Commission on Colleges
Southern Association of Colleges and Schools
COMPLIANCE CERTIFICATION
Name of Institution
Manatee Community College
Date of Submission
March 12, 2004
In order to be accredited by the Commission on Colleges, an institution is required to conduct a compliance
audit prior to the filing of the Compliance Certification. The Compliance Certification, signed by the
institution’s chief executive officer and accreditation liaison, attests to compliance with the accreditation
requirements of the Commission on Colleges (Core Requirements and Comprehensive Standards).
Signatures Attesting to Compliance
By signing below, we attest to the honest assessment of compliance and the complete and accurate
disclosure of information regarding the compliance of Manatee Community College with the Core
Requirements and Comprehensive Standards of the Commission on Colleges.
Accreditation Liaison
Name of Accreditation Liaison
Dr. Thomas Cleary
Signature
Date
March 12, 2004
Chief Executive Officer
Name of Chief Executive Officer
Dr. Sarah H. Pappas
Signature
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Date
March 12, 2004
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Directions:
For each of the Core Requirements and Comprehensive Standards listed below, the
institution should check one of the boxes for the judgment of compliance and then add narrative for the
judgment of compliance in accordance with directions requested in the category description.
Compliance
The institution meets the requirement and provides a convincing argument in
support of its determination, and a list of documents (or electronic access to
the documents) demonstrating compliance.
Partial Compliance
The institution meets some, but not all, aspects of the requirement. For
those aspects meeting the requirement, the institution provides a convincing
argument in support of its determination, and a list of documents (or
electronic access to the documents) demonstrating compliance. For those
aspects not meeting the requirement, the institution provides the reason for
checking partial compliance, a description of plans to comply, and a list of
documents that will be used to demonstrate future compliance.
Non-Compliance
The institution does not meet the requirement and provides the reason for
checking non-compliance, a description of plans to comply, and a list of
documents that will be used to demonstrate future compliance.
Section 2 CORE REQUIREMENTS
2.1
The institution has degree-granting authority from the appropriate government agency or agencies.
(Degree-granting Authority)
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College has been given degree-granting authority by the State of Florida.
Per State Statute Title XLVIII, Chapter 1004, Section 65 (paragraphs 6a, 6b and 9), State Statute Title XLVIII,
Chapter 1004, Section 68 (paragraph 1), and Florida State Board of Education Administrative Rule 6A-14.030,
the College is authorized to award degrees, certificates and diplomas.
Source Documents:
1. Florida State Statutes
2. Florida State Board of Education Administrative Rule
2.2
The institution has a governing board of at least five members that is the legal body with specific
authority over the institution. The board is an active policy-making body for the institution and is
ultimately responsible for ensuring that the financial resources of the institution are adequate to
provide a sound educational program. The board is not controlled by a minority of board members
or by organizations or interests separate from it. Neither the presiding officer of the board nor the
majority of other voting members of the board have contractual, employment, or personal or familial
financial interest in the institution.
A military institution authorized and operated by the federal government to award degrees has a
public board in which neither the presiding officer nor a majority of the other members are civilian
employees of the military or active/retired military. The board has broad and significant influence
upon the institution=s programs and operations, plays an active role in policy-making, and ensures
that the financial resources of the institution are used to provide a sound educational program. The
board is not controlled by a minority of board members or by organizations or interests separate
from the board except as specified by the authorizing legislation. Neither the presiding officer of the
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board nor the majority of other voting board members have contractual, employment, or personal or
familial financial interest in the institution. (Governing Board)
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College's District Board of Trustees is comprised of nine members who are
appointed by the Governor. These appointments are in accordance with State Statute Title XLVIII, Chapter
1001, Section 61 and Florida State Board of Education Administrative Rule 6A-14.024. No Board member has
a financial, familial, contractual, employment or business interest in the College. A listing of MCC Board
members for the past two years, their occupations and contact information has been provided. Per State
Statute Title XLVIII, Chapter 1001, Section 63, MCC's District Board of Trustees is constituted with all the
duties and powers of a corporate body. State Statute Title XLVIII, Chapter 1001, Section 64 and Florida State
Board of Education Administrative Rule 6A-14.247, outline the powers and duties of the District Board of
Trustees. Within the statute, paragraphs 1, 4b, 5 and 12 specifically define the Board's role and
responsibilities in relation to the development of institutional rules and policies, oversight of finances and
capital resources, and educational programs. College Rules 6HX14-1.03 and 6HX14-1.05 also outline the
Board's authority, powers and responsibilities. These Rules have been included for review.
MCC Board members are required to file a Statement of Financial Interests form with the State each year.
This document asks for a disclosure of their primary sources of income, business interests and other asset
holdings. An example form has been included for review. No Board member has identified that they have a
"financial interest" in or receive funds from the College. Copies of the actual disclosures from the College's
Trustees are housed in the President's Office and are available for review upon request.
MCC Board members review and approve the College's budget and annual financial reports each year. They
also receive the findings from financial and operating audits which are conducted on a monthly basis. Included
in the attached documentation are selected Board meeting agendas and minutes for review. These
documents evidence the Trustee's authority, approval and control over the College's budget and finances as
well as their focus on policy-related issues. A complete set of Board meeting agendas and minutes for two
years are also included for review.
An organizational chart depicting the Board's place within the institutional governance structure at MCC has
also been included for added clarification.
Source Documents:
1. Photograph of Board Members (2003-04 College catalog p, iv)
2. MCC Organizational Charts 2003-04
3. Listing of Board members noting their contact information and professional occupations
4. Florida State Statutes
5. Florida State Board of Education Administrative Rules
6. District Board of Trustees meeting agendas and minutes (specific to financial control)
7. District Board of Trustees meeting agendas and minutes for two years*
8. MCC Rules
9. Statement of Financial Interests Form
10. Memo identifying Board Officers
2.3
The institution has a chief executive officer whose primary responsibility is to the institution and who
is not the presiding officer of the board. (Chief Executive Officer)
Compliance
Partial Compliance
Non-Compliance
Narrative: Per State Statute Title XLVIII, Chapter 1001, Section 65 and Florida State Board of Education
Administrative Rule 6A-14.026, the President serves as the chief executive officer of the College, is the
corporate secretary to the District Board of Trustees, and is responsible for the operation and administration of
the College. These statutes and rules outline, in detail, the powers and duties of the College President.
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College Rules 6HX14-1.05 and 6HX14-1.07 also outline the responsibility and authority of the President and
the relationship of this position to the Board. In summary, the District Board of Trustees delegates to the
President administrative authority over the College and holds the President responsible for the efficient and
lawful direction and operation of the College under the rules adopted by the District Board of Trustees.
Organizational charts depicting the President’s place within the institutional governance structure, and
relationship to the District Board of Trustees, have been included. A complete copy of the Board approved job
description of the President has also been included for review. This document outlines in detail the President's
role, responsibility, authority and relationship to the District Board of Trustees.
Source Documents:
1. MCC Organizational Charts 2003-04
2. Florida State Statute
3. Florida State Board of Education Administrative Rule
4. College President's Job Description*
5. MCC Rules (outlining President's authority, powers, responsibilities and relationship to Board)
2.4
The institution has a clearly defined and published mission statement specific to the institution and
appropriate to an institution of higher education, addressing teaching and learning and, where
applicable, research and public service. (Institutional Mission)
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College's mission statement is as follows:
"Manatee Community College provides an accessible, dynamic learning environment that facilitates the
achievement of educational, professional, and personal goals by our students and members of our
communities in an atmosphere that embraces academic excellence, diversity and innovation."
The College is exceptionally pleased by this mission statement and with the process by which it was
developed. At it's April 16, 2001 meeting, MCC's Strategic Planning and Institutional Effectiveness Committee
(which has broad-based representation from all across the College) began a dialogue related to the review
and possible revision of the College's mission statement. Over subsequent months the Committee reviewed
the mission statements from all Florida community colleges and from other community colleges across the
nation. Research was also conducted to determine the "characteristics" and "qualities" of an appropriate,
memorable and reflective mission statement. This conversation was opened up to the entire College
community for feedback and to solicit specific wording they would like to see incorporated into this statement.
After multiple iterations of this process and a thorough analysis of all feedback, the Strategic Planning and
Institutional Effectiveness Committee forwarded two mission statements to the President and Vice Presidents
for their final review and permission to present to the District Board of Trustees. Once approval was granted,
these draft statements were presented at the February 20, 2002 Board meeting. After a thoughtful discussion
of the two versions, the Board chose to adopt the mission statement listed above. A more complete archival
history of this selection process can be found in the meeting minutes of MCC's Strategic Planning and
Institutional Effectiveness Committee (which have been provided). Prior to this meeting, the last time the
District Board of Trustees approved (revised) the College mission statement was January 20, 1999. The
minutes from this meeting have been enclosed for review.
Once adopted, the new mission statement was communicated to the College community in a variety of
mediums. First and foremost, the College President sent out a letter to all employees outlining the process
and sharing the Board's decision (a copy of this correspondence has been included). Among other places, the
mission statement is published in the College catalog, on the MCC web site, in the College's Strategic Plan
and Institutional Effectiveness Plan, the Student Handbook, the MCC Extra, the MCC Factbook, and it has
been provided via direct mail to all College units/departments. The mission statement is also provided to all
new College employees, as it is included in the orientation material they receive from Human Resources.
The Strategic Planning and Institutional Effectiveness Committee has made the decision to review the
College's mission statement every eighteen to twenty-four months so that its relevancy and currency will be
maintained. The last review by this Committee was conducted December 2003. No modifications to the
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current statement were recommended. The President, Vice Presidents and District Board of Trustees
concurred with this finding.
Source Documents:
1. College Mission Statement
2. Meeting minutes from the Strategic Planning and Institutional Effectiveness Committee.
3. Copy of District Board of Trustee minutes from the January 20, 1999 and February 20, 2002 meetings.
4. Selected copies of places where mission statement is routinely published.
5. College President's letter to faculty and staff sharing the Board's decision as to the selection of a new
mission statement.
6. Memo to Board from President regarding the review of the mission statement.
7. Various documents communicating mission statement to the College community.
8. New Employee Orientation Packet*
2.5
The institution engages in ongoing, integrated, and institution-wide research-based planning and
evaluation processes that incorporate a systematic review of programs and services that (a) results
in continuing improvement and (b) demonstrates that the institution is effectively accomplishing its
mission. (Institutional Effectiveness)
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College embraces the use of planning and assessment at all levels
(institutional, program, course and student-specific) to promote the interests of students and the community.
Each year the College develops a set of annual goals and then reports on its progress toward the
accomplishment of these goals at the conclusion of the annum. This exercise occurs at every level of the
institution, from the President (College-wide goals) and the Vice Presidents (divisional goals), to unit- and
department-specific goals. A document outlining these goals and the associated year-end reports for the past
two years has been provided for review. The College nurtures the accomplishment of these goals by
supporting them financially through the budgeting process. Within MCC's budgeting "goals" and "objectives"
are guiding philosophies that articulate the need to finance the College's Strategic Plans and Priorities. Copies
of budget packets that are distributed widely across campus have been included for review. Documentation of
MCC's success in achieving its stated priorities and goals can be ascertained via an examination of the
College's Strategic Plan Tracking Document. These many accomplishments further evidence the link between
strategic and financial planning at the College. For the past three years the College has also created separate
and dedicated budget lines for high-level projects of an institutional nature. These projects have been
identified through a variety of assessment activities. Included are major special projects focused on student
advising, distance education, innovative ideas, job evaluation reviews, energy conservation audits, capital
construction and developmental education.
On the academic side, every course and program offered at MCC has specific goals attached to it. Course
goals/standards are articulated in individual syllabi and/or on the MCC web site. These goals are consistent
regardless of the instructor or delivery format for individual courses. A listing of the assessments and
evaluations used in each course taught by MCC faculty has also been provided for review. Each MCC
program is also assessed via a formal program review process. Information related to this evaluation has
been included for review. The College also has developed dedicated assessment methodologies to evaluate
its distance learning courses, developmental education courses and its general education curriculum. These
analyses have been included for review.
At the macro-level, the College has a Strategic Planning document which outlines the long-term priorities and
objectives of the institution. The monograph was developed over a nine-month period in a highly structured,
participatory and data-enriched environment. There is a high level of correlation between the annual goals set
at the College and the goals articulated in this long-term plan. Additionally, MCC has developed a tracking
mechanism for the Strategic Plan which has assigned specific responsibility centers, timeframes, assessment
criteria and progress reporting updates to each goal listed in the plan. This mechanism helps to ensure that
planning and assessment activities are linked and that the Strategic Plan remains in the forefront of
institutional efforts toward continuous improvement. Per these documents, the College has made substantial
and significant progress on both its annual and long-term objectives and is therefore fulfilling its mission
statement. These documents have been included for review. It will be clear from the College's positive
progress on so many of the initiatives listed, that the institution supports each strategic priority and goal with
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financial, human and/or technological resources. It is the linking of these resources to stated goals that has
allowed MCC to achieve its substantial record of accomplishments and evidence consistent improvement in
institutional and student-outcome performance.
MCC has also formally adopted a comprehensive Institutional Effectiveness Plan that was designed to help
illuminate the institution's progress toward the accomplishment of its mission, goals and objectives and to
serve as a guide in making decisions so that organizational performance might be improved. This monograph
identifies forty (40) primary performance indicators and another fifty (50) subindicators which focus on overall
institutional effectiveness. These indicators act as a catalyst to enhance the College's efficiency and
performance by identifying areas where improvements are needed and are thus used to inform institutional
planning at MCC. While this is a comprehensive set of accountability standards, the priority measures remain
those that focus on student learning and development. A review of the data in this monograph clearly
documents the great successes the College has achieved on these performance criteria. Some highlights
denoting MCC's research-based planning and evaluation processes include:
A) Index Section 3 -State Mandated Accountability Requirements: In the most recent year, MCC outperformed
the State community college average on fourteen (14) of sixteen (16) accountability measures and
outperformed its reference group colleges on fifteen (15) of sixteen (16) of these measures. Data in this
section documents MCC's continuous improvement on these measures over the past five annums. Some of
the measures required by the State of Florida include: retention rates, success rates, state licensure exam
pass rates, program placement rates, academic performance of transfers at senior (four-year) colleges and
universities, and exit examination performance of graduating sophomores.
B) Index Section 4 - Academic Performance of Transfer Students: These data evidence how MCC's transfer
students consistently perform better academically at the State's eleven senior (four-year) institutions
compared to transfer students from other State community colleges. The most recent data show MCC
transfers earning an aggregate grade point average of 3.02 at the senior institutions while transfers from other
community colleges earned a composite grade point average of 2.85. In each of the past four years, MCC
transfer students have achieved greater academically than have their counterparts from other state two-year
colleges. Additional data in this index also document that MCC transfer students earn better grades than those
students who originally attended senior institutions for their first two years of study.
C) Index Section 5 - Pass Rates on Licensure Exams: These data evidence that MCC students consistently
achieve a higher pass rate on licensure exams (dental hygiene, nursing, OTA, PTA, radiography, respiratory
care) when compared to all community college students in the State. In four of the last five years, MCC
students have achieved an overall pass rate of 90% or better on these state and national licensure tests.
D) Index Section 6 - Exit Examination Pass Rates: MCC students have consistently achieved higher pass
rates on Florida's exit examination (College Level Academic Skills Test) than students from the State's other
twenty-seven community colleges.
E) Index Section 7 - Workforce Placement Rate: In each of the last two years, MCC has had a higher
percentage of its graduates placed successfully in the workforce when compared to the community college
average. In the most recent year, MCC graduates achieved a placement rate of 98.8%.
F) Index Section 11 - Assessment of MCC's General Education Program: This section provides a wealth of
data that documents the effectiveness and impact of the College's general education program. One evaluation
of particular note is the findings from the Academic Profile (AP) assessment. The AP is a nationally normed
assessment instrument which measures student ability level in critical thinking, reading, writing and
mathematics at multiple levels. Sophomores at MCC rate above sophomores at other community colleges
across the nation on eight (8) of the nine (9) domains tested. In addition, when corresponding scores of MCC
freshmen are tabulated and compared to scores of sophomores, the tremendous value added provided by the
MCC experience can be ascertained.
G) Index Section 20 - Noel-Levitz Student Satisfaction Inventory (SSI): Once a year for each of the past four
years, MCC has collected student satisfaction feedback via the Noel-Levitz SSI. The longitudinal evaluation of
these findings evidence the continuous improvement the College has made on each of the eleven (11) domain
areas queried. MCC dissects this data intensively and shares the results widely; individual units and
departments receive data that are specific to their areas of responsibility. Each unit is expected to act on these
data so that improvements are continuously achieved. Institutionally, we have had great success with this
initiative.
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H) Index Section 24 - Student Success Rates: MCC students historically achieve greater course and program
success rates than do students at other Florida community colleges. Longitudinally, MCC's success rates
have been increasing.
A copy of the complete Institutional Effectiveness Plan and the data gathered as a result of the adoption of this
plan has been included for review. As part of this Plan please note that MCC collects longitudinal, comparative
and benchmark data as part of its efforts aimed at continuous improvement. A review of these data clearly
demonstrate/document the College's continuous improvement in student learning outcomes, student
satisfaction, financial stability, enrollment, progress toward the accomplishment of stated annual and strategic
goals, and in state mandated accountability measures over the past four to five years.
Also included as evidence of compliance with this mandate is a matrix outlining selected objectives,
assessment criteria, assessment results, and use of results for units, departments and programs all across
campus. Each unit at the College has identified specific measures and performance indicators so that their
contributions and effectiveness can be assessed. Samples have been extracted from this larger set of
references which are housed at the unit and program offices. This abridged monograph demonstrates that the
College "closes the loop" in regard to using the results of planning and assessment to drive change and
improvement initiatives. Knowing the importance of documenting research-based planning and assessment
initiatives, the College's Strategic Planning and Institutional Effectiveness Committee decided to include this
as a performance indicator in MCC's Institutional Effectiveness Plan (see index two). This summary
information helps to evidence the depth of MCC's commitment to use planning and evaluation methodologies
to drive improvement initiatives.
Each student services department, academic support service and administrative department/office at the
College also has compiled a notebook outlining their unit mission, goals, client utilization statistics,
accomplishments and assessment/performance measures. The majority of these campus offices have also
undergone a peer review in an effort to strengthen their program and service offerings. The indices from each
of these unit notebooks have been included for review.
