October 2, 2009
M. Richard Shaink
President
Charles Stewart Mott Community College
1401 E. Court Street
Flint, MI 48503-2089
Dear President Shaink:
Enclosed is a copy of Charles Stewart Mott Community College’s Systems Appraisal Feedback Report. It
begins with a concise Executive Summary, intended for those general readers that do not require a high
level of detail. Your Systems Appraisal Team of quality experts provided extensive detail in the full report by
identifying nine distinct groups of what they view as your institution’s strengths and opportunities for
improvement, one group for each of the nine AQIP Categories. We are also emailing your institution’s AQIP
Liaison a copy of this full Systems Appraisal Feedback Report and enclosures.
To receive maximum benefit from your Systems Appraisal, you and your colleagues should plan to invest
substantial time in discussing it, considering the team’s observations and advice, and identifying which
actions will best advance your institution. The enclosed After Your Appraisal details what lies ahead and how
to use your Feedback Report most effectively, and explains when and how to register for your next Strategy
Forum.
To comply with federal requirements, we need the CEO of the institution formally to acknowledge receipt of
this report within the next two weeks, and to provide us with any comments you wish to make about it.
Please read the enclosed After Your Appraisal suggestions before you decide how to respond. Limit your
acknowledgement and comments to a maximum of two typewritten pages, and understand that your
response will become part of your institution’s permanent HLC file, to be shared with future peer reviewers
who review your institution (including the next Systems Appraisal team, the next Quality Checkup visit team,
and the next Reaffirmation of Accreditation panel). Email your response to AQIP@hlcommission.org; call me
or Mary Green (at 800-621-7440 x130) if you have any questions about it.
We know you will gain real value from the Systems Appraisal Feedback and the activities it will stimulate
within your institution, and we are proud to be working with you as you continue along the never-ending path
to improvement.
Sincerely,
Stephen D. Spangehl
Vice President
SYSTEMS APPRAISAL FEEDBACK REPORT
in response to the Systems Portfolio of
MOTT COMMUNITY COLLEGE
September 28, 2009
30 North LaSalle Street, Suite 2400
Chicago, Illinois 60602-2504
www.AQIP.org
AQIP@hlcommission.org
800-621-7440
SYSTEMS APPRAISAL FEEDBACK REPORT
In response to the Systems Portfolio of
MOTT COMMUNITY COLLEGE
September 28, 2009
Table of Contents
Executive Summary ..................................................................................................................... 1
Elements of the Feedback Report .............................................................................................. 4
Strategic and Accreditation Issues .............................................................................................. 6
Using the Feedback Report .......................................................................................................... 8
Critical Characteristics Analysis ....................................................................................... 9
Category Feedback ........................................................................................................ 12
Helping Students Learn ............................................................................................ 12
Accomplishing Other Distinctive Objectives ............................................................. 18
Understanding Students' and Other Stakeholders’ Needs ....................................... 22
Valuing People ......................................................................................................... 25
Leading and Communicating ................................................................................... 29
Supporting Institutional Operations .......................................................................... 33
Measuring Effectiveness .......................................................................................... 36
Planning Continuous Improvement .......................................................................... 40
Building Collaborative Relationships ........................................................................ 43
Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
EXECUTIVE SUMMARY FOR MOTT COMMUNITY COLLEGE
The following are summary comments on each of the AQIP Categories crafted by the Appraisal
Team to highlight Mott Community College’s achievements and to identify challenges yet to be
met.
•
Category One
Mott Community College has a culture of learning and student support
grounded in traditional review and committee structures. There are several offices of
student support available through a single stop student center. Learning assessment is
in the early stages of a systematic and formalized process, starting with revised
outcomes for general education and inter-rater reliability processes for capstone
projects. There are several opportunities to strengthen the processes, including
documentation, which will support processes designed to improve learning.
•
Category Two
Mott Community College has defined key non-instructional objectives
very broadly, making it difficult to identify the key activities which define the institution’s
unique processes and identities. To understand where an institution is going, selfassessment of the current status is important to any quality process improvement. The
portfolio would be enhanced by listing the measures, baseline data, or goals the college
uses to analyze non-instructional programs. Benchmarking and other similar activities
will provide insights into how other institutions compare in this category. Mott Community
College appears to serve as a leader in workforce and economic development during
rapidly changing economic and workforce shifts. Mott Community College has laid a
foundation by stressing the interdependence of instructional and non-instructional
functions. It can build on this by the systematic collection and analysis of data to use in
future decision making.
•
Category Three Mott Community College identifies student needs through a variety of
means and uses surveys to gather student opinion throughout the student’s tenure at the
college. However, the portfolio does not report a similar, systematic approach to identify
the needs of external stakeholders, nor does the college have a systematic process to
identify new student and stakeholder groups. It maintains a clear process for gathering
student complaints, and the faculty evaluation instrument identifies high levels of student
satisfaction. There is, however, no similar report for levels of student satisfaction with
Student Services. The college would benefit from a systematic approach to gathering
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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satisfaction data from external stakeholders and examining benchmark and trend data to
understand student and stakeholder needs. Performance results for student
relationships are largely limited to graduation and transfer rates for student athletes,
which give an incomplete picture of the situation. Data regarding improvement efforts are
similarly limited to internal stakeholders. The next step is to support the evolution of
more systematic processes based on sound data collection, analysis, and use.
•
Category Four
While Mott Community College has created effective hiring guidelines
and processes for both full-time and part-time employees and documents orientation for
full-time employees, it is unclear what services are available for part-time staff or faculty.
Although Mott Community College points to anecdotal evidence that it values people, it
does not demonstrate how it values people. For example, Mott Community College
points to its low turnover rate as an indication of practices in place to value employees.
However, turnover can be affected by any number of factors and by itself does not
necessarily reflect employee satisfaction. The college is in the initial stages of its AQIP
journey and appears committed to AQIP. The institution would benefit from
benchmarking and the use of comparative data. The college’s next step is to develop
more formal systematic processes and to routinely assess them. Results from validated
satisfaction surveys, benchmarking with other institutions, examining trends, and varied
performance evaluation methods will provide evidence of how Mott Community College
values people in a more substantive manner.
•
Category Five
Mott Community College’s low turnover rate and employee longevity
of administrators and faculty could indicate satisfaction with leadership and
communication processes. The portfolio is not clear in how issues are brought to
appropriate bodies nor in how decisions are shared past the managerial level of the
organization. Mott Community College would strengthen the organization and portfolio
by setting targets, collecting results, and setting improvement goals in this important
accreditation area.
•
Category Six Mott Community College determines support service needs for students
through direct contact with students. However, the college does not clarify how it
determines support service needs for other stakeholder groups. The college maintains
an active Department of Public Safety that is working to develop relationships with
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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relevant entities off campus. The college conducts a student satisfaction survey, but the
results seem limited by a high number of “no comment” responses. Mott Community
College relies on survey instruments for which content and design validity remains
undetermined. The college supplies clear examples of improvements in support
services, but it does not clarify a process for targeting future improvements. Mott
Community College could benefit from comparing results with its higher education
competitors and collaborators and examining internal trends to further improve or
capitalize on strengths.
•
Category Seven Mott Community College believes its Systems Portfolio provides
evidence that it is beginning to function in the early stages of a systematic approach to
data collection. Mott Community College ties data collection to required reports and
other internal needs focusing more on the collection than the analysis and use of the
data. The college distributes data information in a variety of ways and has developed a
Datatel Users Group and a data warehouse model to help improve performance. The
college has incorporated technology needs into its strategic plan and has recently
merged two offices responsible for computing technology into a single office. The college
acknowledges the need for more efficiencies and departmental goals as well as trend,
comparative and benchmarking data, and it is in the process of setting targets for future
improvement.
•
Category Eight
Mott Community College has a five-year strategic plan developed with
wide input from internal and external stakeholders. While long and short term goals have
been developed and internal and external information is used to inform, there is an
opportunity for the institution to develop an evaluation process for collection, analysis,
communication, intervention, and benchmarking of the planning process as well as for
continuous improvement. It is fairly obvious that the budget drives the planning process
and perhaps other processes as well, directly or indirectly. Ideally, as Mott Community
College matures into a high-performing institution, planning processes will drive the
budget.
•
Category Nine
Mott Community College’s has a reputation for responsiveness to
external entities and has developed an array of collaborative relationships. Mott
Community College has established strong partnerships with local K-12 school districts,
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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Systems Appraisal Feedback Report
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including a high school located on the college campus for at-risk and under-performing
students. In addition to transfer programs, the college operates a University Center
where students can earn advanced degrees from 4-year institutions. The college has
formed partnerships with external providers and maintains a comprehensive set of
procedures for suppliers. However, the college does not have comparative or
benchmarking data in this area. Mott Community College has an opportunity to develop
institution-wide processes that could be used to collect and analyze evidence. This will
enable Mott Community College to evaluate and prioritize its relationships and assure it
is meeting the varying needs of current and future partners and ensure the wise use of
financial and human resources.
Accreditation issues and Strategic challenges for Mott Community College are listed in detail
within the Strategic and Accreditation Issues Analysis section of the Appraisal Feedback Report.
ELEMENTS OF MOTT COMMUNITY COLLEGE’s FEEDBACK REPORT
The Systems Appraisal Feedback Report provides AQIP’s official response to your Systems
Portfolio by a team of readers trained in evaluation. After appraisers independently reviewed
your document, the team reached consensus on essential elements of your institutional profile,
strengths and opportunities for improvement by Category, and significant issues for your
institution. These are presented in three sections of the Feedback Report: Accreditation Issues
Analysis, Critical Characteristics Analysis, and Category Feedback. These components are
interrelated in defining context, evaluating performance, surfacing critical issues, and assessing
institutional performance.
