School Youth
The MCC OSY Center prepares students to take the GED
exam and assists them with entering employment and/or
post-secondary education and training programs.
Greater Lowell Workforce Investment Board/In-school
Youth
The MCC in-School Youth Program serves 20 returning
senior Latino students and 25 junior Latino students. Services
include: intensive case management; facilitation of student
participation in
support services; and career planning.
114
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
396,502
0
396,502
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
232,963
17,037
250,000
Workforce
Investment Act
Grant Funds
Budget Direct $
Budget Indirect $
Total $
78,277
3,914
82,191
Workforce
Investment Act
Grant Funds
Budget Direct $
Budget Indirect $
Total $
63,968
3,198
67,166
2010-2011 Fact Book

FACT Book 2010-11 - Middlesex Community College

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