Manatee Community College places a high value and level of importance on institutional research and
assessment activities. In addition to the aforementioned initiatives, MCC has an active Office of Institutional
Research and makes the findings from this unit widely available for public consumption via an annual
Factbook and web site. The College has also hired a senior level executive, a Vice President of Planning and
Institutional Effectiveness, to assist the institution to promote and link planning, assessment, budgeting and
improvement initiatives across the College. This Vice President chairs the College's Strategic Planning and
Institutional Effectiveness Committee. This Committee was developed to help the institution promote and link
its planning and assessment initiatives in an effort to promote student learning and advance the interests of
the College. Committee membership has representatives from all groups across the campus community.
Documentation of this Committee's mission, goals, membership, meetings, website, and accomplishments
has been provided for review. Overall, it has been the intent of MCC to become more of a performance-based
institution which is data and information driven. We feel we have made great progress toward realizing this
goal.
Some of the data and information collected, analyzed and used in the decision-making processes at the
College include:
A) Academic performance of transfer students at senior institutions
B) Pass rates on licensure examinations
C) Exit examination pass rates
D) Placement rates (in the workforce) of graduates
E) Assessment of the general education program
F) Success and retention rates by program and course
G) Level of student engagement
H) Student satisfaction rates (via Noel-Levitz and Graduating Students Surveys)
I) Performance in developmental education courses
J) Attainment of academic and personal goals
K) Student Withdrawal Surveys
L) Graduation rates
M) Students evaluation of courses and faculty
N) Student focus group responses
O) Community College Survey of Student Engagement
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For the majority of these assessments, the College collects both longitudinal and comparative data. These
data are widely shared and are incorporated in the planning processes at all levels. The indicators listed in
MCC's Institutional Effectiveness Plan also go well beyond the accountability measures required by the state.
Overall, MCC is a very well informed institution and can evidence the absolute use of research-based planning
and evaluation processes in forwarding the interests of students and the institution. A holistic review of the
MCC's Strategic and Institutional Effectiveness Plans clearly indicate the College's success in promoting
student learning and achieving its stated goals. While these data document substantially improved
performance over the past five years, it is the institution's intent to continue to embrace planning and
assessment initiatives in an effort to further elevate institutional performance and community contribution.
In summary, MCC's planning and evaluation efforts run continuously throughout the year and involve a
significant number of College employees. In addition to formal planning and evaluative Committees (i.e.,
Strategic Planning and Institutional Effectiveness, Planning and Budgeting and Curriculum Development and
Review), each department manager is responsible for developing and tracking unit-specific goals and
performance indicators on a yearly basis. Reports on their progress are due at the end of each annum. These
managers also track the efficiency, effectiveness and institutional impact of their units. This information is
housed in unit notebooks. The table of contents from each area notebook has been provided for review.
These managers are also typically responsible for unit budgets. The regular tracking of the progress made
toward the achievement of goals as listed in the College's Strategic Plan is another mechanism that allows
the institution to stay focused on its mission.
As can be determined through the earlier discussion, MCC collects and disseminates a wide variety of data to
the College community each year. These data are designed to inform the faculty and staff in an effort to assist
them in setting goals, allocating resources and making continuous improvements in their areas of
responsibility. A review of the positive progress that the College has made on its performance/quality
indicators (see Institutional Effectiveness Plan) over the past five years and on the achievement of its stated
goals (see Strategic Plan Tracking Document) is clear evidence of the effectiveness of MCC's program of
planning and evaluation. The regular review of courses, programs and operational functions at MCC has
yielded the results in student outcomes, student development and fiscal stability we now enjoy.
Source Documents:
1. Institutional Effectiveness Plan*
2. MCC Strategic Plan*
3. Strategic Plan Tracking document*
4. MCC Performance Data (including State Accountability Measures)
5. Listing of course performance standards (sample)
6. Listing of program-specific goals (housed within Academic Program Assessment Findings*)
7. Unit (Contribution) Notebooks - Table of Contents
8. Listing of improvements made by each unit and program via planning and assessment initiatives (see
source document in section 3.3.1)
9. Academic Program Review Model
10. Academic Program Assessment Findings*
11. Annual goals (Collegewide, divisional and unit-specific)
12. End-of-year reports on progress toward accomplishment of goals
13. Institutional Research request log
14. Institutional Research User Survey results
15. MCC Factbook 2002-03*
16. President's convocation (report to faculty) presentations (2002 & 2003)
17. Listing of Noel-Levitz "improvement initiatives"
18. Student focus group and student forum summaries
19. Budget goals and objectives (linking goals and objectives to budget)
20. MCC Budgets*
21. Membership, goals, notes and minutes from MCC's Strategic Planning and Institutional Effectiveness
Committee
22. Survey of Faculty Assessment Techniques by Course
23. Survey of Program Assessment Techniques (by academic program offering)
24. Grade Distribution Reports
25. MCC SWOT Analysis
26. "Possibility Thinking" Responses from College community
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27. Graduating Students Survey Comments
28. Distance Learning Course Assessments
29. Selected Initiatives at MCC Driven by Assessment Activities
2.6
The institution is in operation and has students enrolled in degree programs.
Operation)
Compliance
Partial Compliance
(Continuous
Non-Compliance
Narrative: Manatee Community College was established 1957 and has been in continuous operation since
that time. As of the Fall 2003 semester, credit student enrollment exceeded 8,600 students. In index section
19 of the College's Institutional Effectiveness Plan, student enrollment data are presented in a variety of
formats. Included within these data are headcount and load hour enrollments broken out by program,
semester and site. Enrollment data, by degree program, are also documented in the Florida Division of
Community College System Factbook.
Source Documents:
1. Student Enrollment Data
2. Institutional Effectiveness Plan* - Index section 19
3. Florida Community College System Factbook - 2003 (Enrollment Data)
2.7
The institution
2.7.1
offers one or more degree programs based on at least 60 semester credit hours or the
equivalent at the associate level; at least 120 semester credit hours or the equivalent at the
baccalaureate level; or at least 30 semester credit hours or the equivalent at the postbaccalaureate, graduate, or professional level. The institution provides a written justification
and rationale for program equivalency. (Program Length)
2.7.2
offers degree programs that embody a coherent course of study that is compatible with its
stated purpose and is based upon fields of study appropriate to higher education. (Program
Content)
2.7.3
requires in each undergraduate degree program the successful completion of a general
education component at the collegiate level that is (1) a substantial component of each
undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent
rationale. For degree completion in associate programs, the component constitutes a
minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of
30 semester hours or the equivalent. These credit hours are to be drawn from and include at
least one course from each of the following areas: humanities/fine arts; social/behavioral
sciences; and natural science/mathematics. The courses do not narrowly focus on those
skills, techniques, and procedures specific to a particular occupation or profession. The
institution provides a written justification and rationale for course equivalency. (General
Education)
2.7.4
provides instruction for all course work required for at least one degree program at each
level at which if awards degrees. If the institution makes arrangements for some instruction
to be provided by other accredited institutions or entities through contracts or consortia, or
uses some other alternative approach to meeting this requirement, the alternative approach
must be approved by the Commission on Colleges. In all cases, the institution demonstrates
that it controls all aspects of its educational program. (Contractual Agreements for
Instruction)
Compliance
Partial Compliance
Non-Compliance
Page 10
Narrative:
2.7.1
Manatee Community College's Associate in Arts (A.A.) degree requires students to earn a minimum of thirtysix (36) credits of general education and an additional twenty-four (24) credits in coursework that prepares
them for their majors at the upper division of a university or four-year college. MCC also offers twenty-three
(23) Associate in Applied Science (A.A.S.), ten (10) Associate in Science Degrees, and 10 Certificates and
Advanced Certificates. Within the College's A.A.S. and A.S. programs, the credit hour requirements range
from sixty (60) to eighty-eight (88) term hours.
All of the Associate's degrees offered at MCC require at least a minimum of sixty (60) semester credit hours.
The Associate in Applied Sciences and Associate in Science programs adhere to the state prescribed
program lengths, all of which are in excess of sixty (60) semester hours. These requirements are consistent
with Florida Statute Title XLVIII, Chapter 1007, Section 25 and Florida Department of Education Administrative
Rule 6A-10.024 (5) (a), (6) (a), (6) (a) 1 - 2.
2.7.2
The programs of study at MCC conform to commonly accepted standards and practices of collegiate
institutions and are consistent with the State Board of Education Administrative Rules. Rules 6A-10.024,
Articulation Between Universities, Community Colleges and School Districts, and 6A-14.030, Instruction and
Awards in Community Colleges have been included for review.
The College’s District Board of Trustees, based upon recommendations from the College’s standing
committee - Curriculum Development and Review (CDR), approves the programs. This process is discussed
in length in the Compliance Certification responses 3.4.10 and 3.4.12.
The sequence of courses within programs is based upon prerequisites, approved by the CDR Committee.
Listed in the College catalog are course descriptions for each offering (see catalog pp. 102-160) including pre
and corequisites. Many of the course prerequisites are established by recommendation of the Statewide
Course Numbering System that uses a statewide committee of discipline-based faculty to formulate course
profiles. These prerequisites typically include appropriate and commonly accepted prerequisites, establishes
some of the prerequisites. For other courses, that are sequential in nature, i.e. Mathematics, Science,
Accounting, etc., the prerequisites and corequisites are chosen to provide appropriate skills and knowledge to
be successful in higher-level courses. For courses requiring specific levels of writing and/or reading, faculty
have recommended the adoption of prerequisite courses in ENC (writing) and REA (reading). These are most
commonly seen in Gordon Rule writing classes. Most recently, science faculty recommended a reading
prerequisite for Anatomy and Physiology to address the reading level of the texts. To insure that the adoption
of this prerequisite was neither arbitrary nor creating needless barriers, success rates were compared preand post-adoption of the prerequisite. The findings clearly demonstrated increased student success in these
courses.
Associate in Applied Sciences and Associate in Science programs are consistent with state prescribed
curriculum frameworks and correlate with the mission statement associated with each program.
Each course has performance standards that describe the purpose of the course and identify any
prerequisites that may exist for that course (these standards have been included for review).
2.7.3
The Associate in Arts degree at MCC requires completion of a 36-semester hour general education
requirement. This requirement is met by successful completion of coursework in Communications,
Mathematics, Social and Behavioral Sciences, Humanities and Natural Sciences. Additionally, within the sixty
(60) semester hours of study, students must earn six (6) semester hours in courses identified as
International/Intercultural.
Associate in Applied Sciences and Associate in Science degrees require a minimum of 15 general education
hours in the areas of English, Mathematics, Social and Behavioral Sciences, Humanities and Science and
Technology. All courses that meet the general education requirements for the A.A. degree, also meet the
general education requirements for the A.A.S. and A.S. degrees. None of these courses focus narrowly on
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skills, techniques or procedures specific to a particular occupation or profession. Rather they conform to the
General Education requirements listed in the College catalog (pp. 57 & 64). The development of these
requirements and their assessment are described in response 3.5.1.
The process for defining and publishing general education requirements for programs is described in
response to 3.4.10. Similarly, the faculty's role in developing the content and insuring quality is described in
response 3.4.12.
2.7.4
MCC has no arrangements for instruction to be provided by other accredited institutions or entities through
consortia. Additionally, MCC does not offer degree programs through such arrangements that are part of
another institution's degree programs. MCC does have internships and clinical experiences that place
students at off-campus locations. In these situations MCC has its own faculty responsible for the educational
experiences and grading of these students.
Source Documents:
1. 2003-04 College Catalog*
2. Listing of all MCC degree programs and their associated term hour requirements
3. Community College Program Length Document
4. Florida State Statute
5. Florida Department of Education Administrative Rules
2.8
The number of full-time faculty members is adequate to support the mission of the institution. The
institution has adequate faculty resources to ensure the quality and integrity of its academic
programs. In addition, upon application for candidacy, an applicant institution demonstrates that it
meets the comprehensive standard for faculty qualifications. (Faculty)
Compliance
Partial Compliance
Non-Compliance
Narrative: The College uses a variety of measures to ensure the number of faculty is adequate to support
the mission of the institution. These include course/faculty evaluations administered each semester,
Graduating Student survey, Noel-Levitz Student Satisfaction survey, analysis of full-time to part-time ratios of
faculty, and a request for new full-time faculty position process. The data from these assessments for the past
several years can be found in the Manatee Community College Institutional Effectiveness Plan.
Near the end of each academic term, MCC students fill out an evaluation survey of their courses and faculty
(this instrument has been included for review). The findings for three recent terms have also been included. A
review of these data evidence a "satisfaction" rate with MCC faculty that consistently exceeds 83% and a
"dissatisfaction" rate of less than 6%. In addition, this analysis shows that student satisfaction of full-time and
adjunct faculty are virtually equivalent.
The College's Graduating Student Survey evidences similar support of the quality of the program offered. In
1999-00, 93.9% of students agreed with the statement: “The instructors provided high quality learning
experiences.” This satisfaction rating was 95.9%, 95.0% and 94.6% in subsequent years.
The Noel-Levitz Student Satisfaction Inventory survey also shows a positive trend of student support of, and
satisfaction with, MCC faculty. This instrument dedicates ten (10) of its questions to faculty-related issues. A
review of the findings over the last four years document improved levels of student satisfaction with MCC
faculty. The performance gaps (the measured difference between "importance" and "satisfaction") on every
measure related to academic quality also has improved in each year from 1999 to 2003.
A complete review of the College's Institutional Effectiveness Plan evidences the high quality of instruction
provided at the College. Student learning outcomes, state mandated accountability measures and student
levels of achievement and satisfaction have all been improving over the past four to five years. Please review
the response to Comprehensive Standard 3.3.1 for a more complete discussion on institutional effectiveness
as it relates to faculty instruction and student learning. At MCC, we believe that these exceptional performance
Page 12
indicators are a reflection of our outstanding group of dedicated faculty.
Academic Affairs publishes the full-time to part-time faculty ratio each semester broken down by Division,
Department and Campus. Academic Affairs reviews these data and hosts a meeting each fall at which the
Department Chairs present requests for new (and replacement) full-time faculty. A consensus decisionmaking process of the academic council is used to prioritize these requests. Once the budget for the following
academic year has been forecasted, the approved positions are advertised and national searches are
conducted.
The number of full-time faculty at Manatee Community College compares favorably to that of other State of
Florida Community Colleges of comparable size and with similar programs. Data is derived from the Florida
Community College System FACT Book, salary surveys from CUPA-HR and periodic studies done by the
academic deans for their respective disciplines. For special programs, such as Nursing and the other health
sciences, the College meets the faculty staffing requirements set by the relevant professional accreditation
boards. These data are available in the office of the Dean of Nursing and Health Professions. The College
evaluates its staffing ratios each year during the budget process to determine whether full-time faculty staffing
changes must be made to meet the current goals of the College and program offerings to its students. A
budget committee, with College-wide representation, evaluates and rates each position request presented
based on the position's support to the College's Mission, Strategic Plan, annual goals and resource availability.
The most recent data available from the Florida Division of Community Colleges, per its Factbook, documents
the following:
Institution
Student FTE Enrollment
Central Florida
3725
Edison
4673
Gulf Coast
3598
Okaloosa-Walton
3731
Polk
3115
Reference Group Avg.
MCC
System Average
Number of FT Faculty
101
91
118
77
96
Students per FT Faculty
36.9
51.4
30.5
48.5
32.4
39.9
4216
111
38.0
211,780
4807
44.1
A review of these data (2001-02 student FTE and 2002-03 full-time instructional personnel) show that
Manatee Community College maintains a lower student-to-full-time faculty ratio (and thus a higher full-timefaculty-to-student ratio) when compared to the average of its reference schools and when compared to the
Florida community college system average. The source documents for this information have been included for
review.
The hiring process for new faculty is conducted by search committees and coordinated by the Human
Resources Department. Candidates are measured against the job description, core competencies required
for the particular discipline, and any other specialized training required for the position. Credentials are
evaluated by a review of transcripts. Only those candidates who meet all of these requirements are
considered for interview.
In order to assure that search committee members are trained to interview for the hiring of qualified competent
faculty, a Search Committee Guidebook is provided. College procedure 2.06.01, “Appointment of Personnel,”
provides guidance to assure fair, non-discriminatory hiring process for all applicants. A training workshop is
also provided to all department chairs and administrators. The Employment/Equity Coordinator also charges
each search committee prior to its start, providing a summary of recruitment requirements. A written copy of
these guidelines is also included in the search committee chair’s packet. An Affirmative Action representative
is assigned to each search committee to assure compliance with legal non-discrimination law and College
policy.
MCC's faculty consistently has a higher proportion of its instructors credentialed with a Master's degree or
higher when compared to the instructors at all the public community colleges within the state. This
comparative analysis has been attached for review.
Page 13
Source Documents:
1. Roster of Instructional Staff (Spring 2003, Fall 2003, Spring 2004)*
2. Staffing Ratio Analysis
3. Comparative Faculty Credentialing Analysis (IE Plan, Index 38)
4. Florida Community College System Fact Book - 2003
5. Student Evaluations of Course and Faculty (IE Plan*, Index 30)
6. Search Committee Guidebook*
7. College Procedure: "Appointment of Personnel"
8. Noel-Levitz Student Satisfaction Survey Results
9. Graduating Students Survey
10. Full-time Faculty Request Form
11. Institutional Effectiveness Plan*
2.9
The institution, through ownership or formal arrangements or agreements, provides and supports
student and faculty access and user privileges to adequate library collections as well as to other
learning/information resources consistent with the degrees offered. These collections and
resources are sufficient to support all its educational, research, and public service programs.
(Learning Resources and Services)
Compliance
Partial Compliance
Non-Compliance
Narrative: MCC provides facilities, services and other learning/information resources that are appropriate to
support its teaching, research and service mission. Included in these facilities are the following:
The MCC Library collections contain 72,235 book volumes, 6,464 audio-visual resources, 353 periodicals, a
wide variety of online databases and a growing e-book collection. Students also have access to items in other
library collections via inter-library loan. Membership in library consortiums also enables students and faculty to
access resources outside of the Library's physical structure. MCC's association with the College Center for
Library Automation (CCLA), the Tampa Bay Library Consortium (TBLC), Southeastern Library Network
(SOLINET) and the Online Computer Library Center (OCLA) makes available valuable services, resources
and technology that enable the College to provide and support student and faculty research and learning.
The Florida Legislature established CCLA in 1989; CCLA operates Florida's Library Information Network for
Community Colleges (LINCC) and the Web-based library information portal. CCLA ensures effective use of
technology through training, support, and consultation. CCLA provides all 28 Florida community colleges with
library management software (Aleph), training, and the expertise to solve problems. CCLA also provides
online databases at a cost much lower than we could obtain as an individual institution. As a result our
students have access to 69 online databases containing millions of records (see documentation for complete
list of databases).