It is important to remember that the Systems Appraisal Team had only your Systems Portfolio to
guide their analysis of your institution’s strengths and opportunities for improvement.
Consequently, their report may omit important strengths — if you were too modest to stress
them in your Systems Portfolio, or if your discussion and documentation of them was
unconvincing. Similarly, the team may have pointed out areas of potential improvement that are
already receiving the institution’s attention. Again, the team used its best judgment in identifying
improvement opportunities. If some of these areas of potential improvement are now strengths
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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rather than opportunities because of your own focused efforts, that is all to your credit. If the
team was unsure about an area, we urged it to err on the side of giving your institution the best
possible advice about where investing your efforts might pay off. If some of their advice comes
after the fact, after you’ve already tackled an area, no harm is done.
Executive Summary: Summative statements agreed upon by the Systems Appraisal Team
reflecting the reviewers’ assessment of the institution’s current status in relation to critical quality
characteristics: robustness of process design; utilization or deployment of processes; the
existence of results, trends, and comparative data; the use of results data as feedback, and
systematic processes for improvement of the activities that the Category covers. Since
institutions are complex, maturity levels may vary from one Category to another.
Strategic challenges for the institution are listed in detail within the Strategic and Accreditation
Issues Analysis section of the Appraisal Feedback Report.
Strategic and Accreditation Issues Analysis: Strategic issues are those most closely related
to your institution’s ability to succeed in reaching its mission, planning, and quality improvement
goals. Accreditation issues are areas where you have not yet provided evidence that you meet
the Commission’s Criteria for Accreditation, or where the evidence you have presented
suggests you may have difficulties, now or in the future, in meeting these expectations. If
accreditation is essential for your institution then any accreditation issues identified are, by
definition, also strategic. The Systems Appraisal Team identified both of these kinds of issues
through analysis of your Organizational Overview and the feedback it provided for each
Category, as well as by reviewing the Index to the Criteria for Accreditation that you provided
along with your Systems Portfolio. This list of strategic issues offers a framework for addressing
ongoing improvement of processes and systems, serving as an executive summary of the
Report’s key findings and recommendations.
Critical Characteristics: Your Systems Portfolio’s Organizational Overview provides context
for the team’s knowledge of your institution’s identity, mission objectives, strategic goals, and
key factors related to improvement. Critical Characteristics are those features most important for
understanding the institution’s mission, environment, stakeholders, competitive position, goals,
and processes. Characteristics having the greatest relevance to each Category are identified in
the Report.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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Systems Appraisal Feedback Report
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Category Feedback: The Report’s feedback on each of AQIP’s nine Categories specifically
identifies strengths and opportunities for improvement. An S or SS identifies strengths, with the
double letter signifying important achievements or capabilities upon which to build.
Opportunities are designated by O, with OO indicating areas where attention may result in more
significant improvement. Comments, which are keyed to your Systems Portfolio, offer brief
analysis of each strength and opportunity. Organized by Category, and presenting the team’s
findings in detail, this section is the heart of the Report.
STRATEGIC AND ACCREDITATION ISSUES
In conducting the Systems Appraisal, the team attempted to identify the broader issues that
present the greatest challenges and opportunities for your institution in the coming years. These
are all strategic issues, ones you need to grapple with as you identify your institution’s strategies
for confronting the future and becoming the institution you want to be. The team also examined
whether any of these strategic issues put your institution into jeopardy of not meeting the Higher
Learning Commission’s accreditation expectations.
Issues Affecting Compliance with the Criteria for Accreditation. An important goal for the
Systems Appraisal was to review your institution’s compliance with the Higher Learning
Commission’s Criteria for Accreditation. The peer quality experts who served on the team were
all trained in evaluating colleges and universities using the Commission’s Criteria, and the
Systems Appraisal process they followed included careful steps to ensure the team used the
Criteria as a major factor in their review. As the team reviewed your presentation of your
institution’s systems and processes under each AQIP Category, it searched for accreditationrelated issues and concerns. In addition, the team used the Index to the Criteria for
Accreditation that you provided with your Portfolio to perform a comprehensive review of the
Criteria and each Core Component to ascertain whether you presented compelling evidence
that your institution complies with each of these Commission expectations.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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Systems Appraisal Feedback Report
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The Systems Appraisal team concluded that Mott Community College has presented evidence
that it complies with each of the Five Criteria for Accreditation and each of their Core
Components. Although the Systems Appraisal does not in itself constitute a review for continued
accreditation, the team’s conclusion upon reviewing your Portfolio against the Criteria will serve
as a telling piece of evidence during the Commission’s next scheduled AQIP review of your
institution for Reaffirmation of Accreditation
Issues Affecting Future Institutional Strategies. The Systems Appraisal Team identified the
following strategic issues to assist Mott Community College in prioritizing and taking action on
the important broad challenges and opportunities it faces. From these you may discover your
vital immediate priorities, shaping strategies that can lead to a quantum leap in the performance
of your institution. Implementing these strategies may call for specific actions, so AQIP’s
expectation that your institution be engaged in three or four vital Action Projects at all times will
help encourage your administrators, faculty, and staff to turn these strategic goals into real
accomplishments. Knowing that Mott Community College will discuss these strategic issues,
give priority to those it concludes are most critical, and take action promptly, the Systems
Appraisal Team identified:
•
Mott Community College has established processes in many areas but many are ad hoc or
informal and often appear to be reactive. As it continues to evolve, Mott Community College
should examine how to be more proactive, systematic, and reflective as it designs process
to ensure continuity, maximum inclusion, efficient use of resources, and timely responses to
and anticipation of environmental change.
•
Mott Community College would benefit from more robust systematic data processes to
support effective decision making. An integrated data cycle would involve collecting,
analyzing, including benchmarks and trends, and sharing data followed by the development
and implementation of interventions. Then the cycle begins anew to evaluate the outcomes
of the interventions.
•
In order to further improve or capitalize on strengths, Mott Community College would benefit
from systematically comparing results internally and with other institutions and organizations
and examining them overtime. This will assist in developing realistic expectations and
targets and produce a more robust picture than yearly snapshot data.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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Systems Appraisal Feedback Report
September 28, 2009
USING THE FEEDBACK REPORT
The AQIP Systems Appraisal Feedback Report is intended to initiate action for improvement. It
is therefore important that the Report produced by the Systems Appraisal Team stimulate
review of organizational processes and systems. Though decisions about specific actions are
each institution’s, AQIP expects every institution to use its feedback to stimulate cycles of
continual improvement. At the next Strategy Forum an AQIP institution attends, its peers will
examine in detail how it is using the feedback from its Systems Appraisal.
An organization needs to examine its Report strategically to identify those areas that will yield
greatest benefit if addressed. Some key questions that may arise in careful examination of the
Report may be: How do the team’s findings challenge our assumptions about ourselves? Given
our mission and goals, which issues should we focus on? How will we employ results to
innovate, grow, and encourage a positive culture of improvement? How will we incorporate
lessons learned from this review in our planning and operational processes? How will we revise
the Systems Portfolio to reflect what we have learned?
How an organization interprets, communicates, and uses its feedback for improvement ought to
support AQIP’s core values, encouraging involvement, learning, collaboration and integrity.
Based solely upon an organization’s Systems Portfolio, the Report reflects a disciplined,
external review of what an organization says about itself. The report should help an organization
identify ways to improve its Systems Portfolio so it functions better to communicate accurately to
internal and external audiences. But the Report’s chief purpose is to help you to identify areas
for improvement, and to act so that these areas actually improve. These improvements can then
be incorporated into an updated Systems Portfolio, guaranteeing that future Systems Appraisals
will reflect the progress an institution has made.
Within a year following the Systems Appraisal, an institution participates in another AQIP
Strategy Forum, where the focus will be on what the institution has learned from its Appraisal
(and from its other methods of identifying and prioritizing improvement opportunities, and what it
has concluded are its major strategic priorities for the next few years. AQIP’s goal is to help an
institution to clarify the strategic issues most vital to its success, and then to support the
institution as it addresses these priorities through Action Projects that will make a difference in
institutional performance.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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Systems Appraisal Feedback Report
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CRITICAL CHARACTERISTICS ANALYSIS
The purpose of this section is to identify what team members understood to be the critical and
distinguishing characteristics of your institution. They are the shared understanding of the most
important aspects of Mott Community College, its current dynamics and the forces surrounding
it, and its internal momentum and aspirations, at least as team members understood them. This
section also demonstrates that the Systems Appraisal Team recognized and knew what makes
Mott Community College distinctive. Should you find some characteristics that you think are
critical and missing from this list, you may want to clarify and highlight these items when you
revise your Systems Portfolio and other literature explaining your institution to the public.
Item
Critical Characteristic
OV1a Over 80 years old, Mott Community College (MCC) is a public, comprehensive, two-year
community college serving Genesee County, Michigan learners.
OV1b MCC operates under a 5-year strategic plan driven by “a Board-initiated desire for a
learning-centered college” that outlines goals for student learning, academic climate, as
well as key systems and programs supported by “enabling objectives” for each of the
overarching goals.
OV1c The tenure of the current MCC president has provided stability and uniform leadership
direction.
OV1d MCC’s offerings include traditional transfer programs, career and technical education,
workforce development and corporate services programs.
OV1e The college states its mission as follows: “The mission of Mott Community College is to
provide high quality, accessible and affordable educational opportunities and services—
including programs focused on university transfer, technical and lifelong learning, as well
as workforce and economic development—that promote student success, individual
development, and improve the overall quality of life in a multicultural community.”
OV2a As a non-residential institution, MCC offers an array of services, including: academic
advising, athletics, a career resource center, counseling & student development,
disability services, financial aid, student support services, student employment services,
student life, Upward Bound, and workforce development.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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Systems Appraisal Feedback Report
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OV2b MCC operates four Community Technology Centers (CTCs) that focus on bridging the
“digital divide” by providing free hands-on learning opportunities leading to career
development for under-served communities.
OV3a MCC has 10,456 students of which approximately 1/3 are full time. One third of the
students are either under 21 or over 30 years of age with an average age of 27, 61% are
female, 17% are African American, 72% are Caucasian, 2% are Hispanic, 1% are Native
American, and 1% are Asian American.
OV3b Main competitors include Baker College, a multi-campus for-profit institution offering
traditional and occupational programs ranging from certificates through graduate
degrees, University of Michigan—Flint which receives the majority of MCC’s 2-year
transfer students and Delta College. There are six other community colleges and/or
universities within an hour of travel from MCC.
OV3c MCC partners with competing educational institutions.
OV3d MCC student requirements and expectations focus on affordable, available services and
employment preparation, while other stakeholder needs center on quality,
responsiveness, community contribution, and economic impact
OV4a MCC has 885 employees, of which 494 are faculty (29% are full time). There are 69
Support/Service Professionals, 122 Technical and Paraprofessionals, and 79 Clerical
and Secretarial staff members.
OV4b The college faculty and staff are represented by six separate bargaining groups. MCC
full-time and part-time faculty are represented by the MCCEA, an affiliate of the Michigan
Education Association (MEA).
OV5a The Executive Cabinet (President, Vice President for Academic Affairs, the Chief
Financial Officer, Vice President of Student and Administrative Services, and Chief
Human Resources Officer) provides the primary mechanism for alignment of leadership,
decision making, and communication by managing the institution under the mission and
policies set by the Board.
OV6a The strategic goals and enabling objectives of the 2007-2012 Strategic Plan provide a
mechanism for alignment of administrative support and mission including a set of
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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overarching goals that it uses to use to ensure appropriate technology, instructional, and
administrative support at each location.
OV7
The college uses Datatel as its main database and has begun to expand its use of the
system for a more comprehensive, efficient implementation. This expansion was linked
with two AQIP Action Projects in Degree Audits and Faculty Assignments.
OV8a The portfolio states MCC is facing economic challenges as a result of declining
employment and tax revenue on the local level and reduced funding at the state level.
This situation has generated an increased reliance on student tuition, itself a limited
source of potential funding.
OV8b MCC is challenged by declining high school graduation rates, outmigration, aging
population, legislative turnover due to term limits in the State legislature, a shrinking
employment base, declining academic preparedness among incoming students, and
issues of board governance resulting from the age and length of service of the elected
board.
OV8c MCC and the community it serves have a unique culture rooted in the auto industry,
labor history, and institutional memory. MCC states these cultures are sometimes prone
to fear and can be resistant to change.
OV8d MCC views the anticipated influx of new employees, due to the number of employees
eligible to retire, as an opportunity to address commitments that include: openness to
new ideas, cultural change, quality processes, long term planning, and increased
technology.
OV9a MCC seeks to leverage available community resources through articulation, transfer,
and partnership agreements with high schools, universities, and outside entities,
including area employers.
OV9b MCC is a member of MiTQIP, the statewide organization of Michigan AQIP Universities,
and Colleges.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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September 28, 2009
CATEGORY FEEDBACK
In the following sections, each of which deals with strengths and opportunities for improvement
for one of the nine AQIP Categories, selected Critical Characteristics are again highlighted,
those the Systems Appraisal Team believed were critical keys to reviewing that particular AQIP
Category. The symbols used in these “strengths and opportunities” sections for each Category
stand for outstanding strength (SS), strength (S), opportunity for improvement (O) and pressing
or outstanding opportunity for improvement (OO). The choice of symbol for each item
represents the consensus evaluation of the Systems Appraisal Team members, and deserves
your thoughtful consideration. Comments marked SS or OO may need immediate attention,
either to ensure the institution preserves and maximizes the value of its greatest strengths, or to
devote immediate attention to its greatest opportunities for improvement.
AQIP CATEGORY 1: HELPING STUDENTS LEARN
Helping Students Learn identifies the shared purpose of all higher education organizations, and
is accordingly the pivot of any institutional analysis. This Category focuses on the teachinglearning process within a formal instructional context, yet also addresses how your entire
institution contributes to helping students learn and overall student development. It examines
your institution's processes and systems related to learning objectives, mission-driven student
learning and development, intellectual climate, academic programs and courses, student
preparation, key issues such as technology and diversity, program and course delivery, faculty
and staff roles, teaching and learning effectiveness, course sequencing and scheduling,
learning and co-curricular support, student assessment, measures, analysis of results, and
efforts to continuously improve these areas.
Here are the Key Critical Characteristics of Mott Community College that were identified
by the Systems Appraisal Team as most relevant for its interpretation of its Systems
Portfolio section covering Category 1, Helping Students Learn:
Item
Critical Characteristic
OV1a Over 80 years old, Mott Community College (MCC) is a public, comprehensive, two-year
community college serving Genesee County, Michigan learners.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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OV1d MCC’s offerings include traditional transfer programs, career and technical education,
workforce development and corporate services programs.
OV1e The college states its mission as follows: “The mission of Mott Community College is to
provide high quality, accessible and affordable educational opportunities and services—
including programs focused on university transfer, technical and lifelong learning, as well
as workforce and economic development—that promote student success, individual
development, and improve the overall quality of life in a multicultural community.”
OV2a As a non-residential institution, MCC offers an array of services, including: academic
advising, athletics, a career resource center, counseling & student development,
disability services, financial aid, student support services, student employment services,
student life, Upward Bound, and workforce development.
OV3a MCC has 10,456 students of which approximately 1/3 are full time. One third of the
students are either under 21 or over 30 years of age with an average age of 27, 61% are
female, 17% are African American, 72% are Caucasian, 2% are Hispanic, 1% are Native
American, and 1% are Asian American.
OV3d MCC student requirements and expectations focus on affordable, available services and
employment preparation, while other stakeholder needs center on quality,
responsiveness, community contribution, and economic impact.
OV8a The portfolio states MCC is facing economic challenges as a result of declining
employment and tax revenue on the local level and reduced funding at the state level.
This situation has generated an increased reliance on student tuition, itself a limited
source of potential funding.
Here are what the Systems Appraisal Team identified as Mott Community College’s most
important strengths and opportunities for improvement relating to processes
encompassed by Category 1, Helping Students Learn.
Item
S/O
Comment
1P1/2a
S
MCC establishes common learning objectives through its Professional
Study Committee. A general education review committee functions as a
subgroup and is responsible for reviewing and revising the objectives on
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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a regular basis. The review committee is comprised of at least one faculty
member from each division.
1P1/2b
O
MCC reports no specific processes for determining specific program
learning objectives outside of general education.
1P3
S
MCC develops new programs and courses on the division level, subject
to leadership by the academic deans. Program and course development
is a group project and includes external feasibility and scanning activities.
New programs and courses are subject to approval by the Board of
Trustees.
1P4
S
Beginning at the program level and proceeding into course development,
MCC faculty, administrators, and occupational program advisory
committees design programs by keeping student goals and needs as
central priorities.
1P5/6a
S
MCC provides online and print Admissions Guides for students. The
interactive version of the Admission Guides help students navigate
through materials, such as curricula, programs and courses, as well as
links to important requirements and resources.
1P5/6b
O
It is unclear how MCC determines the preparation required of students for
the specific curricula, programs, and courses they will pursue. Given the
concerns of declining academic preparedness among incoming students
expressed in OV8a, these are critical to support student success. For
example, it is not clear how the college determines Accuplacer placement
scores for specific programs.
1P7
S
MCC provides advisors, career directors, and licensed professional
counselors to assist students in selecting programs and addressing noninstructional issues.
1P8
S
While course testing and placement is not mandated, MCC provides
testing, courses and tutoring in developmental areas of reading, writing,
and math for the underprepared student. In addition, MCC requires a
preparatory course for students taking distance learning courses.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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Systems Appraisal Feedback Report
September 28, 2009
1P9
O
MCC has an opportunity to explore and develop tools and services for
proactively detecting and addressing different learning styles.
1P10
S
MCC addresses special needs of student subgroups through support
strategies implemented by the DisAbility Services Office, scholarships for
students aged 60 or above, non-credit programming through the
Foundation for MCC, and veterans’ support services provided through the
Office of the Registrar.
1P11a
S
MCC has created a Center for Teaching and Learning as an outcome of a
2007 AQIP Action Project.
1P11b
O
It is unclear how effective teaching and learning is documented,
especially at the individual level. Developing processes to evaluate
individual teaching could provide evidence of the achievement and
support programs assisting individuals to improve their teaching.
1P12
S
MCC has built a course delivery system by requiring master syllabus
documentation for all courses and assuring faculty access to tools such
as Blackboard and the Worldwide Instructional Design System software.
The MCC Distance Learning Advisory Committee and the MCC Standard
and Practices for Distance Education govern the quality delivery of
distance learning content.