MCC's association with TBLC gives provides the College with the opportunity to participate in consortium
purchases such as e-Books. Over the past three years MCC has purchased e-Books through an agreement
with TBLC as well as obtaining e-titles through CCLA and on our own. The documentation contains a list of eBook subjects and the number of titles available.
The College's association with SOLINET and OCLC provides access to a bibliographic database with over 52
million records. This allows the library to find and borrow items from other libraries for student use. It also aids
in cataloging in-house items quickly and accurately so the items are available to the students in a timely
manner.
A summary listing of Library related expenditures at MCC over the past five years is as follows:
FY2003
FY2002
FY2001
FY2000
FY1999
Books
$97,837
$96,751
$81,660
$69,878
$38,042
e-Books
$3,695
$5,025
$3,000
N/A
N/A
Periodicals
$49,315
$47,149
$50,551
$46,510
$38,591
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Audio/Video
$11,543
$11,824
$15,140
$7,572
$2,132
Databases
$51,510
$11,290
$15,643
$16,982
$7,120
Additional Library funding has been provided by the College's Foundation.
The Bradenton Campus Library houses the College Archives and the studio for the Film and Television
Department and several editing suites. The library portion contains a total of 12,264 square feet of public
space, 3,964 square feet of office/meeting space and 367 square feet of library storage space. Technical
services for both campus libraries and maintenance of the Library’s web site are performed in Bradenton. The
library provides 16 computer workstations, eight small group study rooms and numerous individual study
carrels and various size worktables. The Library is open 69.75 hours per week, Monday through Thursday
7:45am to 10:00pm, Friday 7:45am to 4:30pm and Sunday 2:00pm to 6:00pm.
The Venice Campus Library includes a nursing classroom/lab, a graphics classroom/lab, the campus
newspaper office and the Office of Disabled Student Services. The library portion contains a total of 8,203
square feet of public space, 2,250 square feet of office/meeting space and 420 square feet of storage space.
The library provides six computer workstations, three small group study rooms, two AV viewing rooms and
numerous individual study carrels and various size worktables. The library is open Monday through Thursday
7:45am to 9:00pm and Friday 7:45am to 4:30pm.
When compared to other community colleges in the Southeast with enrollments within 20% of our own, MCC's
library has more book volumes, more librarians and more total staff per FTE student enrollment. MCC's total
expenditure per enrolled FTE is also higher than the Southeastern average. A more detailed set of library
collection, databases, usage, circulation, personnel and financial statistics has been included for review.
Computer access for students is extensive at MCC. There are nineteen computer labs on the Bradenton
campus in eight different buildings. The Venice campus has five labs housed in two buildings. This is a total of
23 computer labs with 468 computers. There are also fifteen computer classrooms on the Bradenton campus.
The Venice campus has five computer classrooms and Lakewood Ranch has six computer classrooms. This
is a total of 26 classrooms equipped with 449 student computers; these classrooms also have an instructor
station. You will find in the documentation a list of the labs and a list of the classrooms.
The libraries are also equipped with computers for student use, the Bradenton library has sixteen computers
for student use and the Venice library has six. Both libraries offer reference service, information literacy
instruction, reserves, intra-/inter-library loan, audio-visual and distance learning services to students and
faculty. A qualified reference librarian is available at each site during all hours of operation. MCC also
participates in the Ask-a-Librarian Virtual Reference Service. Standards for providing facilities and support
services to extended campus and distance learning courses are based on the Association of College and
Research Libraries Guidelines for Distance Learning Library Services.
Satellite dishes, with Ku and C band reception capability, are available at each campus library and can be
broadcast to other locations on campus using the coaxial cable system.
Many computer labs at the College offer staff and/or student help in the use of the computers. Specific training
courses are scheduled throughout the year. Some tutoring is available in specific labs and Collegis provides a
toll-free number and online help for computer questions. Computer services staff provides training workshops
in Outlook, Basic File Management, SCT Banner general applications and the Banner specialized applications
and web-based modules. Collegis provides a Learning Technology Support Center 24/7 with answers to
Frequently Asked Questions, my Help Desk Online and a toll-free telephone support.
The MCC Virtual Library provides access to an extensive array of databases (69 online databases are
available for student and faculty use), electronic journals and books, research guides and other online
resources to all MCC faculty, staff and students, regardless of location. During 2002-03, MCC's databases had
a total of 37,898 hits. This represented three percent of the total number of hits in the entire Florida community
college system. In October 2000, the College began offering access to e-books and since that time their use
has increased dramatically. In the nine-month period of 2000-01, we had 512 uses, during 2001-02, there
were 2,061 uses and during 2002-03, there were 5,193 uses. Individual point-of-use instruction is available to
MCC students, staff and faculty.
In an effort to help maintain the currency and relevancy of library holdings, each year the College's Library
Director sends a letter to all new and returning full-time faculty soliciting suggestions as to what resources will
be necessary to support their specific course and program offerings. A copy of these letters has been attached
for review. The Library also has surveyed the program directors to ascertain to what extent they believe library
resources (book collection, databases, periodicals, etc.) adequately meet the needs of their students and
Page 15
programs. Survey results indicate that each program manager feels that the library's resources adequately
meet the needs of students in their respective program. A copy of these findings has also been attached for
review. Also attached is a copy of materials available by subject areas in which degrees are offered. An
invitation is also extended to visit the library for a tour and introduction to the staff.
The computer labs provide students access to various software programs, including word processing,
spreadsheets and databases. Additionally, subject-specific software such as, Algebra Made Painless, Skull
Anatomy and Viruses and Bacteria are available in the campus labs.
The Student Services division provides a broad base of resources in collaboration with other College offices
that support faculty teaching and student learning. In terms of accessibility for the entire College community,
the Disability Resource Center maintains an up-to-date accessible lab inventory. The College’s Title III
initiative provides a full-time instructional design specialist, as well as faculty success resources through its
website.
Included for review, are the findings from MCC's Library Satisfaction Survey. This instrument was
implemented in the Spring terms of 1998 and then again in 2003. The findings show significant "satisfaction"
improvements in almost every aspect of library operation. Findings from the Noel-Levitz Student Satisfaction
Inventory (SSI) Survey echo this improved performance. When asked to rate the "adequacy of library
resources and services," MCC students replied with the following:
Year
1999
2001
2002
2003
MCC Student Satisfaction
5.31
5.45
5.51
5.51
National Group Satisfaction
5.19
5.24
5.28
5.34
A complete set of these findings has been included for review. Please note that MCC has made positive
progress not only in the College library but also in almost all areas of the institution.
The library has also consistently scored a satisfaction rate above 90% on the College's Graduating Students
Survey. When asked to rate library resources and services, graduating students responded with the following:
Year
1999-00
2000-01
2001-02
2002-03
Satisfaction Rating
96.0%
96.5%
98.2%
97.3%
A complete set of these survey findings has been included for review.
MCC students have also rated the labs at the College in a favorable manner. When asked if "equipment was
kept up to date in the lab" (Noel-Levitz question 42), the response was as follows:
Year
1999
2001
2002
2003
MCC Student Satisfaction
4.89
5.17
5.26
5.29
Similarly favorable responses were provided to questions regarding lab adequacy and accessibility. A
complete set of Noel-Levitz survey findings has been included for review.
Findings from the College's Graduating Students Survey also indicate a high level of student satisfaction with
computer labs. When asked if "state-of-the-art technology is used in instructional support services," student
responses were as follows:
Year
1999-00
2000-01
2001-02
Level of Agreement
87.6%
85.3%
88.5%
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2002-03
90.2%
A complete set of survey findings has been included for review.
Source Documents:
1. Collection Holdings Overview
2. List of Online Databases
3. List of E-books by Subject
4. Library Satisfaction Survey Results
5. Graduating Students Survey Results
6. Noel-Levitz Student Satisfaction Survey Results
7. Available Resources/Collections by Degree or Program Area
8. Results of Program Manager Survey (regarding "adequacy" of collection and resources)
9. Southeast Colleges ranked by book volumes per FTE
10. Southeast Colleges ranked by book expenditures per FTE
11. MCC Financial Data FY1999-FY2002
12. Graph of book circulation by month
13. Use of online services chart
14. Graph of E-book use by month
15. Graph of Library Home Page hits by month
16. Matrix of Computer Equipped Classrooms
17. Library Staff with degree and experience information
18. Computer Lab Staff with degree and experience information
19. Faculty Orientation presentation
20. Example of library letter to department chairs/program managers
21. Example of annual library letter to returning faculty
22. Example of library letter to new faculty
23. College Center for Library Automation (CCLA) mission
24. Library online catalog
25. Tampa Library Consortium (TBLC) Home Page
26. About TBLC
27. About the Southeast Library Network (Solinet)
28. Online Computer Library Center (OCLC)
29. Student Services Resource Directory (Yellow Pages)
2.10
The institution provides student support programs, services, and activities consistent with its mission
that promote student learning and enhance the development of its students. (Student Support
Services)
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College provides a wide range of accessible student support programs,
services and activities consistent with its mission that facilitate student learning and enhance the development
of its students.
Academic support service information is communicated to all MCC first-time-in-college students via a
mandatory MCC Orientation program. Students are also given a copy of the MCC Orientation Handbook and
a Student Handbook, which provides printed descriptions of program requirements, the major academic
support services and a conflict resolution process. Faculty are introduced to academic support services during
their MCC orientations with Human Resources and with their Department Chairs.
The Director of Instructional Technology and Distance Learning provides important academic support services
for distance learning students and faculty.
A listing of some of MCC's academic support services include:
Page 17
MCC Library:
The MCC Library provides access to print, electronic and media resources. Librarians are available to instruct
students in making the best use of these resources. Currently enrolled MCC students and faculty may check
out books and gain access to selected electronic databases from home. Library instruction follows the goal of
helping students and faculty develop information literacy—the ability to locate, evaluate and use information to
become life-long learners. Library personnel are fully qualified, with some positions calling for a required
minimum master’s degree in library science. The Library is accessible during day, evening and weekend
hours. The MCC Virtual Library is open twenty-four hours a day.
The Noel-Levitz Student Satisfaction Inventory surveys demonstrate that students are satisfied with the
resources and services of the library. The library has also consistently scored a satisfaction rating of above 90
percent on the Graduating Students Survey. The survey results from this instrument for 1999-2000 indicate a
satisfaction rate of 96%, in 2000-2001 the satisfaction rate was 96.5%, in 2001-2002 the satisfaction rate was
98.2% and in the most current survey, 2002-2003, the satisfaction rate was 97.3%. Copies of the finding from
each of these instruments have been included for review.
Labs and Study Centers:
Numerous Labs and Study Centers are available for students and serve as support for the faculty as well. The
Academic Resource Center (ARC) is a multipurpose learning facility located on the Bradenton Campus. A
full-time Academic Resources Director coordinates the activities in this facility with assistance provided by a
full-time Developmental Education Counselor. The minimum requirement for each of these positions is a
master’s degree. Whereas the ARC gives its first priority to supporting formal instruction (especially in the
reading, writing and math developmental education labs) it also provides open time available for student
general use. Qualified college support staff, Title III staff and student assistants are on duty to provide
assistance to students. Support facilities also offer online access, PC-based instruction and some video
material. The ARC offers testing services to help students diagnose and improve learning skills. Some of the
affective assessments are in test anxiety, academic confidence, study habits, learning styles and math study
skills.
In addition, other Labs, such as the Business, Language, Computer Science, Engineering and Technology,
CAD, LANCE and Health Professions labs, also provide important academic support services. Many labs are
open day and evening hours to assist students and faculty.
The Noel-Levitz Student Satisfaction Inventory surveys demonstrate that students are satisfied with the labs
and study centers. In the area of Academic Services, the Fall 1999 survey indicates a performance gap of
0.98, the Spring 2001 survey shows the gap dropped to 0.73, then again in spring 2002 another drop to 0.69,
and the latest survey Spring 2003 indicates a slight increase to 0.70. In the area of Campus Support Services,
the Fall 1999 survey indicates a performance gap of 0.84, the Spring 2001 survey shows the gap dropped to
0.58, spring 2002 shows a gap of 0.67, and the latest survey Spring 2003 indicates a gap of 0.61. According to
Noel-Levitz, any performance gap under one is a good indication that students are satisfied. Specific analysis
on labs and study centers includes these items: 1. ) There are a sufficient number of study areas on campus;
2.) Computer Labs are adequate and accessible; 3.) The equipment in the lab facilities is kept up to date; and
4.) Tutoring services are readily available. Each of these items has had a continuous gap of less than 1 since
the NL Spring 2001 survey.
The labs and study centers have consistently received high rankings on the Graduating Student Surveys. Item
Q-31, State of the art technology is used in instructional and support services, received for 1998-99 a
satisfaction rate of 86.6%; in 1999-00, 87.6%; in 2000-01, 85.3%; and in 2001-02, 88.5%. Item Q-32, Buildings
and support facilities are well equipped and maintained, received for 1998-99 a satisfaction rate of 83.9%; in
99-00, 83%; in 2000-01, 87.3%; and in 2001-02, 86.7%. Newly added for the 2000-2001 survey is the Item Q25, The lab assistants and tutors provided high quality learning experiences. This item received a satisfaction
rate of 90.5% in 2000-01 and 89.5% in 2001-02.
MCC maintains an Academic Support Resources Directory which keeps an inventory of lab and study center
resources. Additional surveys are taken as appropriate in individual labs to measure effectiveness.
Assessment and Testing Centers:
The Assessment/Testing Centers at MCC are open test sites which support academic and student success
initiatives. In 2001/02, 6,795 students were administered/proctored tests, while in 2002/03 the number
reached 7,060 students. To evaluate the level of preparation and to place students in appropriate courses, the
College requires entry assessment in the skill areas of English, reading and mathematics through the Florida
Page 18
College Entry Placement Test. Because MCC believes assessment and testing is a critical component of the
enrollment process which supports the College’s overall academic advisement system, Student Development
Counselors and Advisors, using the Florida Placement Test Results Form, work with students to clarify and
identify courses which best meet their abilities at orientation and in one-on-one sessions.
Faculty and administrators may also refer students to the Assessment and Testing Center at either campus
location for diagnostic and/or affective assessments to assist students in determining and improving their
learning skills. The Centers offer affective testing programs for both group and individualized assessment
and testing programs on an appointment basis with Student Development Counselors.
The Assessment and Testing Centers cater to Distance Learning students, as well as students who need to
complete a make-up exam or who need flexible arrangements for testing. Student Development Counselors
(minimum requirement of a master’s degree) interpret test scores in individual conferences with students
when necessary. The Assessment and Testing Centers are open Monday through Thursday from 8 a.m. to 7
p.m. and Friday’s from 8 a.m. to 4:30 p.m. to assist students and faculty. In the past year, the Centers have
documented substantial growth in the number of students requesting information and/or services. In 2002,
there were 5225 calls and 452 walk-ins, while in 2003 there were 11,156 calls, 5,086 walk-ins, and 82 web
contacts recorded. Students are encouraged to contact a testing technician via email at testing@mccfl.edu.
Title III Access to Success Services:
The Title III Access to Success Web Page offers online academic support services for students and faculty.
Services include an online study skills program for students and a learning styles profiling test for both
students and instructors. The Web Page is available twenty-four hours per day. Title III Learning Specialists
provide diagnostic and intervention services to students experiencing difficulty learning English, reading and
math, as well as providing tutoring and workshops. .
Office of Instructional Technology and Distance Learning:
The Director of Instructional Technology and Distance Learning offers a Distance Learning Web Page for
students that is accessible twenty-four hours per day. 24/7 online technical support for distance learning
students is provided through a combination of services which includes access to MCC’s Computer Services
on site help desk and access to Collegis’ Online and Academic Services (OAS) help desk. The Office of
Instructional Technology and Distance Learning works with various areas of the College to plan and
implement classroom technologies that provide the hardware, software and network access required to
support the teaching and learning process. Core courses in the general education curriculum introduce and
reinforce technology skills for students by integrating technology use components into each course. Student
work with technology is supported by a combination of campus open and departmental labs, technology
workrooms in the library and help desk and lab support. Student feedback related to technology is gathered in
the Graduating Student Survey, Community College Survey of Student Engagement and Noel Levitz Student
Satisfaction Inventory assessments. CGS1000 is an elective course which provides training in all the collegedefined basic technology skills.
The Director of Instructional Technology and Distance Learning also offers support services to the faculty that
are specifically related to instructional technology and distance education. The Director provides a Distance
Learning Handbook and training for faculty on how to effectively use specific IT hardware and software;
provides individual one-on-one training to the faculty teaching distance learning classes before the distance
learning classes start; supervisors two distance learning mentors who work directly with faculty; arranges for
distance learning workshops specifically training distance learning faculty in relevant topics (Generational
Learning Styles and the Online Environment; Using Online Discussion Boards for Class Interaction; Motivating
Distance Learning Students, Building Web Pages with DreamWeaver, Using the Internet More Effectively,
etc.); and coordinates with two distance learning mentors to work individually with distance learning faculty. All
distance learning faculty are required to work with the Director of Instructional Technology and Distance
Learning to create a training plan specific to their needs and teaching format. Training and services are
available during the day and by prior arrangement in the evening. 24/7 online technical support for students
and faculty are provided through a combination of services which includes access to MCC’s Computer
Services on site help desk and access to Collegis’ Online and Academic Services (OAS) help desk.
Academic Advisement & Counseling:
Academic advisement is an essential key to the success of each student. As a result of this philosophy, in the
Fall of 2001 MCC formed a cross-functional team comprised of representatives from the divisions of Student
Services, Academic Affairs and Planning and Institutional Effectiveness. The mission of the group was to selfassess, research, and make recommendations on the implementation of an institutional academic advising
Page 19
strategy.
As part of the methodology, responses soliciting desired components of a comprehensive
advisement program were collected from randomly selected classes [students], individual faculty, and Student
Development Counselors. As a result of the qualitative and quantitative analysis career, academic, and
personal counseling services are primarily provided by the division of Student Services on both campuses.
Student Development advisors and counselors, along with Peer Advisors, provide prescriptive and holistic
advising services, including life, career and education planning, interpretation of assessments, strategies to
address academic difficulties, programs to develop student success skills, and preparation for university
transfer and workforce preparedness.
Counseling personnel provide short-term personal counseling for students who find their academic progress in
the classroom hindered by concerns of a personal, social or emotional nature. All counselors are required to
have a minimum of a master’s degree while advisors are required to have a minimum of a bachelor’s degree.
Individual assistance is available by appointment or by referral in the Enrollment Services offices on both
campuses.