1P13/14a
S
MCC maintains advisory committees, particularly in occupational
programs, to update curriculum and maintain currency in the offerings.
Most courses and programs were revised during 2008-2009 as part of a
general education review.
1P13/14b
O
MCC has an opportunity to develop systematic processes beyond
advisory committees to help ensure that its programs and courses are upto-date and can effectively accommodate rapidly changing areas of study.
1P15a
S
MCC relies on Accuplacer and course-based assessments to determine
learning support needs. Curriculum-centered support services in writing,
science, and math supplement comprehensive support services offered
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Systems Appraisal Feedback Report
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by Counseling and Student Development and the Teaching and Learning
Center.
1P15b
O
MCC has an opportunity to correlate Accuplacer test scores and
developmental course participation with further coursework. This
information can be used to improve developmental courses, lab and
tutoring services, and numerous support centers for underprepared
students, as well as support decisions on requiring specific remedial
actions of students.
1P16
O
While MCC has a variety of co-curricular student clubs and organizations,
there is no systematic process to align the goals of those activities with
MCC’s curriculum. By developing such processes, the students and
organizations should see additional benefits for having such groups and
should expect greater student performance and understanding in
curriculum areas.
1P17
S
MCC employs a number of means to determine that students in specific
disciplines who receive degrees or certificates have met learning and
development expectations, including: graded course work, individual
career/educational portfolios, capstone projects, and external
assessments such as licensure and certification exams.
1P18a
S
MCC assesses student learning on three levels: the course level by the
individual instructor, the program level by the program coordinator and
program faculty, and the institutional level by the Committee for the
Assessment of Student Learning.
1P18b
O
There is an opportunity to develop additional and systematic
assessments across programs and courses.
1R1/2a
S
MCC has trend data of general education objective results through use of
the MAPP assessment instrument. Graduate follow-up surveys are also
completed by those who have earned degrees and certificates to
measure how prepared they feel in general education areas.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
1R1/2b
O
MCC’s portfolio and understanding of student learning could be enhanced
through establishing targets and goals and assigning specific MAPP subscores to specific student learning and development objectives.
1R3a
S
Historically, MCC collected and analyzed performance results based on
student portfolio reviews for specific program learning outcomes on a
regular cycle. External review of student portfolios by teams representing
both industrial and educational sectors showed improving results on an
annual basis
1R3b
O
MCC has an opportunity to develop processes to routinely collect and
analyze data to evaluate specific learning objectives for programs which
do not use portfolio reviews.
1R4a
S
MCC conducts a Graduate Follow-Up Survey. Over a four-year period, a
majority of responding former students reported they thought the college
prepared them well or very well in relation to their major. Nursing students
compare favorably with or exceed statewide results in the NCLEX-RN
examination.
1R4b
OO
MCC reports that “no institution-wide instrument collects direct evidence
of skill mastery from employers and other educational institutions for
programs, degrees, and certificates.” This evidence is critical to support
effective data-based decision making to design strategies to improve
student learning.
1R5
O
MCC has an opportunity to develop processes and tools for collecting and
analyzing data to improve student support services, in particular
benchmarking and trend data. Such information has the potential to have
impact on the retention of students.
1R6
S
MCC collects benchmarking data for results in helping students learn
through its use of the MAPP assessment instrument. The portfolio reports
data showing that MCC students compare favorably with or exceed
national results.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
1I1a
S
MCC has implemented CCSSE and CCFSSE which will provide
benchmark and trend data for the benefit of the institution.
1I1b
O
MCC has suspended its institution-wide system of portfolio assessment
because it did not correspond with the college’s recently revised general
education requirements. It would be helpful if the portfolio discussed the
problem in more detail since it is appears that some programs are still
using a portfolio method of assessment on the departmental level.
1I2
S
MCC has redesigned general education learning outcomes and
requirements based on performance evidence and collaborative
participation.
AQIP CATEGORY 2: ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES
Accomplishing Other Distinctive Objectives addresses the processes that contribute to the
achievement of your institution’s major objectives that complement student learning and fulfill
other portions of your mission. Depending on your institution’s character, it examines your
institution's processes and systems related to identification of other distinctive objectives,
alignment of other distinctive objectives, faculty and staff roles, assessment and review of
objectives, measures, analysis of results, and efforts to continuously improve these areas.
Here are the Key Critical Characteristics of Mott Community College that were identified
by the Systems Appraisal Team as most relevant for its interpretation of its Systems
Portfolio section covering Category 2, Accomplishing Other Distinctive Objectives:
Item
Critical Characteristic
OV1d MCC’s offerings include traditional transfer programs, career and technical education,
workforce development, and corporate services programs.
OV2a As a non-residential institution, MCC offers an array of services, including: academic
advising, athletics, a career resource center, counseling & student development,
disability services, financial aid, student support services, student employment services,
student life, Upward Bound, and workforce development.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
OV2b MCC operates four Community Technology Centers (CTCs) that focus on bridging the
“digital divide” by providing free hands-on learning opportunities leading to career
development for under-served communities.
OV9a MCC seeks to leverage available community resources through articulation, transfer,
and partnership agreements with high schools, universities, and outside entities,
including area employers.
Here are what the Systems Appraisal Team identified as Mott Community College ’s most
important strengths and opportunities for improvement relating to processes
encompassed by Category 2, Accomplishing Other Distinctive Objectives.
Item
S/O
Comment
2P1a
S
MCC is organized into two primary operational units: Academic Affairs
and Student and Administrative Services, a structure which appears to
provide lines of communication without going through multiple layers. In
addition, the units define key non-instructional processes, and the
organizational units are structured with an emphasis on the
interdependence of instructional and non-instructional functions.
2P1b
O
MCC has an opportunity to develop systematic means that will help it
design and clarify non-instructional processes effectively.
2P2
SS
MCC understands its role in providing workforce and economic
development activities alongside traditional instructional priorities. To
pursue a parity of instructional and community goals and to determine its
major non-instructional objectives, MCC obtains input from community
groups and organizations, monitors labor market trends and information,
and participates in various advisory groups and councils. In addition, the
college conducts environmental scanning, works closely with the local
workforce investment board and the State Department of Labor, and
obtains feedback from employers.
2P3
O
The mechanisms that MCC uses to identify and communicate noninstructional objectives—email, the college website, and regular
meetings—apply primarily to external stakeholders. However, the college
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
has defined non-instructional objectives to include major internal activities
and stakeholders. Beyond a reference to strategic planning, the portfolio
does not clearly identify how those internal activities and stakeholders are
included. MCC might benefit from the experience and knowledge of its
internal stakeholders by systematically involving them in processes to
determine its major non-instructional objectives.
2P4a
S
The MCC strategic planning process includes specific mechanisms for
tracking non-instructional objective performance. In addition to monthly
review by the Board and Executive Cabinet, the process includes regular
reporting cycles from non-instructional entities and ongoing review
meetings with non-instructional lead managers conducted by the Vice
President of Student and Administrative Services. MCC has developed
key annual non-instructional objectives called “enabling objectives”
reported to the Board on a monthly basis. These objectives are tracked in
a central database and are integrated into the annual strategic planning
process. Operational activities are reviewed monthly by the Board of
Trustees and the Executive Committee to detail work toward objectives
and work underway at each campus.
2P4b
O
It is not clear if there is an overall and systemic method of assessment
and evaluation of non-instructional objectives. Such assessments might
be useful in determining when objectives are or are not being met. Mere
examination of the data might not reveal both negative and positive
issues found through systematic analysis. Additionally, involvement of
other individuals in the review of the data would bring a broader
perspective.
2P5/6a
S
Faculty and staff needs regarding non-instructional objectives are
determined partially through the strategic planning process and partially
on an ad hoc basis, relying heavily on internal survey research conducted
by the Institutional Research Office.
2P5/6b
O
It is unclear how internal surveys are validated and analyzed. Failure to
do so systematically could result in faulty conclusions and provide a poor
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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20
Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
basis for decision making. Supplementing internal survey research with
external data would also increase both the validity and reliability of the
data.
2R1/2a
S
MCC tracks a variety of non-instructional department measures to
monitor student and employee needs involving information technology,
safety, and facilities. Documentation is completed in both numeric and
visual forms. For example, the college provides a table of Call Center
Data on volume of calls. Managers appear to use data to monitor
activities and plan accordingly to meet needs.
2R1/2b
O
The data provided for non-instructional objectives do not include results
on workforce and economic development activities, despite MCC’s
acknowledgement of the importance of these functions.
2R1/2c
O
MCC has an opportunity to outline clearly how it uses data to effect
improvements. For example, MCC alludes to how data is used to reveal
patterns around registration and peak period activity, but it does not
provide an account of how the data is used.
2R3
O
MCC has identified only a few benchmarking areas, and these appear to
be limited to those which are required by law. It is unclear how the college
plans to benchmark results for other distinctive objectives internally and
with other public or private institutions or entities. For instance, the
college reports positive enrollments in workforce development in a variety
of areas. A stronger example of success could be made if results were
compared to goals or past enrollments in those areas. Without such
benchmarks, it is unclear if these numbers are greater than expected.
Benchmarking might be useful for determining success as well as for
planning for future. Failure to do so can lead to under- and overestimation of levels of success and/or concern.
2R4
SS
MCC has a long history of community engagement in non-instructional
areas. MCC has been able to utilize information on non-instructional
objectives to develop new programs in the area of workforce
development. New initiatives in worker training supported by strong
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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21
Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
relationships with the local community have resulted in an increase in
both credit and non-credit enrollment.