Student Development counselors and advisors, along with Peer Advisors, are available Monday through
Thursday 8 a.m. to 7 p.m. and Friday’s 8 a.m. to 4:30 p.m. to assist students and faculty, by appointment or on
a walk-in basis. Students may also contact counselors/advisors via email at advisor@mccfl.edu.
Career Resource Center:
The Career Resource Center (CRC) supports MCC students by providing current comprehensive career and
job placement resources that assist students and graduates in achieving their educational, professional and
personal goals. These resources are accessible to all MCC students and graduates. The Career Resource
Centers on both campuses provide information on all aspects of employment. Student satisfaction with job
placement assistance, as reported on the Noel-Levitz Student Satisfaction Survey, has increased from 4.58 in
1999 to 5.00 in 2003.
The Career Resource Centers on both campuses provide information on all aspects of employment: part- and
full-time student employment, career opportunities for MCC graduates, on-campus student employment, and
summer jobs or career-related employment for cooperative education students. The Career Resource Center
maintains current job listings through a state-of-the-art software package, the Online Career Office (OCO) that
allows students to access CRC resources via the World Wide Web.
Students are invited to attend workshops on job-related matters and participate in career awareness offerings,
which include classes (such as Career Explorations and Life Skills for Student Success) and other special
academic programs (such as the FIPSE 21st Century Skills and the Title III Programs) upon request. Class
Presentation Evaluations, collected at every presentation, indicate that the information provided during these
sessions is helpful in assisting students with career decision-making and knowledge about resources available
in the Career Resource Centers. Career Resource Center advisors are available in person or via the CRC
web page for one-on-one consultations with students regarding all career or job placement needs. Both
Career Resource Center labs are equipped with four career assessments, DISCOVER, TypeFocus,
eCHOICES and SIGIPlus. All of these assessments are accessible in the lab and via the World Wide Web. A
computerized database, Enhanced Job Analyzer, provides information on specific careers. The Career
Resource Center labs have a wide array of printed material and video on career fields, specific careers,
resumes, cover letters, job search techniques, interviewing and how to transform an educational major into a
career. Microsoft Word is available for use with resumes and cover letters. Students are provided with all
materials and resources required to produce a high quality resume and cover letter. Noel-Levitz Student
Satisfaction Survey results indicate that MCC’s undecided students are increasingly satisfied with the Career
Resource Centers programs and resources (1999=4.62, 2003=5.04 satisfaction rates). The Career Resource
Center Coordinator is required to have a minimum of a bachelor’s degree. The Career Resource Center is
open 8 am – 4:30 pm Monday – Friday and evenings by appointment to assist students and faculty.
Disability Resource Center:
The Disability Resource Center (DRC) is committed to recruiting and serving disabled individuals so that they
can achieve their personal, educational, and vocational goals/potential. In addition to having an office
representative on a variety of community organizations and groups that serve disabled individuals including
the Vocational Interagency Council (VIC) and Manatee/Sarasota Transition Committee (MSTC), each year
the office sponsors an open house for exceptional secondary students enrolled in area high schools. The
exceptional secondary students and their teachers/counselors are bussed to the College for a half-day of
workshops, tours, and activities designed to provide the potential students with information and assistance
designed to facilitate their transition to the College. DRC advisors provide individualized personal, academic,
Page 20
and vocational guidance and counseling to assist disabled individuals in identifying and reaching their career
and/or life goals. The Disability Resource Center provides a variety of auxiliary aids (adaptive devices enlargers, tape recorders, assistive listening devices etc.) and services (interpreter, scribe, reader etc.) to
ensure disabled individuals have full access to the programs, services, the and activities of the college. The
Center also plays a proactive role in the accessible design of college programs and services. A representative
of the Center sits on the Curriculum Development and Review committee (CDR) and Technological
Management Team (TMT) to insure the access needs of disabled individuals are taken into consideration
when designing programs, “building” labs and purchasing electronic/computer equipment and software. In
addition to providing direct access services, the Disability Resource Center fosters and encourages disabled
individuals to expand and improve their use of access technology which will result in them being more
independent and better prepared for future endeavors. Individualized training on a variety of access hardware
and software (trackball, modified keyboards, voice recognition, speech synthesis etc.) is offered on a continual
basis. The Disability Resource Center is open day and evening hours and has offices on both the Bradenton
and Venice campus to assist students and faculty.
Student Activities:
The campus offices of Student Activities complements the student learning that is conducted through the
classroom setting by providing extra-curricular and co-curricular programming. These activities are planned in
collaboration with faculty and are designed to foster interpersonal and leadership skills development,
appreciation for diverse cultures, and opportunities for social, intellectual, physical and emotional growth.
The Student Activity advisors seek partnerships with community agencies and organizations that promote
service learning activities, volunteer opportunities and leadership skills. The three-year Community Higher
Education School Partnership (CHESP) program, coordinated through the Bradenton Student Activities Office,
and the Scholarship Olympics program, conducted through the Venice campus Student Activities Office, are
just two examples of extra-curricular activities supporting and promoting student learning consistent with the
mission of the College.
At Risk/Underrepresented Student Populations:
Topics of discussion as highlighted in the syllabus of the Concepts of Wellness (HLP 1081) course provide the
foundation for the Student Activities wellness programs on each campus each year. Additionally, specific
student activities are coordinated with the faculty to enhance both Student Life Skills courses: Life Skills Student Success (SLS 1101) and Career Explorations (SLS 1301).
Expanding successful transitions to higher education to ensure access and academic success for at risk
and/or underrepresented populations within the College’s service area is also a core focus of the array of
student support services provided by Manatee Community College. As an example, the College Reach-Out
Program (CROP) is a program designed to increase the number of students successfully completing a post
secondary education. The program’s primary objective is to strengthen the motivation and educational
preparation of low-income middle and high school students so that they will pursue postsecondary education.
The program provides participants with academic enrichment activities as well as career and personal
counseling. MCC is in its 12th year offering the CROP program, serving over 200 students in eight different
middle/high schools.
The Summer Bridge program is another initiative that MCC has developed to address the educational needs
of the fast-growing ethnic groups within the College service district. Over 50 under-prepared, low-income, first
generation students have successfully completed this program since its inception. This program establishes a
“unique learning community“ wherein the participants take classes during an intensive summer session so that
they get a “jump start” on their college studies while acquiring academic skills and academic/career planning
to enhance their motivation and capabilities as college students. Those in this learning community cohort who
continue their studies at MCC are closely monitored and provided academic and advising/counseling support
services for the subsequent terms they are enrolled.
Clubs and organizations that are funded by the Student Activities Fee also promote and provide support
services for a diverse student population. For example, the Association of Motivated Individuals Striving to
Assist the Disabled (A.M.I.S.T.A.D.) is primarily comprised of students who have a disability. The Multicultural
Club, Hispanic American Student Organization, and African-American Student Union, as an example, all
provide an additional support group environment for those who are interested in the mission and activities of
the respective group.
MCC Evaluates the effectiveness of its student services via a variety of methodologies. First, the College has
Page 21
used the Noel-Levitz Student Satisfaction Inventory survey in each of the past four years. A large portion of
the questions on this instrument are directed to student services. A review of MCC student responses over
the past four annums documents the increase in overall student satisfaction with these services. A complete
set of findings from this instrument has been included for review.
The College also disseminates a Graduating Student survey each year. An entire section of this instrument is
dedicated to the assessment of student support programs and services provided at MCC. On the majority of
these measures, MCC’s student services has earned a 90% or better student satisfaction rating in each of the
past four years. The detailed findings from these surveys have been included for review.
The Student Services Division at MCC also collects comment cards from students using any of its services.
These cards are collected and analyzed by the area Vice President and the findings are then discussed with
each department manager so that improvement strategies can be formulated. A copy of a comment card and
the findings (by department) from this assessment instrument has been included for review.
Each department unit reporting to the Vice President of Student Development and Enrollment Services
incorporates a comprehensive array of on-going assessments in an effort to gather, analyze and interpret
evidence of programmatic quality and effectiveness. Peer reviews, self-audits, focus groups, and crossfunctional teams, to name a few, contribute to a comprehensive assessment model that further strengthens
the programs and services being provided to MCC students.
Overall, the data from multiple sources clearly indicate the effectiveness of student service departments at
MCC. While there always remains room for improvement, the College is gratified to have achieved such
positive evaluative ratings especially in a time of increasing student enrollment.
Source Documents:
1. 2003-04 MCC Student Orientation Handbook*
2. 2003-04 MCC Student Handbook*
3. 2003-04 College Catalog*
4. Graduating Students Survey Results
5. Noel-Levitz Student Satisfaction Survey Results
6. Summary of Student Services Satisfaction Surveys (by department)*
7. MCC Web Page: Student Information
8. MCC Library Information
9. Assessment/Testing Center Information
10. IT/Distance Learning Web Page
11. Academic Advising and Counseling Information
12. Career Resource Center Information
13. Disability Resource Center Information
14. Student Club and Activities Information
15. Academic Support Resources Directory (Yellow Pages)
16. Accomplishments - Student Services Division (see source document in section 3.3.1)
17. Student Services Survey Comment Cards
18. Summary of Student Services Satisfaction Survey*
19. Title III - Student/Faculty Success Resources
20. Division of Student Services Peer Review*
2.11
The institution has a sound financial base and demonstrated financial stability, and adequate
physical resources to support the mission of the institution and the scope of its programs and
services.
The member institution provides the following financial statements: (a) an institutional audit (or
Standard Review Report issued in accordance with Statements on Standards for Accounting and
Review Services issued by the AICPA for those institutions audited as part of a systemwide or
statewide audit) and written institutional management letter for the most recent fiscal year prepared
by an independent certified public accountant and/or an appropriate governmental auditing agency
Page 22
employing the appropriate audit (or Standard Review Report) guide; (b) a statement of financial
position of unrestricted net assets, exclusive of plant assets and plant-related debt, which
represents the change in unrestricted net assets attributable to operations for the most recent year;
and, (c) an annual budget that is preceded by sound planning, is subject to sound fiscal procedures,
and is approved by the governing board.
Audit requirements for applicant institutions may be found in the Commission policy entitled
“Accreditation Procedures for Applicant Institutions. (Resources)
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College's financial health and stability is exceptionally solid. In each of the
past five annums, total unrestricted and restricted current fund revenues have exceeded expenses and the
Unallocated Fund Balance has grown in dollars and as a percentage of Total Funds Available each year. The
College also has consistently maintained an average Fund Balance percentage above that of the Florida
community college system average. The institution's liquidity ratio also provides additional evidence of
financial stability.
The College maintains financial records in accordance with applicable Florida Statutes, Florida State Board of
Education Administrative Rules and the Department of Education publication “Accounting Manual for Florida’s
Public Community Colleges (rev. 2002)”. Rules of the State Board of Education incorporate the appropriate
requirements of the Governmental Accounting Standards Board (GASB) for State and Local Government.
Physical resources are expanded and maintained with resources provided by Public Education Capital Outlay
(PECO) funds as well as funds provided through State funding for the Operating Budget each year.
The annual budget is the result of a rigorous planning process. The planning and budgeting committee is
comprised of a cross constituent team of faculty, administration, staff and students. The planning and
budgeting process is ongoing and is outlined in the Budgeting Manual maintained in the Vice President for
Business and Administrative Services office. The College’s Board of Trustees approves the annual budget at
its June meeting. The budget is subject to a planning process that takes into consideration the scope of
programs and services provided by the institution and the College's Strategic Plan.
The Auditor General examines the records of the College on an annual (or as otherwise required) basis to
determine compliance with law and State Board of Education rules. Each year, the Auditor General conducts
a financial audit on the Annual Financial Report of the College that is incorporated into the State of Florida
annual audit. An exit interview is conducted and a written report is provided to the Board of Trustees on that
audit.
A schedule of changes in unrestricted net assets, excluding plant and plant-related debt, is presented each
year within the Annual Financial Report (AFR).
Each community college is authorized (per Florida State Statute Title XLVIII, Chapter 1010, Section 33) to
have an audit of their accounts and records by an independent certified public accountant retained by them
and paid from their public funds. These audits are in addition to those required by Florida law. As such, the
Board of Trustees of MCC has retained CPA Associates as their internal auditor to perform agreed upon
procedures to include operational, financial and compliance reviews with appropriate guidelines on a monthly
basis. The internal auditor issues summary statement or management letters identifying areas for
improvement including management controls, internal controls and best practices. These documents have
been included for review.
In general, Manatee Community College has enjoyed a long history of clean financial audits. Various state
conducted operational audits have identified areas for improvement all of which were addressed and corrected
in a manner acceptable in terms of time and level of response to those conducting the audits. In recent years
most audit issues cited can be attributed to a lag in the adoption of procedural changes necessary to respond
to the implementation of a new comprehensive administrative software system. In an attempt to demonstrate
a commitment to continuous improvement, MCC voluntarily contracts with CPA Associates to provide monthly
Page 23
internal audit services (see CPA Associates Contract Agreement). In addition, MCC recently expanded the
scope of its internal audit contract to include operational as well as financial testing. The College subscribes
to the philosophy that through unbiased, critical and regular assessment, genuine improvement opportunities
can be identified and proactively addressed.
The Planning and Budgeting processes at MCC are well integrated as evidenced by the membership of the
Planning Committee Chairperson on the Budgeting Committee and the adoption of Strategic Planning
Initiatives as a specific budget objective. When the proposed annual budget is presented to the Board of
Trustees the connection between funded projects and strategic planning initiatives is made evident (see FY0304 BOT Budget Presentation). In addition, goals, which formulate the basis of departmental budget planning,
are driven by and referenced to the MCC Strategic Plan (i.e., see 2003-2004 Goals for the Business and
Administrative Services division).
The budget process is highly collaborative and spans nine months of each fiscal year (see Budget Process
Manual). The process begins in October each year at which time the budgeting committee is assembled. The
budgeting committee is comprised of individuals representing all constituencies of the College including
faculty, career employees, administrators and students. With input from the planning committee chair, budget
objectives and assumptions are developed by the committee and shared with the college community. Budget
packets are distributed to departments in early November to allow time for intradepartmental discussions to
take place before the mid-December due date. Budgets are developed within the context of the established
assumptions and objectives as well as to achieve departmental goals and institutional strategic priorities.
When budgets are submitted to the finance department, specific information is disseminated to various
committees to provide strategic and operational guidance. These groups include a technology management
team, purchasing expertise, human resource planning and student resource allocation. After incorporating the
input of each of these sources, the budget information is then presented in the aggregate by major expense
category to the budgeting committee to assess in the context of the established budget assumptions and
objectives. The budget committee considers each request for new personnel individually and rank orders the
positions in terms of their importance to the institution overall. When changes to the submitted budgets are
necessary the budgeting committee requests that the Vice Presidents work collaboratively to identify areas for
adjustment and work back through their divisions to achieve the necessary changes. The final balanced
budget is presented to the college community and the Board of Trustees in June for a July 1st adoption.
Subsequent budget adjustments that become necessary during the course of the budget year are approved
through the Vice Presidents Council.
The Florida Community College (FCC) System has adopted, with full support from the 28 Community College
presidents including input from the chief business officers and other college administrative staff, a resource
allocation funding model (see Resource Allocation Funding Model Handbook). This funding model provides a
fair funding methodology by addressing equalization and funding of enrollments, addressing clear, distinctive
missions, recognizing unique circumstances, developing a clearer rationale for funding needs, and developing
consensus and unity among the Florida Community Colleges. The overall formula model consists of several
different components added together to reach a total projected funding calculation for the Florida Community
College System. Although the State Legislature has not as yet adopted the model for funding purposes there
has been acceptance of the model as an allocation tool to distribute funding to the community colleges each
year.
The financial health of Manatee Community College is assessed regularly by benchmarking MCC financial
performance against specific indicators within the Florida Community College System and through ratio
analysis comparing MCC performance with industry standards. For example, MCC operating expenditures
are allocated in keeping with the major expense classifications across the entire FCC System. In addition, the
MCC fund balance percentage has consistently met or exceeded the overall annual FCC System average (IE
Plan, Index 13). The annual analysis of various ratios such as liquidity, debt coverage, and net assets indicate
the financial soundness of the College. These ratios have been included for review.
Source Documents:
1. Indicators of Financial Position (IE Plan, Index 13)
2. Financial Audit and Management Letter: Fiscal Year ended June 30, 2003*
3. Internal Audit Management Letters 2001-03*
4. Annual Financial Reports 2001-2003*
5. Annual Budgets 2002-2004*
6. Cost Analysis Reports 2001-2003*
Page 24
7. District Board of Trustees Meeting Minutes (documenting approval of budget)
8. State Accounting Manual (Office of the Director of Finance)
9. GASB Guidelines (Office of the Director of Finance)
10. Monthly PECO Funds Request and Reconciliation (Office of the Director of Finance)
11. Budget Process Manual (Office of the VP Business & Administrative Services)
12. Florida State Statute
13. Fiscal Year 2003-04 Board of Trustee Budget Presentation
14. 2003-04 Goals for the Business and Administrative Services Division
15. Resource Allocation Funding Model Handbook (Office of Vice President of Business)
16. MCC Ratio Analysis
17. Schedule of Changes in Unrestricted Net Assets
2.12
The institution has developed an acceptable Quality Enhancement Plan and demonstrates that the
plan is part of an ongoing planning and evaluation process. (Quality Enhancement Plan). (Not
applicable for the Compliance Certification submitted by institutions.
Page 25
Section 3 COMPREHENSIVE STANDARDS
Institutional Mission, Governance,
And Effectiveness
3.1 Institutional Mission
3.1.1
The institution has a clear and comprehensive mission statement that guides it; is approved by the
governing board; is periodically reviewed by the board; and is communicated to the institution’s
constituencies.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College's mission statement is as follows:
"Manatee Community College provides an accessible, dynamic learning environment that facilitates the
achievement of educational, professional, and personal goals by our students and members of our
communities in an atmosphere that embraces academic excellence, diversity and innovation."
The College is exceptionally pleased by this mission statement and with the process by which it was
developed. At it's April 16, 2001 meeting, MCC's Strategic Planning and Institutional Effectiveness Committee
(which has broad-based representation from all across the College) began a dialogue related to the review
and possible revision of the College's mission statement. Over subsequent months the Committee reviewed
the mission statements from all Florida community colleges and from other community colleges across the
nation. Research was also conducted to determine the "characteristics" and "qualities" of an appropriate,
memorable and reflective mission statement. This conversation was opened up to the entire College
community for feedback and to solicit specific wording they would like to see incorporated into this statement.