2I1
S
MCC identifies improvements in underserved areas of its region,
specifically southeast Genesee County, which comprises a large portion
of MCC’s service area. The college is working to expand new programs
that meet the needs of medical, police, trade and other groups.
2I2
S
MCC reports that its culture and infrastructure position it to be responsive
to external forces in identifying improvement efforts. Building a culture of
responsiveness to external stakeholders has enabled MCC to select key
process, improvements, and targets as exemplified by recent web
development changes and workforce development initiatives. MCC
appears to serve as a leader in initiatives to help improve training and
economic development opportunities for its region and state.
AQIP CATEGORY 3: UNDERSTANDING STUDENTS’ AND OTHER STAKEHOLDERS’ NEEDS
Understanding Students’ and Other Stakeholders’ Needs examines how your institution works
actively to understand student and other stakeholder needs. It examines your institution's
processes and systems related to student and stakeholder identification, student and
stakeholder requirements, analysis of student and stakeholder needs, relationship building with
students and stakeholders, complaint collection, analysis, and resolution, determining
satisfaction of students and stakeholders, measures, analysis of results, and efforts to
continuously improve these areas.
Here are the Key Critical Characteristics of Mott Community College that were identified
by the Systems Appraisal Team as most relevant for its interpretation of its Systems
Portfolio section covering Category 3, Understanding Students’ and Other Stakeholders’
Needs:
Item
Critical Characteristic
OV3a MCC has 10,456 students of which approximately 1/3 are full time. One third of the
students are either under 21 or over 30 years of age with an average age of 27, 61% are
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
female, 17% are African American, 72% are Caucasian, 2% are Hispanic, 1% are Native
American, and 1% are Asian American.
OV3d MCC student requirements and expectations focus on affordable, available services and
employment preparation, while other stakeholder needs center on quality,
responsiveness, community contribution, and economic impact.
OV8b MCC is challenged by declining high school graduation rates, outmigration, aging
population, legislative turnover due to term limits in the State legislature, a shrinking
employment base, declining academic preparedness among incoming students, and
issues of board governance resulting from the age and length of service of the elected
board.
OV8c MCC and the community it serves have a unique culture rooted in the auto industry,
labor history, and institutional memory. MCC states these cultures are sometimes prone
to fear and can be resistant to change.
Here are what the Systems Appraisal Team identified as Mott Community College ’s most
important strengths and opportunities for improvement relating to processes
encompassed by Category 3, Understanding Students’ and Other Stakeholders’ Needs.
Item
S/O
Comment
3P1a
S
MCC gathers information regarding changing student needs from diverse
sources, and it places responsibility for annual and short term goal
development with action teams and managers.
3P1b
O
The portfolio does not clarify how the college prioritizes the information
regarding changing student needs nor how it delegates responsibility for
acting on the information.
3P2a
S
MCC builds and maintains relationships with students by fostering a
culture of openness, communication, and participation at multiple levels.
The college gathers input from students through a regular cycle of
surveys and assessment instruments.
3P2b
O
Relationships with students appear to be encouraged at MCC but not
proactively developed. The college relies heavily on surveys but provides
no evidence that the surveys have been validated or have a meaningful
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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23
Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
participation rate, which could lead to inaccurate conclusions drawn from
the data.
3P3/4
O
MCC relies on the strength of collaborative relationships with current key
stakeholder groups to gauge changing stakeholder needs and to
determine actions regarding those changing needs. Processes or
mechanisms for building relationships with additional stakeholders could
prove useful as relationships evolve. The informal and non-systematic
approach could miss needs of those new to or outside the network.
3P5
O
MCC responds to new student groups with educational offerings and
services on an ad hoc basis. Development of a formal process for
governing response to emerging student groups and populations may
serve the mission of the college and expand the student base.
3P6
S
The formal process for collecting, reviewing, and acting upon complaint
information incorporates communication mechanisms with MCC students
and other stakeholders.
3R1a
S
MCC conducts a variety of student surveys, including: student
satisfaction, new student, exit, graduate follow-up, and student instructor
evaluation forms (SIEF).
3R1b
O
Processes for obtaining satisfaction information from the annual cycle of
surveys remain undeveloped with regard to validation of the instruments
and attention to the response rates.
3R2a
S
Graduate follow-up survey data indicate a high level of positive responses
to the various questions on satisfaction with preparation at MCC.
3R2b
O
MCC indicates the course satisfaction instrument used for more than two
decades needs revision to enhance its utility for instructional improvement
purposes.
3R3
S
MCC reports positive student relationship building specifically in the areas
of athletics, student clubs, and first-term student groups.
3R4/6
OO
At this time, MCC does not systematically collect or analyze measures of
satisfaction with respect to stakeholders other than students, and it has
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
no comparative results with other organizations nor internal trend data
regarding these processes.
3I1a
S
Recent systematic improvements in understanding student and other
stakeholder needs at MCC include creating learner centered
enhancements for the advising system and student service facilities as
well as implementing the College Information Center as a one-stop online
and phone resource.
3I1b
O
While recent changes have been made, improvement efforts for external
stakeholders are not described, and little information is presented on how
data gathered informs the chosen priorities or targets.
3I2
S
MCC attributes development of successful processes for improvement
and target-setting in the area of understanding student and other
stakeholder needs directly to a culture of openness and consultation with
employees and community members. MCC has realized that other
improvements and advancements can occur outside of the limited
number of selected AQIP Action Projects.
AQIP CATEGORY 4: VALUING PEOPLE
Valuing People explores your institution’s commitment to the development of your employees
since the efforts of all of your faculty, staff, and administrators are required for institutional
success. It examines your institution's processes and systems related to work and job
environment; workforce needs; training initiatives; job competencies and characteristics;
recruitment, hiring, and retention practices; work processes and activities; training and
development; personnel evaluation; recognition, reward, compensation, and benefits; motivation
factors; satisfaction, health and safety, and well-being; measures; analysis of results; and efforts
to continuously improve these areas.
Here are the Key Critical Characteristics of Mott Community College that were identified
by the Systems Appraisal Team as most relevant for its interpretation of its Systems
Portfolio section covering Category 4, Valuing People:
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
Item
Critical Characteristic
OV4a MCC has 885 employees, of which 494 are faculty (29% are full time).There are 69
Support/Service Professionals, 122 Technical and Paraprofessionals, and 79 Clerical
and Secretarial staff members.
OV4b The college faculty and staff are represented by six separate bargaining groups. MCC
full-time and part-time faculty are represented by the MCCEA, an affiliate of the Michigan
Education Association (MEA).
OV8c MCC and the community it serves have a unique culture rooted in the auto industry,
labor history, and institutional memory. MCC states these cultures are sometimes prone
to fear and can be resistant to change.
OV8d MCC views the anticipated influx of new employees, due to the number of employees
eligible to retire, as an opportunity to address commitments that include: openness to
new ideas, cultural change, quality processes, long term planning, and increased
technology.
Here are what the Systems Appraisal Team identified as Mott Community College’s most
important strengths and opportunities for improvement relating to processes
encompassed by Category 4, Valuing People.
Item
S/O
Comment
4P1/2
S
MCC has processes in place to ensure creation of detailed job
descriptions. It uses the same processes to hire its full time employees
and its full time and part time faculty.
4P1
O
MCC does not indicate that it has systematic processes to identify the
specific credentials, skills, and values required for faculty, staff, and
administrators and ensure the people they hire have them. These
processes would support an effective response to the continuously
changing nature of many of the college’s programs especially in the
technology areas.
4P3
S
The recruitment process at MCC includes internal stakeholders. The
college advertises positions in venues appropriate to the job position. The
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
college updates its Affirmative Action Plan on a yearly basis, utilizing an
outside consultant.
4P4
O
MCC fails to describe processes for orienting part-time employees to the
organization’s history, mission, and values. The college has an
opportunity to fully develop its orientation process for all employees.
4P5a
S
MCC uses a number of strategies to retain employees such as a formal
orientation program for full-time faculty and staff, compensation, benefits,
institutional reputation, positive working environment, transparent
communication, and monthly recognition of employees. The college
reports a long-term turnover rate of 7%.
4P5b
O
An opportunity exists for more anticipatory tactics with respect to
personnel attrition and internal migration. The college does not have a
succession plan or a plan for faculty changeover. MCC indicates it has a
systematic plan for changes in personnel, but it does not provide a
description of the plan. This is of increased importance if the college is to
take full advantage of the opportunities for change due to the anticipated
influx of new employees.
4P6
S
MCC reports an organizational culture that is highly open and “requires
stakeholder involvement in process design.” This has resulted in a
number of work processes in place that contribute to productivity and
employee satisfaction. For example, the Human Resources office has
created a cross-functional task force representative of its employees and
uses it when new approaches are being implemented.
4P7
S
MCC has a comprehensive conflict of interest policy enacted by its Board
of Trustees. This policy is intended to promote ethical practices in its
employees and inform ethical conduct for faculty and students. The
statement “Ethical conduct is the obligation of every member of the Mott
college community” is laudable.
4P8/9
O
MCC determines training needs for new employees primarily on the
program/unit level, based on reviews by immediate supervisors. MCC has
the opportunity to develop a process to allow employees to be a part of
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
their own professional development and to partner with managers,
administrators, and coordinators. Investigation of processes to train and
develop all staff and administrators to contribute fully and effectively
throughout their careers would complement the Center for Teaching and
Learning for faculty.
4P10
S
MCC is working to “bargain the principles of continuous improvement”
into its performance evaluation processes, and it provides an array of
web-based resources for evaluators to use in employee evaluation.