After multiple iterations of this process and a thorough analysis of all feedback, the Strategic Planning and
Institutional Effectiveness Committee forwarded two mission statements to the President and Vice Presidents
for their final review and permission to present to the District Board of Trustees. Once approval was granted,
these draft statements were presented at the February 20, 2002 Board meeting. After a thoughtful discussion
the Board chose to adopt the mission statement listed above. A more complete archival history of this
selection process can be found in the meeting minutes of MCC's Strategic Planning and Institutional
Effectiveness Committee (which have been provided). Prior to this meeting, the last time the District Board of
Trustees approved the College mission statement was January 20, 1999. The minutes from this meeting are
enclosed for review.
Once adopted, the new mission statement was communicated to the College community in a variety of
mediums. First and foremost, the College President sent out a letter to all employees outlining the process
and sharing the Board's decision (a copy of this correspondence has been included). Among other places, the
mission statement is published in the College catalog, the MCC website, in the College's Strategic Plan and
Institutional Effectiveness Plan, the Student Handbook, the MCC Extra, the MCC Factbook, and it has been
provided via direct mail to all College units/departments. The new mission statement was also published in
local newspapers and shared with the community through various presentations to civic and business
organizations by College personnel. New employees receive a copy of the mission statement as part of their
orientation material which is provided by Human Resources during their induction process.
The Strategic Planning and Effectiveness Committee made the decision to review the mission statement every
eighteen to twenty-four months so that is relevancy and currency will be maintained. The last review by this
Committee was conducted December 2003. No modifications to the current statement were recommended.
The President, Vice Presidents and District Board of Trustees concurred with this finding.
Source Documents:
1. MCC Mission Statement
Page 26
2. Meeting minutes from the Strategic Planning and Institutional Effectiveness Committee.
3. Copy of District Board of Trustee minutes from the January 1999 & February 2002.
4. Selected copies of places where mission statement is routinely published.
5. College President's letter to faculty and staff sharing the Board's decision as to the selection of a new
mission statement.
6. Memo to Board from President regarding the review of the mission statement.
7. Strategic Plan Distribution List
3.2 Governance and Administration
3.2.1
The governing board of the institution is responsible for the selection and the evaluation of the chief
executive officer.
Compliance
Partial Compliance
Non-Compliance
Narrative: Per State Statutes Title XLVIII, Chapter 1001, Section 64 (paragraph 19), Chapter 1008, Section
45 (paragraph 3) and Chapter 1012, Section 86 (paragraph 3b), and Florida State Board of Education
Administrative Rule 6A-14.026, the governing board of MCC is held responsible for the selection, appointment
and evaluation of the College President. MCC's annual Board evaluations of the President have been included
for review. Minutes from the Board meetings related to the selection of the President, and the associated
notes from the latest Presidential search committee, have also been included for review.
Source Documents:
1. Florida State Statutes
2. Florida State Board of Education Administrative Rule
3. District Board of Trustees Evaluations of the College President
4. District Board of Trustees Meeting Agendas and Minutes
5. Presidential Search Committee Notes and Minutes
3.2.2
The legal authority and operating control of the institution are clearly defined for the following areas
within the institution’s governance structure:
3.2.2.1 the institution’s mission;
3.2.2.2 the fiscal stability of the institution;
3.2.2.3 institutional policy, including policies concerning related and affiliated corporate entities and
all auxiliary services;
3.2.2.4 related foundations (athletic, research, etc.) and other corporate entities whose primary
purpose is to support the institution and/or its programs.
Compliance
Partial Compliance
Non-Compliance
Narrative: Florida Statutes, Florida Department of Education Administrative Rules and MCC Rules clearly
define the governance structure of the institution. Specific legal authority related to "operating control" of the
College is also documented in the President's job description, Board approved organizational charts and
various other publications and records, all of which have been included for review.
The legal authority and operational control of The Foundation for MCC is outlined in the Foundation's Charter,
Bylaws, Board of Directors Manual and Organizational Chart. The Foundation is a separately incorporated
not-for-profit corporation under IRS guidelines. Added documentation outlining operational control includes
the job descriptions of the President and Executive Director of the Foundation and various correspondences
between these positions. These documents have been attached for review. Florida State Statutes Title XLVIII,
Chapter 1004, Sections 70 and 71 and Chapter 1001, Section 64, also define the legal authority and
relationship of Direct Support Organizations to the College. Other State Statutes provide additional
reinforcement to this issue. These have been included for review.
Page 27
Source Documents:
1. Florida State Statutes
2. MCC Rules
3. Florida State Board of Education Administrative Rules
4. College President's Job Description*
5. MCC Organizational Charts 2003-04
6. College Mission Statement
7. Board of Trustees Meeting Minutes*
8. MCC Foundation Mission Statement
9. MCC Foundation Charter and Bylaws
10. MCC Foundation Organizational Chart
11. Job Description of Executive Director of the MCC Foundation
12. Intercollegiate Athletics Organizational Chart
13. Standard Operating Procedures for Intercollegiate Athletics
14. Excerpts from MCC's Foundation Board of Directors Manual
15. Auditor Reports (denoting Foundation's Legal Status)
16. Memo from Executive Director of the Foundation
3.2.3
The board has a policy addressing conflict of interest for its members.
Compliance
Partial Compliance
Non-Compliance
Narrative: Members of the District Board of Trustees of Manatee Community College are subject to the
conflict of interest provisions contained in Title X, Chapter 112, Section 313 (3) and (7) of the Florida State
Statutes. Board members are also subject to the disclosure requirements of Title X, Chapter 112, Section
3143 (4) of the Florida Statutes, when a potential voting conflict arises.
MCC's District Board of Trustees has adopted "Conflict of Interest" Rule 6HX14-5.181. This MCC Rule is
made available for review on the MCC Internet, in hardcopy in the Offices of the President, Vice Presidents,
Human Resources and the College Libraries. It is also included as part of the orientation packet for new MCC
employees. Furthermore, State Statute Title XLVIII, Chapter 1001, Section 61 (paragraph 3), states that
members of the Board of Trustees shall not be compensated but may be reimbursed for specific expenses.
State Statute Title X, Chapter 112, Section 311 also addresses the conflict of interests issue within the higher
education system of Florida.
MCC Rule 6HX14-2.55 also outlines a Code of Ethical Behavior to which Board members are held
accountable. This Rule references a College Procedure (2.55.01) which specifically addresses
"professionalism" (section C, items 2b,c,d) and "conflict of interest" issues (section D, item 1d). Both the MCC
Rule and Procedure have been included for review.
Source Documents:
1. MCC Rules 6HX14-5.181 and 6HX14-2.55
2. New Employee Orientation Packets*
3. Florida State Statutes
4. College Attorney Report regarding Conflict of Interest
5. MCC Procedure
6. District Board of Trustee Meeting Minutes (review of conflict of interest guidelines)
3.2.4
The governing board is free from undue influence from political, religious, or other external bodies,
and protects the institution from such influence.
Compliance
Partial Compliance
Non-Compliance
Narrative: Members of the District Board of Trustees are subject to the Code of Ethics for Public Officers
and Employees per Florida State Statute Title X, Chapter 112, Section 311. As part of the Code of Ethics, the
Florida Legislature has directed that “it is essential to the proper conduct and operation of government that
Page 28
public officials be independent and impartial and that public office not be used for private gain.” In addition to
the prohibitions against doing business with one’s own agency, the Code of Ethics prohibits the solicitation or
acceptance of gifts by board members, prohibits the misuse of public position for special privilege or benefit,
and requires public disclosure of financial interests, and gifts and honoraria, in an effort to assure such
independence and impartiality (see State Statutes Title X, Chapter 112, Sections 313, 3144, 3145, 3148 and
3149).
MCC's District Board of Trustees members have no familial, financial or employment interest in the College. A
listing of the current Board members, their occupations and contact information has been included for review.
State Statute Title XLVIII, Chapter 1001, Sections 61 and 64, clearly outline the responsibilities and powers of
the District Board of Trustees. These powers and duties are also stated in the Florida State Board of
Education Administrative Rule 6A14-0247. These mandates generally require the Board to act on the best
behalf of the College and to maintain compliance with all state and federal laws, rules, regulations and
requirements. Meeting minutes outlining the actions of the Board over the past two years have been included
for review.
MCC Board members are also required to file a Statement of Financial Interests form with the State each
year. This document asks for a disclosure of their primary sources of income, business interests and other
asset holdings. An example form has been included for review. No Board member has identified that they
have a "financial interest" in or receive funds from the College. Copies of the actual disclosures from the
College's Trustees are housed in the President's Office and are available for review upon request.
MCC Rule 6HX14-2.55 also outlines a Code of Ethical Behavior that Board members are held accountable to.
This Rule references a detailed College Procedure (2.55.01) which outlines standards of professional conduct
and other ethical behavior guidelines. Both the MCC Rule and Procedure have been included for review.
The District Board of Trustees also adopted Rule 6HX14-3.01, Academic Freedom, to ensure that the College
community preserves an atmosphere which encourages freedom of expression on campus for faculty and
students. A copy of this MCC Rule has been included for review.
Source Documents:
1. Florida State Statutes
2. Florida State Board of Education Administrative Rule
3. MCC Rules
4. Listing of MCC Board Members (and biographies)
5. District Board of Trustees Meeting Minutes*
6. Statement of Financial Interests form
7. MCC Procedure
8. Florida Code of Ethics (www.ethics.state.fl.us)
Page 29
3.2.5
Members of the governing board can be dismissed only for cause and by due process.
Compliance
Partial Compliance
Non-Compliance
Narrative: Members of the District Board of Trustees of Manatee Community College are appointed by the
Governor and confirmed by the Senate in regular session, per Florida Statute Title XLVIII, Chapter 1001,
Section 61 (2). The suspension and removal of a member of the Board of Trustees of a Florida community
college is governed by the procedures set forth in Article IV, Section 7 of the Florida Constitution and Title X,
Chapter 112, Section 52 of the Florida Statutes. Causes for suspension or removal are outlined in these
provisions and due process is afforded the affected trustee.
Title X, Chapter 112 of the Florida Statutes outlines standards of ethics, conduct and disclosures required of
public officers, officials and employees. The Code of Ethics for Public Officers and Employees has been
adopted as part of these statutes. Article I, Section 9 of the Florida Constitution addresses the provision on
"due process."
No MCC Board of Trustees member has ever been dismissed for any reason.
Source Documents:
1. Florida State Statutes
2. Florida State Constitution Excerpt
3. Florida Code of Ethics (www.ethics.state.fl.us)
4. Board Attendance Records
5. District Board of Trustees Meeting Agendas and Minutes*
3.2.6
There is a clear and appropriate distinction, in writing and practice, between the policy-making
functions of the governing board and the responsibility of the administration and faculty to administer
and implement policy.
Compliance
Partial Compliance
Non-Compliance
Narrative: State Statutes Title XLVIII, Chapter 1001, Sections 61,64 and 65, outline the powers, duties and
responsibilities of the Board of Trustees and the College President. The relationship of the Board to the
President and of the President to the faculty and staff is also depicted in the MCC Organizational Charts.
Board approved Rules 6HX14-1.05 and 6HX14-1.07 outline the Trustee's role in policy development and in
operations and the responsibility and authority of the College President respectively. As noted in State Statute
and by MCC Rule, the District Board of Trustees is the legal governing body of the College but must concern
itself with broad questions of policy rather than with administrative details. By Statute and Rule, the College
President is held responsible for the day-to-day operation and functioning of the College and must report to
the Board on such. To further demonstrate compliance with this standard, included are District Board of
Trustee minutes for the past twelve months, which document the delineation of Board activity at the policy
rather than operational level. Additional Board agendas and/or meeting minutes for prior periods are available
for review upon request.
Source Documents:
1. Florida State Statutes
2. MCC Rules
3. MCC Organizational Charts 2003-04
4. President's Job Description*
5. District Board of Trustees Meeting Agendas and Minutes*
3.2.7
The institution has a clearly defined and published organizational structure that delineates
responsibility for the administration of policies.
Compliance
Partial Compliance
Non-Compliance
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Narrative: Florida Statutes and College Rules clearly define the organizational structure and administration
of policies by the District Board of Trustees and College administration. The College publishes annually an
Organizational Chart which outlines the structure of the institution. This monograph is reviewed and approved
by the District Board of Trustees. The College's organizational chart is distributed widely and also published in
the College catalog.
Source Documents:
1. MCC Organizational Chart 2003-04
2. College Rules
3. Florida State Statute
4. District Board of Trustees Meeting Minutes*
5. Organizational Chart Distribution Listing
6. 2003-04 MCC College Catalog (pp. 162-63)
7. President's Job Description
8. Job Descriptions of Senior Administrators
3.2.8
The institution has qualified administrative and academic officers with the experience, competence,
and capacity to lead the institution.
Compliance
Partial Compliance
Non-Compliance
Narrative: Attached, for review, is an abbreviated listing of the credentials and experience of MCC
administrative and academic staff and faculty officers (Administrative Roster). The full resume, job description
and performance evaluations for each position may be found in the personnel file of each employee. These
files are housed in the Office of Human Resources.
Job descriptions including education, experience, special skills and qualifications in accordance with MCC
Rule 6HX14-2.28 are used for the recruitment of all administrative and academic officers. These job
descriptions are updated periodically and always when a position is open for hire. A job evaluation system has
been established which scores each position based on experience and education, and four areas of
leadership core competencies. Official transcripts are required to document that administrative and academic
officers meet the education requirements for the position.
In addition, on-going management development programs are provided to all administrative and academic
managers each year. These offerings are based on the identified needs of the managers to meet the mission,
goals and strategic plan of the College. Leaders also attend professional association meetings/conferences
and job related workshops/seminars annually to provide for individual development needs. The performance
of administrative and academic officers at the College is also evaluated on an annual basis. A copy of these
evaluation forms has been included for review.
Source Documents:
1. Roster of Administrative and Academic Officers and Staff noting their qualifications
2. Resumes* (also available for review in the office of Human Resources)
3. MCC Rule 6HX14-2.28
4. Annual Performance Evaluation Forms
3.2.9
The institution defines and publishes policies regarding appointment and employment of faculty and
staff.
Compliance
Partial Compliance
Non-Compliance
Narrative: MCC Board of Trustees Rule 6HX14-2.06 “Appointment of Personnel” provides that “all
appointments must be approved by the President, or designated representative, and the Board of Trustees.”
The Rule also states that “The College will not discriminate of the basis of race, color, national origin, religion,
sex, age, disability, marital or veteran status in its employment practices.”
Page 31
MCC Procedure 2.06.01 “Appointment of Personnel” provides a detailed hiring process to fill all positions. In
addition to the Rule and Procedure, MCC has developed a “Search Committee Guidebook” to assist in the
interviewing and hiring process.
Rules related to the appointment and employment of faculty and staff are published by the Director of Human
Resources and are maintained both in hard copy in the Human Resources office and on the MCC
Website.The Director of Human Resources develops a salary schedule each year. The salary schedule
identifies all of the faculty and staff positions to be filled at MCC for the next budget year. The Board of
Trustees, as part of the budget approval process, approves the salary schedule in June of each year for
implementation with the start of the next fiscal year.
Source Documents:
1. MCC Rule
2. MCC Procedure
3. MCC Salary Schedule*
4. Search Committee Guidebook*
3.2.10 The institution evaluates the effectiveness of its administrators, including the chief executive officer,
on a periodic basis.
Compliance
Partial Compliance
Non-Compliance
Narrative: All Manatee Community College personnel are evaluated on an annual basis, including the
College President (per MCC Procedure 2.21.02 and Rule 6HX14-2.21). Copies of the evaluation forms utilized
for each class of personnel (President, administrators, faculty, educational support staff, department chairs,
student services staff, career employees and library staff) have been included for review. Each performance
evaluation is discussed with the employee and is placed as a permanent part of their personnel record. In
addition, MCC conducts a 360-degree evaluation of its administration on a yearly basis. The results from these
surveys have been included. Over the past three years, the overall college community "satisfaction" with the
MCC administration has been 90.0%, 91.7% and 90.5% respectively.
The effectiveness of MCC administrators is also evaluated utilizing the Noel-Levitz Student Satisfaction
Inventory survey. According to inventory results over the past four years, student satisfaction has increased
as it relates to "the approachability of administrators by students" (see IE Plan, Index 20). MCC further
evaluates its administrators and administrative functions as evidenced by results from the annual Graduating
Students Survey. This survey demonstrates the level of satisfaction that students feel regarding services
provided by the College. MCC scored near or above the 90th percentile on the majority of specific services
listed on the most recent survey (see IE Plan, Index 8).
See Compliance Certification response 3.2.1 (and associated source documents) for further documentation
related to the regular evaluation of the chief executive officer (President).
Source Documents:
1. Job Evaluation Forms
2. Evaluation Standards, Administrator
3. MCC Rule
4. Results from 360-Degree Evaluations (along with survey form)
5. Noel-Levitz Student Satisfaction Inventory Survey
6. Graduating Students Survey Results
7. Sample Evaluation of a College Administrator
8. Evaluation of Faculty/Librarians/Counselors Handbook
9. MCC Procedure
3.2.11 The institution’s chief executive officer has ultimate responsibility for, and exercises appropriate
administrative and fiscal control over, the institution’s intercollegiate athletics program.
Page 32
Compliance
Partial Compliance
Non-Compliance
Narrative: Per State Statute Title XLVIII, Chapter 1001, Section 65 and as indicated on this position's job
description, the College President retains responsibility for the administrative and fiscal control over the
institution's intercollegiate athletics program. This level of authority and control is reinforced as it is restated in
the operations manual for intercollegiate athletics and in Board approved organizational charts of MCC.
A review of District Board of Trustee Meeting minutes also documents the President's control over the
intercollegiate athletics program. The President has regular reviews of the program brought to the Trustees for
information purposes and/or action. The latest report from MCC's Intercollegiate Athletics Committee to the
Board was on December 17, 2003 (minutes from this meeting have been included for review).
Per the Board approved governance structure at MCC, the Vice President of Student Services reviews and
approves the budget requests from the Athletics Department and then the President reviews and approves the
request from the Vice President.
Also included for review is an update on the academic performance of MCC athletes over the past three years
and other representative correspondences provided by the Director of Athletics to the College's senior
administration.
A MCC administratively directed "peer review" has also been conducted on the College's Athletics program to
ensure that proper administrative and fiscal control is being maintained and to foster continuous departmental
improvement. A copy of this peer review audit has been included for review.
Source Documents:
1. Florida State Statute
2. Intercollegiate Athletics Organizational Chart
3. President's Job Description
4. MCC Organizational Chart 2003-04
5. District Board of Trustees Meeting Minutes*
6. MCC's Standard Operating Procedures for Athletics
7. Report from the Director of Athletics to the College's Senior Administration
8. Intercollegiate Athletics Financial Report for 2002-03
9. 2003-04 MCC Student Handbook* (p.29)
10. Peer Review of Athletics Program
3.2.12 The institution’s chief executive officer has ultimate control of the institution’s fund-raising activities.
Compliance
Partial Compliance
Non-Compliance
Narrative: Per State Statutes Title XLVIII, Chapter 1001, Section 65 and Title XLVIII, Chapter 1004,
Sections 70 & 71, and as indicated on this position's job description, the College President retains
responsibility for the administrative and fiscal control over the institution's fundraising program. This level of
authority and control is reinforced as it is restated in the operations manual for The Foundation for MCC,
College Rules, and organizational charts of the College and of the Foundation.
MCC Rule 6HX14-1.18 and Procedure 1.18.01 also document the President's control over all fund drives and
ticket sale activities. Copies have been included for review.
As required by Florida State Statute 1004.70, the College President serves on the Board of Directors of The
Foundation for Manatee Community College, Inc. and as a member of the Board of Directors maintains
authority and control over the College’s fundraising program. The Foundation is legally separate from the
College but is financially accountable to the College and is reported in the Annual Financial Report of the
College as required by the Governmental Accounting Standards Board’s (GASB) Codification of Governmental
Accounting and Financial Reporting Standards, Sections 2100 and 2600. The President of the College
reviews, authorizes and signs the Annual Financial Report. The Foundation also provides the President with a
year-end annual report.
Agendas and minutes from board meetings of the College's District Board of Trustees also document the
Page 33
President's control over the institution's fund-raising activities. A sample of these documents has been
included for review along with correspondences between the President and other administrators related to
fund-raising efforts.
Source Documents:
1. President's Job Description
2. Florida State Statutes
3. MCC Procedure
4. MCC Organizational Chart 2003-04
5. MCC Rules
6. Job Description of Executive Director of the Foundation for MCC
7. The Foundation for MCC - Organizational Chart
8. Annual Financial Reports*
9. Annual Report Summaries (2001-02 & 2002-03) from Foundation to the College President
10. District Board of Trustee Meeting Minutes
11. Various correspondences from Foundation to President evidencing "control" over College fund-raising
activities
3.2.13 Any institution-related foundation not controlled by the institution has a contractual or other formal
agreement that (a) accurately describes the relationship between the institution and the foundation,
and (b) describes any liability associated with that relationship. In all cases, the institution ensures
that the relationship is consistent with its mission.
Compliance
Partial Compliance
Non-Compliance
Narrative: The legal authority and operational control of The Foundation for MCC is outlined in the
Foundation's Charter, Bylaws, Board of Directors Manual and Organizational Chart. The Foundation is a
separately incorporated not-for-profit corporation under IRS guidelines. The Foundation's purpose is to raise
and manage private funds to advance the mission of Manatee Community College. Added documentation
outlining operational control and the Foundation's relationship to the College, include the job descriptions of
the President and Executive Director of the Foundation and information from the Foundation's Board of
Directors Manual. These documents have been attached for review. Florida State Statutes Title XLVIII,
Chapter 1004, Sections 70 and 71 and Chapter 1001, Section 64 (39 & 40), also define the legal authority and
relationship of Direct Support Organizations to the College.
Article Two (II) within in Bylaws of the Foundation outlines the "purpose" of the Foundation and its relationship
to the College. Article Ten (X) in the Bylaws outlines the liability associated with this relationship as it relates
to individuals. Also included for review, is a memo from the Executive Director of the Foundation which
provides further details as to the relationship between the Foundation and College and the issue of liability.
The Foundation carries a $2 million Directors and Officers Liability Insurance Policy; a $1 million Commercial
General Liability Insurance policy; $75,000 bond coverage for each of the officers of the corporation and a
$75,000 bond coverage policy for each staff member. Copies of the insurance coverage declaration pages
have been included for review.
Excerpts from the Foundation's Board of Directors Manual also document the relationship between the
College and the Foundation. This documentation has been provided for review.
In the 2002-03 fiscal year, per their audited financial statements, the Foundation provided $1,033,517 in
scholarships and $201,577 in enhancement (equipment) funds to MCC. A copy of the audited Schedule of
Changes in Temporarily Restricted Net Assets has been included for review.
Source Documents:
1. Foundation Board of Directors Manual (excerpts)
2. MCC College Rules
3. Florida State Statutes
4. Foundation Bylaws
5. MCC Organizational Chart 2003-04
6. MCC Foundation Mission Statement
Page 34
7. Job Description of the Executive Director of the MCC Foundation
8. College President's Job Description
9. The Foundation for MCC - Organizational Chart
10. The Foundation for MCC - Board of Director Meeting Minutes
11. Memo from Executive Director of the Foundation
12. Liability Insurance Policies (Coverage Declaration Pages)
13. Schedule of Changes in Temporarily Restricted Net Assets
3.2.14 The institution’s policies are clear concerning ownership of materials, compensation, copyright
issues, and the use of revenue derived from the creation and production of all intellectual property.
This applies to students, faculty and staff.
Compliance
Partial Compliance
Non-Compliance
Narrative: College Rule 6HX14-5.182 addresses ownership, compensation, copyright and revenue related
issues/concerns as it applies to students, faculty and staff. This policy is listed in the College's Rules which are
published in hardcopy and available on MCC's web site. This policy is additionally posted in the Handbook for
Distance Learning Faculty and on the distance learning web site.
Source Documents:
1. College Rule
2. Handbook for Distance Learning Faculty*
3.3 Institutional Effectiveness
3.3.1
The institution identifies expected outcomes for its educational programs and its administrative and
educational support services; assesses whether it achieves these outcomes; and provides evidence
of improvement based on analysis of those results.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College takes great pride in being able to document its efforts and
achievements in planning, goal setting, and utilization of evaluative and assessment results to make
improvements at every level of operation. Each of MCC's 600+ courses has specific goals assigned to it.
These course performance standards are communicated via individual syllabi and are also listed on MCC's
website. MCC faculty use a variety of methodologies to assess the performance of students. A document
listing evaluative techniques utilized within each course has been attached for review. At the program level, all
degree programs have associated learning objectives. The goals for the College's vocational programs are
attached. The faculty and staff collect a wide variety of data to assess the effectiveness of these programs.
Included in this data are student success statistics, retention and graduation rates, grade distribution reports,
standardized test scores, employer satisfaction surveys, student satisfaction surveys, performance of
graduates at senior institutions, exit examination pass rates, and placement rates. The findings from these
assessments may be found, in part, in the College's Institutional Effectiveness Plan.
Each administrative and student services unit/department is also involved in the planning, assessment and
improvement process. Every area identifies specific goals each year and then provides the institution with a
report on the accomplishment toward the achievement of these goals at mid- and end-of-year. The
documentation of these activities for the past few years has been attached. Units are encouraged to link their
annual goals to those goals adopted in the College's Strategic Plan.
Each academic and administrative area at the College has also provided a listing of intended outcomes,
assessment criteria and procedures, assessment results, and use of results in a standardized format for
review. Included in this portfolio are extracts from their submittals. Complete listings for each program and unit
are housed in specific departments and are available for review. A sample of these matrices has been
included for review along with a listing of "selected initiatives at MCC driven by assessment activities" (this
Page 35
listing can also be found as part of the College's Institutional Effectiveness Plan). Upon review, it is clear that
MCC has embraced the use of planning and assessment initiatives to make continuous improvements in all
sectors of the institution. The College administration places a great deal of emphasis on "closing the loop" in
order to increase operational efficiency and effectiveness and to promote student learning and development
and has benefited greatly from these endeavors.
Most administrative, student and academic support units have also had peer review analyses conducted on
their respective areas. This process involves bringing in outside reviewers to examine the operational
procedures, planning, assessment and contributions/impact of a specific unit. MCC's managers and directors
use the findings from these reviews to further strengthen their areas. Copies of some recent peer review
audits conducted at the College have been included for review.
At the institutional level, MCC also conducts separate and comprehensive reviews of its general education and
developmental education programs. The goals/outcomes established for these programs and the findings
from their associated assessments have been included for review.
At the macro-level, The College has a Strategic Planning document, which outlines the long-term priorities and
objectives of the institution. The monograph was developed over a nine-month period in a highly structured,
participatory and data-enriched environment. There is a high level of correlation between the annual goals set
at the College and the goals articulated in this long-term plan. Additionally, MCC has developed a tracking
mechanism for the Strategic Plan which has assigned specific responsibility centers, timeframes, assessment
criteria and progress reporting updates to each goal listed in the plan. This mechanism helps to ensure that
planning and assessment activities are linked and that the Strategic Plan remains in the forefront on
institutional efforts toward continuous improvement. Per these documents, the College has made substantial
and significant progress on both its annual and long-term objectives and is therefore fulfilling its mission
statement. These documents have been included for review.
MCC has also formally adopted a comprehensive Institutional Effectiveness Plan that was designed to help
illuminate the institution's progress toward the accomplishment of its mission, goals and objectives and to
serve as a guide in making decisions so that organizational performance might be improved. The MCC’s
Strategic Planning and Institutional Effectiveness Committee developed the Institutional Effectiveness Plan
with input from the entire College community. This monograph articulates the College's philosophy on the
linking of planning, assessment and improvement initiatives, and identifies forty (40) primary performance
indicators and another fifty (50) subindicators which focus on overall institutional effectiveness. These
indicators act as a catalyst to enhance the College's efficiency and performance by identifying areas where
improvements are needed and are thus used to inform institutional planning at MCC. While this is a
comprehensive set of accountability standards, the priority measures remain those that focus on student
learning and development. Appendix B of the Institutional Effectiveness Plan outlines MCC's overall
assessment and accountability plan in graphic form. A review of the data housed in this monograph clearly
documents the great successes the College has achieved. Some highlights denoting MCC's effectiveness
include:
A) Index Section 3 -State Mandated Accountability Requirements: In the most recent year, MCC outperformed
the State community college average on fourteen (14) of sixteen (16) accountability measures and
outperformed its reference group on fifteen (15) of sixteen (16) of these measures. Data in this section
documents MCC's continuous improvement on these measures over the past five annums. No other
community college in the state currently has better student "performance and outcome" statistics than MCC.
B) Index Section 4 - Academic Performance of Transfer Students: These data evidence how MCC's transfer
students consistently perform better academically at the State's eleven senior (four-year) institutions
compared to transfer students from other State community colleges. The most recent data show MCC
transfers earning an aggregate grade point average of 3.02 at the senior institutions while transfers from other
community colleges earned a composite grade point average of 2.85. MCC student transfer performance has
consistently been better than that of transfer students from other community colleges for each of the past four
years. Additional data in this index also document that MCC transfer students earn better grades than those
students who originally attended senior institutions for their first two years of study.
C) Index Section 5 - Pass Rates on Licensure Exams: These data evidence that MCC students consistently
achieve a higher pass rate on licensure exams (dental hygiene, nursing, OTA, PTA, radiography, respiratory
care) when compared to all community college students in the State. In four of the last five years, MCC
students have achieved an overall pass rate of 90% or better on these state and national licensure tests.
Page 36
D) Index Section 6 - Exit Examination Pass Rates: MCC students have consistently achieved higher pass
rates on Florida's postsecondary education exit examination (College Level Academic Skills Test) than
students from the State's other twenty-seven community colleges.
E) Index Section 7 - Workforce Placement Rate: In each of the last two years, MCC has had a higher
percentage of its graduates placed successfully in the workforce when compared to the community college
average. In the most recent year, MCC graduates achieved a placement rate of 98.8%.
F) Index Section 8 - Graduating Students Survey: The College has consistently earned (over the past four
years) a satisfaction rating well in excess of 90% on the vast majority of the survey items queried of
graduates. In each of the past three years, over 95% of these graduates noted that they would "recommend
MCC to others."
G) Index Section 9 - Employer Satisfaction Survey: Findings from this instrument document a 94%
"satisfaction" rate with MCC graduates and 100% of the employers surveyed indicated that they would hire
another MCC graduate.
H) Index Section 11 - Assessment of MCC's General Education Program: This section provides a wealth of
data which documents the effectiveness and impact of the College's general education program. One
evaluation of particular note are the findings from the Academic Profile (AP) assessment. The AP is a
nationally normed assessment instrument which measures student ability level in critical thinking, reading,
writing and mathematics at multiple levels. Sophomores at MCC rate above sophomores at other community
colleges across the nation on eight (8) of the nine (9) domains tested. In addition, when corresponding scores
of MCC freshmen are tabulated and compared to scores of sophomores, the tremendous value added
provided by the MCC experience can be ascertained.
I) Index Section 20 - Noel-Levitz Student Satisfaction Inventory (SSI): Once a year for each of the past four
years, MCC collects student satisfaction feedback via the Noel-Levitz SSI. The longitudinal evaluation of these
findings evidence the continuous improvement the College has made on each of the eleven (11) domain areas
queried. MCC dissects this data intensively and shares the results widely; individual units and departments
receive data that are specific to their areas of responsibility. Each unit is expected to act on these data so that
improvements are continuously achieved. Institutionally, we have had great success with this initiative.
J) Index Section 24 - Student Success Rates: MCC students historically achieve greater course and program
success rates than do students at other Florida community colleges. Longitudinally, MCC's success rates
have been increasing.
K) Index Section 19 - Enrollment: From Fall 1999 to Fall 2003, MCC has increased its headcount enrollment
by 21.9%. In fact, over the last twenty-two academic terms, the College has experienced headcount
enrollment growth in twenty terms and has achieved load hour increases in nineteen of these terms. Currently,
MCC is at its all-time high in student enrollment and load hour generation. During this same time period, the
College has also increased its percentages of minority enrollment among African-American, Hispanic and
American Indian and Asian students.
A copy of the complete Institutional Effectiveness Plan and the data gathered as a result of the adoption of this
plan has been included for review. As part of this Plan please note that MCC collects longitudinal, comparative
and benchmark data as part of its efforts aimed at continuous improvement. The College has been committed
to collecting, analyzing and using data from a wide variety of assessments and evaluations to drive institutional
improvement initiatives which are funded via the budgeting process. In fact, index section 2 of the Institutional
Effectiveness Plan summarizes an abbreviated list of important initiatives that have been driven by various
assessments and funded by the College's budget. A more complete listing of research- and assessmentbased improvement initiatives by various units and departments is also available for review within a separate
document.
Manatee Community College places a high value and level of importance on institutional research and
assessment activities. In addition to the aforementioned initiatives, MCC has an active Office of Institutional
Research and makes the findings from College assessments widely available for public consumption via an
annual Factbook and website. The College has also hired a senior level executive, a Vice President of
Planning and Institutional Effectiveness, to assist the institution to promote and link planning, assessment,
budgeting and improvement initiatives across the College. It has been the intent of MCC to become more of a
Page 37
performance-based institution which is data and information driven. We feel as if we have made great
progress toward realizing this goal.
For the majority of assessments, the College collects both longitudinal and comparative data. These data are
widely shared and are incorporated in the planning processes at all levels. The indicators listed in MCC's
Institutional Effectiveness Plan also go well beyond the Accountability Measures required by the State. Overall,
MCC is a very well informed institution and can evidence the absolute use of this information in its planning
and improvement processes.
In summary, Manatee Community College embraces the use of planning and assessment at all levels
(institutional, program, course and student-specific) to promote the interests of the students and the institution.
Each year the College develops a set of annual goals and then reports on its progress toward the
accomplishment of these goals at the conclusion of the annum. The exercise occurs at every level of the
institution, from the College President (College-wide goals) and the Vice Presidents (divisional goals), to unitand department-specific goals. A document outlining these goals and the associated year-end reports for the
past two years has been provided for review.
On the academic side, every course and program offered at MCC has specific goals attached to it. Course
goals/standards/outcomes are articulated in individual syllabi and/or on the MCC website. These goals are
consistent regardless of the instructor or delivery format for individual courses. A listing of the assessments
and evaluations used in each course and program at the College has also been provided for review. Each
MCC program is also assessed via a formal program review process (see source document "Academic
Program Assessment Findings"). A College maintains a Program Review Notebook for each academic
offering. A sample program review from the College's Legal Assisting program has been included for review.
Matrices have also been provided which show how MCC's general education skills are reinforced throughout
the curriculum.
Program Outcome and Learning Outcomes for each AAS/AS program:
Manatee Community College has twenty-six associate in applied science and associate in science degree
programs (A.A.S./A.S.). Each program has a mission statement that correlates with the mission, values and
strategic goals of the College. These mission statements reflect an integration of program and learning
outcomes for each program. The Florida Department of Education curriculum frameworks provide the
structure for program and course learning objectives/educational outcomes for the A.A.S./A.S degrees.
Currently, the College has identified learning objectives for all of the courses in the Associate of Applied
Science degree programs.
As can be seen from the multiple layers of documentation, MCC is an outcomes-centered institution. The
College places a heightened level of importance on providing courses, programs and student services of the
highest quality. Equally important, however, are the institution’s efforts aimed at continuous process
improvements in all areas of operations. This vigilant campus community focus on institutional effectiveness
has resulted in a learning environment that clearly promotes student success and development. In fact, upon
review of the statewide comparative accountability data, no other Florida community college can match MCC's
overall documented performance in student learning and achievement. MCC's collective efforts in linking
planning and assessment activities to drive institutional improvements deserve much of the credit for this
success.
Source Documents:
1. Institutional Effectiveness Plan*
2. MCC Strategic Plan*
3. MCC Strategic Plan Tracking Document*
4. Unit (Contribution) Notebooks - Table of Contents
5. Listing of Selective Initiatives at MCC Driven by Assessment Activities (see IE Plan* section 2)
6. Listing of program-specific goals/outcomes (housed within Academic Program Assessment Findings)
7. Listing of improvements (made by each unit and program via planning and assessment initiatives)
8. Academic Program Review Model
9. Academic Program Assessment Findings (by program)*
10. Program Review Notebooks (housed in the office of the Director of Occupational & Techincal education)
11. Sample Program Review - Legal Assisting Program (included in source documents of 3.4.1)
12. Annual goals (Collegewide, divisional and unit-specific)
13. End-of-year reports on progress toward accomplishment of goals
Page 38
14. Institutional Research request log
15. MCC Factbook 2002-03*
16. Listing of Noel-Levitz "improvement initiatives"
17. State Accountability Measures
18. President's convocation presentations (to faculty) in 2002 & 2003 (see source document in section 2.5)
19. Matrices showing how General Education requirements are reinforced throughout the curriculum
20. Title III Planning Document
21. Survey of Program Assessment Techniques (by academic program)
Page 39
PROGRAMS
3.4 Educational Programs Standards for All Educational Programs
(Includes all on-campus, off-campus, and distance learning programs)
3.4.1
The institution demonstrates that each educational program for which academic credit is awarded
(a) is approved by the faculty and the administration, and (b) establishes and evaluates program and
learning outcomes.