Improvement-based evaluation systems within collective bargaining will
enable future development of linkages between personnel evaluation and
program and service objectives
4P11
O
Except for longevity, the college does not have a mechanism for aligning
compensation and benefits with performance or retention. Opportunities
exist to design other employee recognition or reward systems to align
with objectives for programs and services, as in the cases cited for
promotional opportunities.
4P12
O
MCC has no formal institution-wide process for employee motivation.
Developing processes could become important as compensation may
become more limited.
4P13
S
MCC promotes the health and wellness of its employees through
employee assistance programs, an array of web-based resources, and a
full-service Fitness Center. The college addresses campus safety with its
own police force and an in-house system in which employees in every
campus building can be members of an emergency response team.
4R1/2
OO
MCC has an opportunity to improve its current survey system and to
develop ways to systematically evaluate how it values people. Analysis
and use of this data could be helpful in a financially challenging
environment.
4R3
O
MCC recognizes an opportunity to systematically gather evidence
regarding the productivity and effectiveness of faculty, staff, and
administrators in helping achieve college goals.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
4R4
O
MCC recognizes an opportunity and cites future plans to compare
evidence systematically regarding valuing people with performance
results from other organizations.
4I1/2
S
The president’s open forums enable MCC students and/or employees to
ask questions, provide input, gain feedback, and make comments. These
forums have proven instrumental in helping the college select specific
processes to improve and to set targets for improved performance
results. Two examples of improvement in results for valuing people are
seen in the development of the Bear Bistro commons and the new
employee recognition program.
AQIP CATEGORY 5: LEADING AND COMMUNICATING
Leading And Communicating addresses how your institution’s leadership and communication
structures, networks, and processes guide your institution in setting directions, making
decisions, seeking future opportunities, and building and sustaining a learning environment. It
examines your institution's processes and systems related to leading activities, communicating
activities, alignment of leadership system practices, institutional values and expectations,
direction setting, future opportunity seeking, decision making, use of data, leadership
development and sharing, succession planning, measures, analysis of results, and efforts to
continuously improve these areas.
Here are the Key Critical Characteristics of Mott Community College that were identified
by the Systems Appraisal Team as most relevant for its interpretation of its Systems
Portfolio section covering Category 5, Leading and Communicating:
Item
Critical Characteristic
OV1b MCC operates under a 5-year strategic plan driven by “a Board-initiated desire for a
learning-centered college” that outlines goals for student learning, academic climate, as
well as key systems and programs supported by “enabling objectives” for each of the
overarching goals
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Systems Appraisal Feedback Report
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OV1c The tenure of the current MCC president has provided stability and uniform leadership
direction.
OV1e The college states its mission as follows: “The mission of Mott Community College is to
provide high quality, accessible and affordable educational opportunities and services—
including programs focused on university transfer, technical and lifelong learning, as well
as workforce and economic development—that promote student success, individual
development, and improve the overall quality of life in a multicultural community.”
OV4b The college faculty and staff are represented by six separate bargaining groups. MCC
full-time and part-time faculty are represented by the MCCEA, an affiliate of the Michigan
Education Association (MEA).
OV5a The Executive Cabinet (President, Vice President for Academic Affairs, the Chief
Financial Officer, Vice President of Student and Administrative Services, and Chief
Human Resources Officer) provides the primary mechanism for alignment of leadership,
decision making, and communication by managing the institution under the mission and
policies set by the Board.
OV6a The strategic goals and enabling objectives of the 2007-2012 Strategic Plan provide a
mechanism for alignment of administrative support and mission including a set of
overarching goals that it uses to use to ensure appropriate technology, instructional, and
administrative support at each location.
OV7
The college uses Datatel as its main database and has begun to expand its use of the
system for a more comprehensive, efficient implementation. This expansion was linked
with two AQIP Action Projects in Degree Audits and Faculty Assignments.
Here are what the Systems Appraisal Team identified as Mott Community College’s most
important strengths and opportunities for improvement relating to processes
encompassed by Category 5, Leading and Communicating.
Item
S/O
Comment
5P1
S
MCC’s mission and values have been collectively and collaboratively
defined and reviewed through broad constituent involvement, including:
community town hall meetings, internal open forums, and stakeholder
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
surveys. Mission review and revision was undertaken in conjunction with
strategic planning processes in both 2001 and 2006.
5P2/3
S
Educational leaders at MCC set directions using the nine AQIP categories
in alignment with college mission, vision, values, and commitment to high
performance through the five-year strategic planning process, the annual
objectives process, and the monthly Leadership Group Meeting.
5P4
S
MCC conducts environmental scans as part of strategic planning
processes and utilizes professional development opportunities for
management, faculty, and staff to keep current in industry trends. The
Office of Regional Technology Initiatives is an example of a proactive
economic development effort based on addressing the technology needs
of a variety of public and private entities.
5P5
S
The MCC Board of Trustees sets broad strategic direction for the college,
and the President’s Executive Cabinet manages the institution. The
Professional Study Committee has standing committees for Academic
Affairs, Curriculum, and Distance Learning. Ad hoc committees are
formed periodically on an as-needed basis.
5P6
S
The Enterprise Resource Platform system Datatel Colleague makes
immediate and historical data available for use by team leaders,
managers, and other college employees through queries of live data, as
well as queries through MCC’s business intelligence software, Cognos,
which can query live data or MCC’s data warehouse.
5P7/8a
S
Important modes of communication include monthly Leadership Group
meetings, regular meetings between the leadership of MCC’s employee
unions and the President, open forums for employees hosted by the
President, and a monthly newsletter.
5P7/8b
O
Top down communication patterns with the potential for input from other
members of the community and methods to promote communication
among members of the cabinet are in place. However, it is unclear what
practices are in place to promote bi-directional communication at lower
levels, to include adjuncts or to involve the four Technology Centers and
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
five campus/center locations. Communication problems can lead to
uneven achievement of objectives.
5P9a
S
Leadership abilities are encouraged and developed among faculty
through the activities of the Center for Teaching and Learning.
5P9b
O
MCC does not have a systemic process designed to develop new
leadership and to provide for a leadership succession process. Potential
leadership capacity among faculty, staff, and administrators could remain
unknown and unrealized without processes in place for measurement and
rigorous development of shared leadership knowledge and skills
throughout the college.
5P10
O
MCC views the maintenance of its Mission, Vision, and Values as a
concern. The college listed its lack of a succession plan and lack of staff
development connected to leadership as areas of vulnerability. Because
of issues of competition and the unique geographic and economic
conditions in Michigan, the institution has an opportunity and an
imperative to develop key mechanisms other than its Board of Trustees to
maintain its mission.
5R1/2
OO
MCC does not regularly collect and analyze measures of leading and
communicating. Valid systematic data collection and analysis processes
would allow the college to support the belief that it has effective
processes for leading and communicating which can assist in continuous
improvement.
5R3
O
MCC currently has no comparison or trend data for leading and
communicating. Failure to do so can lead to under- and over-estimation of
levels of success and/or concern.
5I1
S
As evidence of recent improvements, MCC cites its participation in QuadPOD (Professional and Organizational Developers). This is a
collaborative effort involving MCC, the University of Michigan-Flint,
Kettering University, and Baker College. The purpose is to improve postsecondary education in Flint area colleges, primarily through professional
development training for faculty.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
5I1/2
O
MCC indicates it has no specific targets for improvements in leading and
communicating, but it also states it has a number of initiatives at the local,
regional, state, and national level. One of these is its participation in
Quad-POD activities. At a minimum, the College has the opportunity to
report numbers of faculty participation and cost savings connected to the
collaboration of the four institutions and shared faculty development. The
college is collecting data and as an AQIP institution should now be
reporting out, analyzing, and reflecting on its data.
5I2
O
Building methodical measurement and analysis processes with regard to
leading and communicating at MCC could provide a vital framework for
systematic and comprehensive selection of potential process and
improvement targets congruent with sophisticated improvement
processes functioning in other organizational areas of the college.
AQIP CATEGORY 6: SUPPORTING INSTITUTIONAL OPERATIONS
Supporting Institutional Operations addresses the variety of your institutional support processes
that help to provide an environment in which learning can thrive. It examines your institution's
processes and systems related to student support, administrative support, identification of
needs, contribution to student learning and accomplishing other distinctive objectives, day-today operations, use of data, measures, analysis of results, and efforts to continuously improve
these areas.
Here are the Key Critical Characteristics of Mott Community College that were identified
by the Systems Appraisal Team as most relevant for its interpretation of its Systems
Portfolio section covering Category 6, Supporting Institutional Operations:
Item
Critical Characteristic
OV1c The tenure of the current MCC president has provided stability and uniform leadership
direction.
OV2a As a non-residential institution, MCC offers an array of services, including: academic
advising, athletics, a career resource center, counseling & student development,
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
disability services, financial aid, student support services, student employment services,
student life, Upward Bound, and workforce development.
OV3d MCC student requirements and expectations focus on affordable, available services and
employment preparation, while other stakeholder needs center on quality,
responsiveness, community contribution, and economic impact.
OV8b MCC is challenged by declining high school graduation rates, outmigration, aging
population, legislative turnover due to term limits in the State legislature, a shrinking
employment base, declining academic preparedness among incoming students, and
issues of board governance resulting from the age and length of service of the elected
board.
Here are what the Systems Appraisal Team identified as Mott Community College’s most
important strengths and opportunities for improvement relating to processes
encompassed by Category 6, Supporting Institutional Operations.
Item
S/O
Comment
6P1a
S
MCC determines support service needs for students using departments
and other work groups that operate closely with students. The needs of
the Board of Trustees are determined through the office of the president.
6P1b
O
An opportunity exists for more systematic and pro-active identification and
documentation of the processes to identify support needs for students
and other key stakeholder groups to strengthen improvement efforts.
6P2
O
An opportunity exists for more systematic identification and
documentation of processes to identify the administrative support service
needs of faculty, staff, and administrators in order to strengthen
improvement efforts.
6P3
SS
A comprehensive crime prevention program at MCC based on a
philosophy of community oriented policing directs the operations of the
MCC Department of Public Safety. The MCC Department of Public Safety
effectively coordinates and reports results from multiple safety-related
prevention programs.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
6P4a
S
MCC’s Vice President for Student and Administrative Services directs
operation of over twenty-one key student, administrative and
organizational support service processes on a day-to-day basis to ensure
they address needs prescribed by the college mission.
6P4b
O
The institutional portfolio points to an online link to outline key support
services process. Processes for gathering and analyzing data are
missing, however, as well as identification of what the institution
considers “key.” There is an opportunity to clarify how leadership sets
direction and coordinates major support functions at the college.
6P5
S
Readily available online tutorials and job aids document MCC key support
processes. Documentation written and revised by local users provides the
basis for training opportunities intended to encourage knowledge sharing,
innovation, and empowerment throughout the College.
6R1/2a
S
Student satisfaction data is collected for key indicators such as placement
and advising.
6R1/2b
O
Results presented for the student satisfaction survey in the portfolio
include a significant number of “no comments” to the extent that the value
and use of the results seem limited.
6R3
O
Although MCC collects performance data for administrative support
service processes informally, that same informality may result in
inconsistent data, lack of trends lines, and difficulty in establishing
benchmarks. Results were not presented.
6R4
OO
MCC points to Table 6-1 as a means to address this results area of its
portfolio. MCC states that information gathered is used to improve
services to its students and results are monitored to improve services.
Given the dependence on this instrument, an opportunity exists to look at
the current Student Satisfaction Survey and assess its performance in
collecting the data MCC needs to make improvements.
6R5
O
Opportunities exist for MCC to identify and document additional
improvement by comparing performance results for processes related to
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
supporting organizational operations with other organizations through
benchmarks and internally through trends.
6I1
S
MCC has recently generated several improvements in supporting
organizational operations, including: a systematic review of computer
support throughout the college, comprehensive maintenance, asset
management, space inventory systems, and a new advising system
allowing alignment of advisement scheduling with peak demand.
6I2a
S
MCC’s participation in the annual AQIP Action Project process has
helped initiate a cultural context to select specific processes and
performance targets for improvement in supporting organizational
operations.
6I2b
O
It appears MCC has based improvements primarily on AQIP Action
Projects, on a recent comprehensive review of its computer support
services, and on recent asset and maintenance inventory systems. While
MCC does detail some improvements made, no details regarding
processes for selection prioritization, implementation, evaluation, and
documentation of the process are presented.
AQIP CATEGORY 7: MEASURING EFFECTIVENESS
Measuring Effectiveness examines how your institution collects, analyzes, and uses information
to manage itself and to drive performance improvement. It examines your institution's processes
and systems related to collection, storage, management, and use of information and data – at
the institutional and departmental/unit levels; institutional measures of effectiveness; information
and data alignment with institutional needs and directions; comparative information and data;
analysis of information and data; effectiveness of information system and processes; measures;
analysis of results; and efforts to continuously improve these areas.
Here are the Key Critical Characteristics of Mott Community College that were identified
by the Systems Appraisal Team as most relevant for its interpretation of its Systems
Portfolio section covering Category 7, Measuring Effectiveness:
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
Item
Critical Characteristic
OV1b MCC operates under a 5-year strategic plan driven by “a Board-initiated desire for a
learning-centered college” that outlines goals for student learning, academic climate as
well as key systems and programs supported by “enabling objectives” for each of the
overarching goals.
OV1e The college states its mission as follows: “The mission of Mott Community College is to
provide high quality, accessible and affordable educational opportunities and services—
including programs focused on university transfer, technical and lifelong learning, as well
as workforce and economic development—that promote student success, individual
development, and improve the overall quality of life in a multicultural community.”
OV5a The Executive Cabinet (President, Vice President for Academic Affairs, the Chief
Financial Officer, Vice President of Student and Administrative Services, and Chief
Human Resources Officer) provides the primary mechanism for alignment of leadership,
decision making, and communication by managing the institution under the mission and
policies set by the Board.
OV7
The college uses Datatel as its main database and has begun to expand its use of the
system for a more comprehensive, efficient implementation. This expansion was linked
with two AQIP Action Projects in Degree Audits and Faculty Assignments.
OV9b MCC is a member of MiTQIP, the statewide organization of Michigan AQIP Universities
and Colleges.
Here are what the Systems Appraisal Team identified as Mott Community College ’s most
important strengths and opportunities for improvement relating to processes
encompassed by Category 7, Measuring Effectiveness.
Item
S/O
Comment
7P1
S
MCC selects performance data through internal administrative
identification of key indicators, state required reports, Federal Perkins
Core indicators, and federally required IPEDS. The college manages data
primarily though the offices of Institutional Research and
Accounting/Finance. The college distributes performance data through
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
employee forums, web pages, memos, emails, and submissions to
external reporting sites.
7P2a
S
MCC has identified major and key criteria for tracking data reports. MCC
Action Plans appear to be aligned within the MCC data tracking. MCC
has a Director of Institutional Research and several research analysts on
staff.
7P2b
O
Although the portfolio describes the taxonomy of standing data reports,
MCC has an opportunity to clarify directly how the data is selected for
planning and improvement.
7P3a
S
MCC states it has created a MCC Datatel Users Group that meets
regularly on issues of data collection, storage, and access. The College
maintains a data warehouse and uses business intelligence software to
query the data entered in its Datatel Colleague. Custom reports can be
prepared for various internal stakeholders by the Institutional Research
Office. This promotes uniformity of data across the institution.
7P3b
O
MCC has an opportunity to develop systematic processes to determine
the needs of departments and units related to the collection, storage, and
accessibility of data and performance information.
7P4
S
The Executive Cabinet and Board of Trustees hold primary responsibility
for analyzing data describing the college’s finances, enrollment,
infrastructure, and stakeholder satisfaction. The data are distributed
through Board meeting minutes and web pages on the departmental
level, where managers incorporate unit specific information. Data are
maintained and made accessible on college web pages, network servers,
data warehouse, and Datatel/Cognos systems.
7P5
S
MCC reports that it collects comparative data as made necessary by
environmental scanning of both internal and external conditions. Relevant
sources may include federal and state reports, information provided by
peer institutions in a statewide AQIP group, and regional demographic
reports.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Systems Appraisal Feedback Report
September 28, 2009
7P6a
S
MCC’s departments have direct access to standards and reports from its
Datatel Colleague and Cognos. This allows the college to analyze and
compare data, and the reports are used to modify budgets as targets are
set and data are aligned.
7P6b
O
MCC aligns data analysis with overall organizational goals on the
departmental level as directed by lead administrators. However, there is
an opportunity to build on its common data set by developing processes
to ensure consistent department and unit analysis of the data.
7P7
S
MCC leadership supports a secure, reliable, and accurate information
system with a strategic commitment to timeliness and accuracy, and it
has incorporated improvements in technology into its strategic plan.
7R1
O
MCC reports that it relies on benchmarks within the Datatel system along
with staff developed standards to establish measures of knowledge
management. MCC has an opportunity to develop a set of measure of the
performance and effectiveness of its system for information and
knowledge management.
7R2/3a
S
MCC participates externally in a pilot benchmarking activity on
developmental education measures along with peer institutions in a
statewide AQIP group. Information Technology Services staff at MCC
conducts a regular internal user group and service evaluations,
performance audits, and usage reports to establish evidence the College
systems for Measuring Effectiveness meet organizational needs in
accomplishing the institutional mission and goals.
7R2/3b
OO
MCC focuses more on the means by which results may be determined
than on the results themselves and the college acknowledges that
collecting and using comparative data are relative weaknesses overall.
The institution would benefit from a more proactive description of
institution specific data to benchmark internally and against other
institutions externally. Failure to do so can lead to assumptions of levels
of success and/or concern and faulty decision making.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
7I1a
SS
MCC has merged two separate departments responsible for computing
technology into a single office of Information Technology Services. This
change should provide the college with more efficient and consistent data
management.
7I2a
S
MCC recognizes the importance of data management in daily operations
and in strategic planning. It is in the initial stages of setting specific
targets for improvement.
AQIP CATEGORY 8: PLANNING CONTINUOUS IMPROVEMENT
Planning Continuous Improvement examines your institution’s planning processes and how your
strategies and action plans are helping you achieve your mission and vision. It examines your
institution's processes and systems related to institutional vision; planning; strategies and action
plans; coordination and alignment of strategies and action plans; measures and performance
projections; resource needs; faculty, staff, and administrator capabilities; measures; analysis of
performance projections and results; and efforts to continuously improve these areas.
Here are the Key Critical Characteristics of Mott Community College that were identified
by the Systems Appraisal Team as most relevant for its interpretation of its Systems
Portfolio section covering Category 8, Planning Continuous Improvement:
Item
Critical Characteristic
OV1b MCC operates under a 5-year strategic plan driven by “a Board-initiated desire for a
learning-centered college” that outlines goals for student learning, academic climate as
well as key systems and programs supported by “enabling objectives” for each of the
overarching goals.