Compliance
Partial Compliance
Non-Compliance
Narrative:
A. Approval of Educational Programs by Faculty and Administration
Manatee Community College has a standing committee known as the Curriculum Development and Review
Committee (CDR). This committee serves two distinct functions; 1) Curriculum Development: to review all
proposals for new and revised credit, College Prep and CLAST review courses and programs, and 2) General
Education Review: to review all proposals regarding changes in the general education requirements.
The Committee consists of elected tenured faculty members, counselors and librarians, as well as a
representative of the student body. Recommendations for changes to the curriculum are made to coincide with
deadlines for publications critical to students, such as the College catalog, and are taken to the District Board
of Trustees for final action.
The process and procedures followed by the Curriculum Development and Review Committee are outlined in
their guidelines. Additionally a sample copy of their minutes containing recommended curriculum
modifications, and a sample copy of the District Board of Trustees action items are attached to further
document this process. A more complete description is provided in the institutions response to item 3.4.12.
B. Program and Learning Outcomes and Student Achievement
Program and Learning Outcomes:
Manatee Community College has twenty-six associate in applied science and associate in science degree
programs (A.A.S./A.S.). Each program has a specific mission statement that correlates with the mission,
values and strategic goals of the College. These mission statements reflect an integration of program and
learning outcomes for each program. The Florida Department of Education Curriculum Frameworks provides
the structure for program and course learning objectives/educational outcomes for the A.A.S./A.S. degrees.
The CDR Committee sets the general education requirements for all students at the institution. Currently, the
College has identified learning objectives for all of course and program offerings (a sample copy of these
learning objectives has been included for review). A matrix outlining the assessments and evaluations utilized
by MCC faculty on a course-by-course basis has also been developed and is enclosed for review. The College
also has a formal Program Review process which evaluates learning outcomes and program effectiveness
(documentation material has been included for review).
Student Achievement:
Manatee Community College uses a multitude of procedures/assessments to evaluate student achievement in
both general education and in the Associate of Applied Science degree programs. Descriptions of the
program level assessment tools and mechanisms are provided later in this document. Beginning with the
initial benchmarking assessment, the discussion will include a brief narrative of the various measures of
student achievement utilized at MCC.
A) Grade Distribution Analyses:
Each term, the College generates grade distribution reports by course, department and instructor to identify
high-risk courses and to provide information to faculty to improve instruction in subsequent terms. These
reports are shared widely and allow the College to track student performance at the course and departmental
level. Student success intervention strategies have been developed in a number of areas (i.e., math, science)
to promote student success based on these analyses. A copy of these reports has been included for review.
Page 40
B) Graduating Student Survey:
The Graduating Student Survey is administered every year to all students applying for graduation. The
purpose of the survey is to obtain students’ evaluation of academic programs, student services and their
overall experience at MCC. In 2002-2003, 805 students completed the survey. Some of the findings from this
most recent survey included the following:
Survey Question
-Acquired basic knowledge in the liberal arts
-Developed ability to locate information
-Developed ability to write effectively
-Developed ability to express themselves effectively
-Developed ability to use mathematical skills effectively
-Felt prepared for further study in major field
-Improved social and interpersonal skills
Level of Student Agreement
98.3%
97.7%
95.9%
93.7%
95.7%
96.9%
93.7%
A complete copy of recent Graduating Students Survey findings has been included for review.
C) Licensure/Certification Examinations:
MCC graduates have consistently performed well on licensure and certification exams when compared to
graduates of other Florida community colleges. MCC programs in which students annually take national
licensure examinations include: dental hygiene; nursing; occupational therapy assistant; physical therapist
assistant; radiography; and respiratory care. In 1999, MCC's aggregated pass rate on these exams was 90.0%
versus an 86.4% state average. In 2000, MCC's students achieved a 91.5% pass rate versus an 82.7% state
pass rate average. Additional data on licensure examination performance of MCC graduates has been
included for review.
D) Employer Survey:
For the 2001-2002 academic term, more than 93% of the Manatee and Sarasota employers who participated
in an MCC Employer Satisfaction Survey chose “Very Satisfied” or “Satisfied” to describe their overall rating of
MCC graduates in the workplace. One hundred percent (100%) of employers who responded to this survey
indicated they would hire another MCC graduate. The complete findings from this instrument have been
included for review.
E) College Exit Examination:
The State of Florida has adopted an exit examination for its postsecondary educational students called the
College Level Academic Skills Test (CLAST). Students who do not achieve a 2.5 grade point average or do
not score sufficiently high on nationally normed exams are required to take this test as a condition of
graduation. The pass rates for students taking this test over the past several years are as follows:
Year
2003
2002
2001
2000
1999
MCC Students
94.9%
95.8%
94.4%
87.9%
92.0%
State Average
92.3%
91.1%
89.3%
81.7%
84.2%
More detailed findings from the CLAST have been provided for review. These data evidence that MCC
students have consistently performed better on this examination when compared to students at Florida's
twenty-seven other community colleges.
F) Placement Rates:
Students receiving the associate in science or the associate in applied science degree have been successful
in securing employment in their chosen fields. Over the last three years, the College's placement rate has
exceeded 90%. In the most recent year, the College's placement rate was 98.8%. A complete set of
placement data has been included for review.
G) Academic Performance of Transfer Students:
MCC's transfer students consistently perform better academically at the State's eleven senior (four-year)
institutions compared to transfer students from other State community colleges. The most recent data show
MCC transfers earning an aggregate grade point average (gpa) of 3.02 at the senior institutions while transfers
Page 41
from other community colleges earned a composite gpa of 2.85. Included, for review, are additional
longitudinal data documenting MCC's long history of superior student performance after transfer when
compared to that of other community college students.
H) General Education Program:
One direct measure of student performance in MCC's general education program are the findings from the
Academic Profile (AP) assessment. The AP is a nationally normed assessment instrument which measures
student ability level in critical thinking, reading, writing and mathematics at multiple levels. Sophomores at
MCC scored above sophomores at other community colleges across the nation in eight (8) of the nine (9)
domains tested. In addition, when corresponding scores of MCC freshmen are tabulated and compared to the
scores of sophomores, the tremendous value added provided by the MCC experience can be ascertained. A
complete set of findings from this instrument has been included for review.
I) Program Review and Program Assessment:
MCC has established a formal program review process so that each of its programs can be continuously
strengthened. A copy of the College's program review methodology has been included for review. A number of
MCC programs also have gone through program-specific accreditation reviews. These include dental hygiene,
nursing, OTA, PTA, radiography and respiratory care. Each of these programs has been found to be in good
standing by their respective agencies. Program reviews, coordinated by the Director of Occupational and
Technical Education, are systematic with regard to assessment components and occur every five years as
indicated in the Program Review Model.
Program Outcome and Learning Outcomes for each AAS/AS program:
Manatee Community College has twenty-six associate in applied science and associate in science degree
programs (A.A.S./A.S.). Each program has a mission statement that correlates with the mission, values and
strategic goals of the college. These mission statements reflect an integration of program and learning
outcomes for each program. The Florida Department of Education curriculum frameworks provide the
structure for program and course learning objectives/educational outcomes for the A.A.S./A.S degrees.
Currently, the College has identified learning objectives for all of the courses in the Associate of Applied
Science degree programs. A completed sample program review for MCC's Legal Assisting program has been
included for review.
J) Course/Program Assessment:
Manatee Community College utilizes a number of tools to provide valuable data on the success of its courses
and programs. Some of these tools include: a) major field tests; b) evaluations of Internship experiences; c)
capstone courses; d) student perception surveys; e) advisory committee recommendations; f) student
evaluations of instruction; and g) licensure exam pass rates. A complete listing of all assessments used on a
course-by-course basis has been included for review.
The College's Institutional Effectiveness (IE) Plan contains a wide variety of performance and quality
measures which primarily focus on student learning outcomes. A review of this monograph will document the
tremendous success MCC has achieved in elevating student performance over the past five years. Both direct
and indirect (longitudinal and comparative) measures of student learning and achievement are documented
within the IE Plan. A more complete discussion of these indicators can be found in the response to
Comprehensive Standard question sixteen.
Source Documents:
1. 2003-04 College Catalog*
2. Mission Statements and Program Outcomes (housed in Academic Program Assessment Findings*)
3. Academic Program Assessments*
4. Academic Program Review Findings for Legal Assisting Program (as a sample of process)
5. Curriculum Frameworks, Florida Department of Education (sample from Legal Assisting Program)
6. Course performance standards for the Associate in Applied Science degree programs (Legal Assisting
Program sample)
7. MCC Placement Data
8. External Accreditation – Self Study Reports, Nursing and Health Sciences
9. Sample Program Outcomes and Progress Toward Achievement
10. Academic Program Review Model and Cycle of Review
11 Grade Distribution Analyses
12. CDR Committee Information (Guidelines & Meeting Minutes)
Page 42
13. Institutional Effectiveness Plan*
14. Florida Department of Education (Level II) Reviews of MCC Programs
3.4.2
The institution’s continuing education, outreach, and service programs are consistent with the
institution’s mission.
Compliance
Partial Compliance
Non-Compliance
Narrative: The College’s Corporate and Community Development (CCD) division, formerly known as “Open
Campus” until 2002, functions with a mission of providing quality learning to people of all ages, serving over
22,000 participants annually in classes as varied as child enrichment programs to traffic safety. Established
as a means of providing community outreach outside of the traditional credit classes, it offers a wide array of
classes and services.
Since 2001, the division has been involved in the planning and implementation of several new facilities,
including the Center for Innovation and Technology (CIT) at Lakewood Ranch and the Professional
Development Center (PDC) at the Bradenton campus. Located in a growing master planned community in the
eastern part of our service area, the CIT is comprised of fifteen classrooms and a 156-seat auditorium. While
designed for corporate and community training needs, it also provides some general education courses such
as written communication, algebra, history, business and accounting. Since opening its doors in January
2003, more than 5,000 people have attended events and meetings at the facility in addition to credit and noncredit classes.
Representatives from the CCD division serve on various business/community groups and have been active
participants in programs through the Suncoast Workforce Board, the local chambers of commerce, the
Lakewood Ranch Sarasota Rotary Club, the Manatee Economic Development Council, and the Sarasota
Committee on Economic Development. The division hosts annual receptions, open houses and focus groups
which provide information on course ideas and future training needs. Additionally, the division represents the
College at numerous job fairs, community events and business expos.
The division publishes a schedule of classes three times per year and distributes them through mailings at
over twenty distribution points across the service area. Additionally, each institute has its own marketing plan
to target specific populations. The division consists of three institutes, which work closely in promoting their
programs and services.
The Institute of Continuing and Community Education combines professional continuing education training
with personal enrichment opportunities. Current professional continuing education courses include real estate,
insurance, childcare, security officer and several health related courses. Avocational programs include
drawing, painting, foreign language, interior design, and the summer long Kids’ Summer Spectrum program.
The College’s GED program serves students who wish to prepare for their high school equivalency exam.
GED classes are located at both Bradenton and Venice campuses as well as through partnership programs in
the community.
The Traffic Safety Institute is a multi-county program, externally funded, driver improvement and substance
abuse prevention program. It offers courses such as Basic and Advanced Driving Improvement, Driving Under
the Influence Program (Sarasota, Manatee, and DeSoto counties only); Drug Alcohol Traffic Education
(DATE) Program; Special Supervision Services, and Child Restraint Offender Programs. Online versions of
the basic driver improvement and DATE courses were added during 2002-2003. The institute has offices at
both the Bradenton and Venice campuses. It has also maintained an office in Sarasota for many years.
The Institute for Workforce Development Services emphasizes non-credit workforce development training
through open enrollment courses and contract training to business, industry and government. Courses include
business, management, leadership and a wide array of IT courses, from introductory computer courses to web
development courses. The institute works with local workforce providers such as the Suncoast Workforce
Board to assist employers with workforce training needs through state supported initiatives such as the
Incumbent Worker Training Program and the Quick Response Grants. As a contract-training provider, the
Institute works with companies to deliver customized training programs at their work site or at any of the
College’s sites. As many as forty different companies are assisted annually with specific workforce training
needs.
Page 43
With the addition of the CIT, the workforce staff has grown to include a staff member whose primary goal is to
enhance contract-training opportunities. In 2002-03, over 2,000 employees were trained through our contracttraining program from a variety of companies. A technician has been added to oversee daily operations of the
six computer labs and one mobile lab that are currently operational at the CIT. The technician also provides
training and assistance for all of the technology at the CIT. The institute has recently added an ACT Center to
provide a portal for over 2,200 online classes.
Class/course evaluations are used to provide the division with feedback on instructor performance and course
content as well as suggestions for new courses. These evaluations are reviewed and considered in
enhancing current courses, designing new courses and providing feedback to instructors. Additionally, the
division has held focus groups with businesses to obtain input on course ideas, marketing and promotion.
Each fall, business, industry and government receptions are held in the community, inviting local business
leaders to hear about College initiatives and to complete surveys on personal and professional training needs.
Meetings are held with internal staff to also review marketing and customer service issues.
Other forms of evaluation include examining enrollment trends (number of sections, course cancellation rates)
to determine whether classes should be continued; zip code distribution analyses to determine where our
catalog will be mailed; feedback from class evaluations; frequency of course requests (ex. Italian class was
added after phone–in requests); instructor and staff feedback. (Samples of forms are available within
individual institutes.)
The types of programs that CCD offers is based on a wide array of factors:
a) Survey results from business receptions and focus groups
b) Participation and interaction with community based agencies, chambers of commerce, advisory committees
c) Review of strategic plans of local business and civic groups such as Suncoast Workforce Board, Economic
development committees, social service agencies
d) Feedback from class evaluation forms
e) Solicitation of new course ideas from instructors
f) Discussion of current trends at local, regional, state and national venues such as CAESC, NCCET, LERN
g) Quarterly meetings with county workforce specialists
h) Phone in and e-mail requests from the community
i) State regulated courses and continuing education mandates (such as real estate, insurance, child care)
j) State, Federal and judicially mandated programs (Traffic Safety Institute)
k) Support for credit programs (such as CPR classes for incoming nursing students)
l) Current literature in business, personal development (ex. home design such as feng sui; hot business topics
such as “Raving Fans”)
Community resources are used in the delivery and promotion of programs and services. Partnerships exist
with the YMCA and local schools to deliver child care training programs and GED services. Local cable
programs produced by Manatee Educational Television (METV) highlight many of the division’s courses and
services. An episode of the monthly “MCC Today” show on METV highlighted the new Center for Innovation
and Technology. The grand opening of both the CIT and the Professional Development Center were also
broadcast on METV.
As of 2002-03, each Institute offered at least some online courses. Each Institute delivers courses at all three
MCC sites as well as in the community at such locations as local libraries, social service agencies, one-stop
career centers and at businesses.
The College's offerings are also consistent with Florida State Statute Title XLVIII, Chapter 1004, Section 65
and is reinforced by MCC Rule 6HX14-3.03. These references have been included for review.
In summary, the Corporate and Community Development Division’s classes, programs and sponsored
community and economic development events are consistent with the institution’s mission of facilitating the
achievement of educational, professional and personal goals by members throughout our community. CCD
offerings are "accessible", "diverse", "innovative" and "embrace academic excellence." These are the
cornerstones of the College's mission.
Source Documents:
1. Workforce Development material
Page 44
2. Continuing & Community Education material
3. Traffic Safety Institute material
4. Annual Headcount Statistics by Institute and Term: 1996-2003
5. Class Enrollment Summaries By Term
6. CCD Unit Goals
7. CCD Course Brochure*
8. Client List for Contract Training
9. Community Outreach Matrix
10. Current Web Pages for CCD
11. Florida State Statute
12. MCC Rule
3.4.3
The institution publishes admissions policies consistent with its mission.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College’s admission procedures operationalize the institution's open door
policy, which is consistent with its mission of providing an accessible, dynamic learning environment for our
community. The College's admissions policies and procedures are outlined in the 2003-04 College catalog on
pages 13-21. Only five programs within the College maintain selective criteria. These are competitive allied
health programs. Admission application processing and decisions for new and readmit students in all degree
and non-degree (credit courses for personal enrichment, employment related, or dual enrollment) programs
are coordinated through the Registrar's Office. The Registrar's Office has a Policy and Procedures Manual
which details the admission process and procedures for all programs. Admission procedures and criteria for
the five limited access allied health programs also reside in each allied health science program’s operational
manual. General admission requirements and specific allied health program entrance requirements are
detailed in the College catalog and can also be viewed on the College's website.
MCC Rule 6HX14-4.01 specifically addresses admission, classification, promotion and graduation of students.
The Rule related to admissions and promotion is the same for students who take distance education classes.
A brochure that gives additional information specific to distance education is included in the information packet
for incoming MCC students during their College orientation experience. Students who have never taken
distance classes are advised to take the online assessment for distance learning which gives the student
guidance specific to their ability to be successful in a distance-learning environment. Also, students with
specific questions about distance classes are advised to speak directly with the teaching faculty. The Office of
Instructional Technology and Distance Learning provides training for MCC advisors and student peer advisors
which includes the responsibilities of distance students, how to find information, how to find help and
resources and how to access the online student self-assessment.
This Rule also appoints personnel to establish admission procedures and criteria for a program of study. As
such, admission procedures have been established for each of the five limited access programs within the
Health Science division of the College. Page 63 of the MCC catalog states, “to contact the appropriate
program manager or department chair for details of admission”.
MCC's admissions policies are published and updated annually in the College catalog and Student Handbook.