OV5a The Executive Cabinet (President, Vice President for Academic Affairs, the Chief
Financial Officer, Vice President of Student and Administrative Services, and Chief
Human Resources Officer) provides the primary mechanism for alignment of leadership,
decision making, and communication by managing the institution under the mission and
policies set by the Board.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
OV6a The strategic goals and enabling objectives of the 2007-2012 Strategic Plan provide a
mechanism for alignment of administrative support and mission including a set of
overarching goals that it uses to ensure appropriate technology, instructional, and
administrative support at each location.
OV8d MCC views the anticipated influx of new employees, due to the number of employees
eligible to retire, as an opportunity to address commitments that include: openness to
new ideas, cultural change, quality processes, long term planning, and increased
technology.
Here are what the Systems Appraisal Team identified as Mott Community College’s most
important strengths and opportunities for improvement relating to processes
encompassed by Category 8, Planning Continuous Improvement.
Item
S/O
Comment
8P1
S
MCC’s five-year strategic plan was created in conjunction with the
college’s desire to become a learning centered college and its cultural
shift attributed to becoming associated with AQIP and CQI. The five-year
strategic plan was developed with input from numerous stakeholders and
is widely distributed through a variety of print and online methods to
college stakeholders.
8P2/6
S
MCC’s strategic plan describes seven categories: student learning and
success, technology initiatives, systems improvement, economic
development, human resources development, institutional
image/community relations, and budget/finance. Within each category,
the college develops strategic goals which are further described on a
more specific action-oriented level in annual enabling goals. All enabling
objectives have budgets to support them and are reviewed annually.
8P3a
SS
MCC uses a seven-step process for creating AQIP Action Projects.
8P3b
O
MCC has an opportunity to adapt its seven step process to develop key
action plans that are not formal AQIP action projects.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
8P4a
S
A newly formed, centralized department of Planning, Research, and
Quality is charged with developing a process to align planning activities
across the organization in the future.
8P5
S
MCC creates enabling objectives linked to larger overarching goals within
the strategic plan. Top level administrators develop their own goals within
the parameters of the plan along with enabling objectives and measures,
and a central database compiles enabling objectives for presentation to
the Board of Trustees.
8P7a
S
The MCC Board of Trustees charges the college president with primary
responsibility for risk management. The college has made personnel
changes to improve risk management activities. It cites a seven-year
operating forecast in its budgeting process as its strongest evidence of
ongoing risk management.
8P8
O
The portfolio does not clarify the exact processes by which the college
develops faculty, staff, and administrator capabilities to address changing
requirements that develop within the planning process. With the
anticipated influx of new employees, MCC has an opportunity to define its
objectives, set measures, and establish performance targets.
8R1/4b
OO
MCC reports that it does not currently collect measures of the
effectiveness of its planning process and that it does not have
benchmarking data from other institutions. These data are critical to
measure, analyze, benchmark, and align planning goals and systems
across MCC.
8R2
O
MCC collects the goals and objectives of its strategic plan in a centralized
database. However, the results are currently limited to departmental level
accomplishments. The college has an opportunity to develop a more
centralized approach to improve its planning process.
8R3a
S
MCC has a set of specific performance targets for financial planning, for
example Accounting/Finance. Budgets for salaries and benefits have set
targets, and the college is using a seven-year budget forecast that
includes trend data and projections for revenue as well as expense.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
8R3b
O
MCC reports that it sets its most specific performance targets in the area
of financial planning. Otherwise, the college states that “no
comprehensive system for setting targets for performance exists on an
institution-wide basis.” There is an opportunity to implement an institutionwide process to evaluate the effectiveness of the strategic plan.
8R5
O
No institution-wide process exists to collect and analyze evidence that the
planning process has impacted the institution. MCC has an opportunity to
review its evaluation processes.
8I1a
S
Recent improvements at MCC include training sessions on the use of
quality processes, and the college has developed a methodology to
assess the effectiveness of its Action Projects.
8I1b
O
MCC acknowledges that it can improve further in this area by being more
systematic and comprehensive. This will allow for more effective databased decision making.
8I2
S
The college has improved efficiency related to determining faculty
assignments, monitoring employee benefits, and improving its ability to
collect accurate information. For example, the conversion to Datatel has
enhanced the infrastructure for selection of processes to improve and set
targets for improved performance results in planning continuous
improvement.
AQIP CATEGORY 9: BUILDING COLLABORATIVE RELATIONSHIPS
Building Collaborative Relationships examines your institution’s relationships – current and
potential – to analyze how they contribute to the institution’s accomplishing its mission. It
examines your institution's processes and systems related to identification of key internal and
external collaborative relationships; alignment of key collaborative relationships; relationship
creation, prioritization, building; needs identification; internal relationships; measures; analysis
of results; and efforts to continuously improve these areas.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
Here are the Key Critical Characteristics of Mott Community College that were identified
by the Systems Appraisal Team as most relevant for its interpretation of its Systems
Portfolio section covering Category 9, Building Collaborative Relationships:
Item
Critical Characteristic
OV1e The college states its mission as follows: “The mission of Mott Community College is to
provide high quality, accessible and affordable educational opportunities and services—
including programs focused on university transfer, technical and lifelong learning, as well
as workforce and economic development—that promote student success, individual
development, and improve the overall quality of life in a multicultural community.”
OV2a As a non-residential institution, MCC offers an array of services, including: academic
advising, athletics, a career resource center, counseling & student development,
disability services, financial aid, student support services, student employment services,
student life, Upward Bound, and workforce development.
OV3b Main competitors include Baker College, a multi-campus for-profit institution offering
traditional and occupational programs ranging from certificates through graduate
degrees, University of Michigan—Flint which receives the majority of MCC’s 2-year
transfer students and Delta College. There are six other community colleges and/or
universities within an hour of travel from MCC.
OV3c MCC partners with competing educational institutions.
OV8c MCC and the community it serves have a unique culture rooted in the auto industry,
labor history, and institutional memory. MCC states these cultures are sometimes prone
to fear and can be resistant to change
OV9a MCC seeks to leverage available community resources through articulation, transfer,
and partnership agreements with high schools, universities, and outside entities,
including area employers
OV9b MCC is a member of MiTQIP, the statewide organization of Michigan AQIP Universities,
and Colleges.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
44
Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
Here are what the Systems Appraisal Team identified as Mott Community College’s most
important strengths and opportunities for improvement relating to processes
encompassed by Category 9, Building Collaborative Relationships.
Item
S/O
Comment
9P1a
S
MCC creates positive relationships with K-12 schools through formal K-12
partnerships and tech prep programs, builds relationships with other
educational institutions as a member of the Greater Flint Educational
Consortium (GFEC), develops relationships with transfer institutions
through the Admissions and Registrar’s office, participates in state and
federal workforce training programs, and serves at risk students through
the Mott Middle College.
9P1b
O
It is not clear what processes MCC uses to prioritize its relationships with
other educational institutions.
9P2
S
MCC has built a long tradition of strong partnerships with regional transfer
institutions and operates the University Center for collaborative
enrollment with area transfer colleges. MCC cultivates employer
relationships through occupational advisory committee participation in the
evaluation process of program review in Occupation Education, as well as
the activities of the Student Employment Services department dedicated
to serving students and private sector employment partners.
9P3/4a
S
MCC has numerous relationships with vendors and organizations that
provide services to its students and the college community. The college
lists its two most important relations as those it maintains with its
bookstore and food services providers. MCC has processes, policies, and
procedures in place for competitive bids, RFPs, and other procurement
processes.
9P3/4b
O
MCC has an opportunity to develop formal systematic processes to
address and prioritize relationships with the organizations that provide
services to its students and supply materials and services to the
organization. These could become more critical in the current economic
environment.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
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Mott Community College
Systems Appraisal Feedback Report
September 28, 2009
9P5/6a
S
MCC reports a variety of occupational and higher education professional
memberships at the regional, state, national and international level.
These are evaluated on an annual basis as part of Mott’s budgeting
process. These memberships are used to expand its capacity to be
involved and responsive to economic growth, alignment of resources, and
to enhance the viability of the college in its community. Additionally, it is
expected that MCC leaders are engaged in service activities.
9P5/6b
O
MCC has an opportunity to develop processes to ensure that its
partnership relationships are meeting the varying needs of those involved
and thus ensure the wise use of financial and human resources.
9P7
S
MCC has fostered integration and communication across college
departments by the use of the college’s information systems, especially
Datatel and AQIP Action Project teams.
9R1/2b
OO
No qualitative or quantitative measures are currently in place at MCC to
assess how its partnerships do or do not add value to the college. Such
information is important as the institution makes decisions on the
deployment of human and financial resources in a challenging financial
environment.
9R3
O
MCC has an opportunity to develop comparative and trend data for
building collaborative relationships. Failure to do so can lead to underand over-estimation of levels of success and/or concern.
9I1
SS
MCC’s participation in the Michigan Association of College Registrars and
Admissions Officers has yielded recent improvements in building
relationships with other higher education institutions. For example, MCC
Registrar’s office has participated in the development of the Michigan
Transfer Wizard web site and the K-16 alignment activities.
9I2
S
MCC has a reputation for responsiveness to external entities, including
governmental and community organizations. MCC has used a recent
AQIP Action Project to improve experiential learning and cooperative
education.
2009 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved.
This report may be reproduced and distributed freely by Mott Community College.
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