Source Documents:
1. 2003-04 College Catalog*
a) General Admissions Policies and Procedures (pp. 13-21)
b) Dental Hygiene (p. 89)
c) Nursing (p. 91)
d) Occupational Therapy (p. 92)
e) Physical Therapist (p. 94)
f) Radiography (p. 95)
2. MCC Rules
3. College Procedures
4. MCC College Web site (www.mccfl.edu)
5. Registrar Policy & Procedure Manual
6. 2003-04 Student Handbook*
Page 45
7. Admission Information for Allied Health Programs
8. Distance Learning Student Responsibilities and Assessment Quiz
3.4.4
The institution has a defined and published policy for evaluating, awarding, and accepting credit for
transfer, experiential learning, advanced placement, and professional certificates that is consistent
with its mission and ensures that course work and learning outcomes are at the collegiate level and
comparable to the institution’s own degree programs. The institution assumes responsibility for the
academic quality of any course work or credit recorded on the institution’s transcript.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College has an established policy regarding the evaluation, awarding and
acceptance of credit for degree seeking transfer students. In order to ensure the academic integrity of
transferred credit, MCC accepts credits from regionally accredited colleges and universities. Official transcripts
are requested by the student and are sent directly to MCC for the evaluation of credit. The institution does not
evaluate courses based upon unofficial or issued-to student transcripts. Upon receipt of all transcripts, the
Registrar's Office will prepare a transcript evaluation report that details the course credits applied toward a
degree at MCC and the academic standing with which the student will begin with the first semester of
attendance at the College. Transfer students are admitted with the initial academic standing of “good standing”
regardless of the grade point average (gpa). If after the first term of enrollment, the overall gpa or the MCC
College gpa falls below 2.0, transfer students are placed on academic warning and subject to the regular
academic standing rules and procedures of the College as set forth in the catalog. The College ensures that
coursework has been taken at the collegiate level by utilizing multiple resources and referencing national
standards regarding acceptable transfer of credit. The College accepts 1000 (freshman) and 2000
(sophomore) level courses that apply toward a student’s program/major. The transfer credit policy approves
coursework with courses that are similar in content (learning objectives) to courses taught at MCC. The
maximum allowable credits by any other method than residence or traditional transfer that a student can apply
toward an associate’s degree are 30 credit hours or 25 percent of a student’s degree. This policy is reflected in
the Policy and Procedure manual in the Registrar Office, policy number 16.01. This policy facilitates the
achievement of educational, professional and personal goals of the students which is documented in the
College’s mission statement.
Several Articulation Agreements exist between MCC and its respective school districts.
Per Florida Statute 1007.235 District Inter-institutional Articulation Agreements and 1007.271 Dual Enrollment
Programs, district school superintendents and community college presidents shall jointly develop and
implement a comprehensive articulated acceleration and enrichment program for the students enrolled in their
respective school districts and service areas. MCC has developed such articulation that provides an
opportunity, for eligible students attending accredited secondary schools in Manatee and Sarasota Counties to
enroll concurrently in courses offered through MCC and simultaneously earn high school and college credits.
Eligible students are approved by the high school principal and guidance counselor for enrollment. After high
school graduations, these credits will be used for degree programs at MCC and other regionally accredited
colleges and universities. Costs associated with tuition and fees are waived, and students have access to
academic and extracurricular life of the college and have full library privileges and access to all college cultural
and social events. In certain situations the courses are offered at the high school site, while in other instances
the students join existing classes on one of the college’s campuses. In all cases, all faculty teaching a dual
enrollment section meet the same requirements as any other adjunct faculty member. Each submits an
application, current resume, copies of all transcripts, specialized licenses, etc. and is interviewed by the
appropriate college department chair and must fully meet MCC’s credentialing guidelines. The course
performance standards are identical with traditional offerings, and the faculty member is under the supervision
of the college’s department chair. Classroom observations and evaluations are made by the department
chair. Dual enrollment faculty are provided the same professional development opportunities as any other
adjunct faculty. In many instances, the faculty also serve as adjuncts teaching traditional on campus courses,
as well. Attached for review are the Acceleration and Enrichment Program Manual which articulate the dual
enrollment agreements between the college and its school districts.
Additionally the college has several articulation agreements with the technical institutes operated by the school
districts within its service district. These agreements outline credits that are granted by MCC towards various
A.A.S. degrees. MCC Faculty compare course performance standards at MCC with the curricular frameworks
and syllabi of the technical institute to make the equivalency determinations set forth within the agreement. To
insure currency, these agreements require students to enroll and be admitted within 2 years of completion of
Page 46
the postsecondary adult vocational program at the technical institute. The articulated credit is not placed on
the student’s transcripts until the student has successfully completed 15 semester hours of college credit
courses. Sample articulation agreements are included for review.
Transfer credit may be accepted from non-accredited institutions and are jointly evaluated by the Registrar's
Office and individual academic departments. Students are required to submit an official transcript sent directly
from the institution to MCC, course descriptions, a syllabus and faculty credentials for each course for which
they are requesting credit and any other information the College deems necessary to conduct a proper course
evaluation. This policy is reflected on page 14 of the 2003-04 College catalog and in the Policy and Procedure
manual in the Registrar's Office, policy number 16.09.
Credit is granted through the Advanced Placement Program for superior high school students admitted to
MCC who scored a 3, 4 or 5 on the College Entrance Examination Board's Advanced Placement Program and
supply official test scores to the College. Students may not earn more than 30 credit hours at MCC through
this program. The policy is reflected on pages 14-15 of the 2003-04 College catalog and in the Registrar's
Office Policy and Procedure manual, policy number 16.02.
Credit is granted through the College Level Examination Program and allows credit for satisfactory scores
earned in the comprehensive and subject examinations offered by the College. MCC is an open CLEP testing
site. Students may not earn more than 30 credit hours at MCC through this program. The student must score
at or above the 50th percentile and no credit is awarded if a student has attempted or earned college credit in
a similar area or at a higher level. The policy is reflected on page 15 of the 2003-04 College catalog and in the
Registrar's Office Policy and Procedure manual, policy number 16.04.
Credit is awarded for the Defense Activity for Nontraditional Education Support program based upon a
minimum score and recommendations of the Guide to the Evaluation of Educational Experiences in the Armed
Services. The policy is reflected on page 15 of the 2003-04 College catalog and in the Registrar's Office
Policy and Procedure manual, policy number 16.05.
MCC awards credit for International Baccalaureate diploma students. Students may not earn more than 30
credit hours at MCC through this program. Official exam scores and high school transcripts are required for
the evaluation and awarding of credit. The policy is reflected on page 15 of the 2003-04 College catalog and
in the Registrar's Office Policy and Procedure manual, policy number 16.06.
Provisional credit is awarded for USAFI and Armed Forces School Courses. No more than nine credit hours
are awarded and are based upon recommendations of the Guide to the Evaluation of Educational Experiences
in the Armed Services. Official records of such courses must be filed prior to admission to the college and
must be validated by completion of fifteen degree credits at MCC with a minimum gpa of 2.0. The policy is
reflected on page 15 of the 2003-04 College catalog and in the Registrar Office Policy and Procedure manual,
policy number 16.07.
MCC offers a Credit for Experiential Learning (CEL) program. This program offers students an opportunity to
convert knowledge gained from prior learning experiences into college credits toward an A.A.S. degree
program or certificate. Students may not earn more than 15 credit hours at MCC through this program. Prior
learning experiences are evaluated and validated using a combination of written, oral and performance
examinations, portfolios that describe and document learning and evaluations of certificates and/or licenses. .
Appropriate faculty members in conjunction with the Director of Occupational and Technical Education
evaluate the documentation for the experiential learning and correlate the experiential learning with the
performance standards for the course(s) for which the student seeks academic credit. The policy is reflected
on page 46 of the 2003-04 College catalog and in the Registrar's Office Policy and Procedure manual, policy
number 16.10. The College's procedure for awarding experiential credit has been included for review.
Source Documents:
1. 2003-04 College Catalog*
2. Credit of Experiential Learning Procedure (and example)
3. Florida Department of Education Curriculum Frameworks Document
4. MCC Articulation Agreements
5. Registrar Office Policies and Procedures
6. Acceleration and Enrichment Program Manual
7. Florida Statutes
Page 47
8. MCC Articulation Agreements – Manatee and Sarasota County School Districts
9. MCC Articulation Agreements (sample) others on file with the Director of Occupational/Technical Education
3.4.5
The institution publishes academic policies that adhere to principles of good educational practice.
These are disseminated to students, faculty, and other interested parties through publications that
accurately represent the programs and services of the institution.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College publishes academic policies that adhere to principles of good
educational practice. These are found in a variety of formats and locations, in both electronic and print forms,
in order to make its academic policies and procedures available to the stakeholders of the College.
To ensure the accuracy of publications, each of the documents reviewed must pass through a rigorous
development, proofreading and editing process. To assure that up-to-date, technically correct, truthful content
is presented, material is submitted and approved in writing by the senior college administrator responsible for
and most knowledgeable about the subject matter. Signed authorizations are maintained for the life of the
document. Publications are proofread and edited by the department of public affairs and marketing, as
authorized by the college president, to assure that content and style are consistent throughout college
publications. When major publications pertain to and/or are used by more than one college division, designees
in all involved departments proofread during development.
To evaluate the adequacy of the Manatee Community College documents, a peer review analysis was
conducted. In addition, a subcommittee of the Florida Association of Community Colleges reviews many of
the publications (which has yielded several statewide awards). Focus groups of students are used to provide
feedback from the potential users on the usefulness and effectiveness of these publications.
A primary source of information for students, faculty and other interested parties is found in the 2003-04
College catalog, pages 13-53. Hard copies are distributed and current and past catalogs are available on the
MCC web site and at www.collegesource.org. The catalog is updated each year after an extensive publication
review process and published in early summer.
All MCC first-time-in-college students are required to attend an orientation session during which they are
informed about the College's academic support services. Students are also given a copy of the Student
Handbook, which provides printed descriptions of the major policies. This document is also updated each
year, after a thorough review by the Office of Student Services and Information Resources.
More specific information about each course is available via the MCC web site (under Academics and
Divisions/Departments). This allows access to the course description as well as course performance
standards for each course. Students who enroll in a course are provided a course syllabus. Copies of the
course syllabi as well as performance standards for each course are housed in the academic department.
Faculty obtain specific policies on a variety of topics such as the Professorial Ranking System, Evaluation, and
Distance Learning via documents published specifically on these topics. Hard copies of these are distributed
to the faculty and copies are maintained on the campus network.
In addition to the collegewide policies that are published and provided as described above, faculty establish
various academic policies to be used in their instructional capacity. Such policies include attendance, grading,
availability to students, course expectations, and deadlines. Policies such as these are included in all course
syllabi and are distributed to students during the first days of the class. A copy of the template used in
developing a course syllabus is attached.
The “Seven Principles for Good Practice in Undergraduate Education” proposed by Chickering and Gamson in
1987 are used as guidelines in the formulation and promulgation of academic policy at Manatee Community
College. These principles are based on research on good teaching and learning in colleges and universities,
and have been adopted by two- and four-year schools across the country. These Seven Principles have been
shared with faculty at numerous staff development meetings and have been discussed at departmental
meetings.
Page 48
Source Documents:
1. 2003-04 College Catalog*
2. 2003-04 Student Handbook*
3. MCC Web Page (www.mccfl.edu)
4. Distance Learning Handbook*
5. Evaluation of Faculty Handbook*
6. Course Performance Standards (sample)
7. Professorial Ranking System Handbook*
8. Seven Principles in Undergraduate Education
9. Course Syllabus Template
10. New Student Orientation Handbook*
3.4.6
The institution employs sound and acceptable practices for determining the amount and level of
credit awarded for courses, regardless of format or mode of delivery.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College participates in the Statewide Course Numbering System (SCNS)
that is governed by the Florida Department of Education (see p. 101 of the 2003-04 MCC Catalog). All public
postsecondary institutions within the State of Florida (and many private institutions within the State) participate
in the SCNS and abide by related Rules.
Florida State Board of Education Administrative Rule 6A-10.033 provides the framework for the assignment of
college credit. Section 1a of this Rule follows:
College credit. College credit is the type of credit assigned to courses or course equivalent learning that is part
of an organized and specific program leading to a graduate, baccalaureate, or associate degree. One (1)
college credit is based on the learning expected from the equivalent of fifteen (15) fifty-minute periods of
classroom instruction; with credits for such things as laboratory instruction, internships, and clinical experience
determined by the institution based on the proportion of direct instruction to the laboratory exercise, internship
hours, or clinical practice hours.
Similar definitions are given for college preparatory credit, vocational credit, and non-credit.
Courses are assigned a credit load using the course profile information provided by the Statewide Course
Numbering System in compliance with the Rule above. For all new courses that are proposed, the Curriculum
Development and Review Committee reviews the assignment of credit at the local level.
The Performance Standards, which provide the framework for a given course, are the same regardless of the
format or mode of delivery. Hence the amount of credit is independent of the format or mode of delivery.
All courses at Manatee Community College are at the level of college preparatory (first digit of 0), freshman
(first digit is a 1), or sophomore (first digit is a 2). The college preparatory level is prescribed by the SCNS. All
other courses are designated as lower division and the institution has the opportunity to assign the first digit of
1 or 2 (this is done at the department level and usually is chosen by the faculty to ensure logical sequence with
other courses).
The process for adoption of new courses is described in length in our response to 3.4.12. The college’s
Curriculum Development and Review Committee examines the Proposal for a New Course form, and makes
recommendation regarding approval. Departments suggest the credit hours to be awarded based upon the
state common course numbering system in conjunction with a review of equivalent courses at transfer
institutions. Samples of this form are included for review.
Source Documents:
1. 2003-04 College Catalog*
2. Statewide Course Numbering System Documentation (see source documentation in section 2.7)
3. Florida State Board of Education Administrative Rule
4. CDR Proposal for a New Course (samples)
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5. CDR Meeting Minutes
Page 50
3.4.7
The institution ensures the quality of educational programs/courses offered through consortia
relationships or contractual agreements, ensures ongoing compliance with the comprehensive
requirements, and evaluates the consortial relationship and/or agreement against the purpose of the
institution.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College does not have any programs or courses offered through consortia
relationships or by contractual agreement where curricular and faculty control is not held by the institution. No
instruction of MCC students is provided by another entity. For instance, all dual enrollment courses are taught
by MCC faculty utilizing College approved course material and performance standards, no distance learning
courses are taught by faculty from another institution or organization, and all student internships and clinical
experiences are arranged and awarded credit by MCC faculty only.
3.4.8
The institution awards academic credit for course work taken on a noncredit basis only when there is
documentation that the noncredit course work is equivalent to a designated credit experience.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College has an established policy regarding awarding academic credit for
coursework taken on a noncredit basis. MCC has a formal Credit for Experiential Learning program. This
program offers students an opportunity to convert knowledge gained from prior learning experiences,
volunteer work, intensive self-directed study or military experiences, into college credit toward an A.A.S.
degree program or certificate. Students may not earn more than 15 hours at MCC through this program. Prior
learning experiences are evaluated by the appropriate faculty members and in conjunction with the Director of
Occupational and Technical Education. Prior learning is evaluated via assessments of written, oral and
performance tests, portfolios that describe and document learning and how it was acquired, interviews with
faculty members and evaluation of certificates and/or licenses. The policy is reflected on page 46 of the 200304 College catalog and in the Registrar's Office Policy and Procedure manual, policy number 16.10.
Additionally, credit is given for secondary or postsecondary articulated Tech Prep coursework taken at any of
the educational institutions in the Suncoast Tech Prep Consortium. College credit is awarded through
articulation agreements between the secondary and postsecondary institutions and Manatee Community
College. These agreements specify the type and amount of credit awarded. Secondary and postsecondary
students must submit official documentation of approved non-collegiate course work for review by the program
manager of the respective degree program. The articulation agreements are reviewed by program managers
from the member institutions, the tech prep coordinator and the director of occupational and technical
education every two years for currency and accuracy. The articulation agreements are approved by the
president of the College and chair of the College’s board of trustees, and by the superintendents of the
Manatee School District and the Sarasota County School Board.
The Florida Department of Education curriculum frameworks for secondary, postsecondary and associate in
science degree provide guidelines for correlating program/learning objectives for the non-credit and credit
course work. Students are awarded the credits after admission to the college, enrollment in an A.S. or A.A.S.
degree program and completion of twelve (12) credit hours. The credits are awarded through the College’s
Credit for Experiential Learning (CEL) process and procedures. Documentation of this process and procedure
has been included for review.
Source Documents:
1. 2003-04 College Catalog*
2. Credit for Experiential Learning Process and Procedure (with example)
3.
Florida
Department
of
Education
Curriculum
Frameworks
(see
www.fldoe.org/cc/mindstowork/administrative_documents/cfps.asp) and housed in the office Director of
Occupational and Technical Education
4 Program Review Notebooks (housed in the office of the Director of Occupational and Technical Education)
Page 51
5. MCC Articulation Agreements*
6. Registrar Policies and Procedures
3.4.9
The institution provides appropriate academic support services.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College complements its educational programs with a wide range of
academic support services easily accessible to its students and faculty. The services are fully supported by
qualified personnel, well equipped with instructional technology, and run by dedicated faculty and staff.
Academic support service information is communicated to all MCC first-time-in-college students via the
mandatory MCC Orientation program. Students are also given a copy of the MCC Orientation Handbook and
a Student Handbook, which provides printed descriptions of program requirements, the major academic
support services and a conflict resolution process. Faculty are introduced to academic support services during
their MCC orientations with Human Resources and with their Department Chairs.
The Director of Instructional Technology and Distance Learning provides important academic support services
for distance learning students and faculty.
A listing of some of MCC's academic support services appears below.
MCC Library:
The MCC Library provides access to print, electronic, and media resources. Librarians are available to instruct
students in making the best use of these resources. Currently enrolled MCC students and faculty may check
out books and gain access to selected electronic data bases from home. Library instruction follows the goal of
helping students and faculty develop information literacy—the ability to locate, evaluate and use information to
become life-long learners. Library personnel are fully qualified, with some positions calling for a required
minimum master’s degree in library science. The Library is accessible during day, evening and weekend
hours. The MCC Virtual Library is open twenty-four hours per day.
The Noel-Levitz Student Satisfaction Inventory surveys demonstrate that students are satisfied with the
resources and services at the library. The Fall 1999 survey indicates a performance gap of 0.91, the Spring
2001 survey shows the gap dropped to 0.74, then again in spring 2002 another drop to 0.65, and the latest
survey Spring 2003 records 0.69. According to Noel-Levitz, any performance gap under one is a good
indication that students are satisfied.
The library has consistently scored above 90 percent on the Graduating Students Survey. The survey for
1999-2000 indicates a satisfaction rate of 96%, in 2000-2001 the satisfaction rate was 96.5%, in 2001-2002
the satisfaction rate was 98.2%, and the most current survey 2002-2003 indicates a satisfaction rate of 97.3%.
Labs and Study Centers:
Numerous Labs and Study Centers are available for students and serve as support for the faculty as well. The
Academic Resource Center (ARC) is a multipurpose learning facility located on the Bradenton Campus. A
full-time Academic Resources Director coordinates it with assistance provided by a full-time Developmental
Education Counselor. The minimum requirement for each of these positions is a master’s degree. Whereas
these Labs give their first priority to supporting formal instruction (especially in the reading, writing and math
developmental education labs) Labs and Study Centers provide open time available for student general use.
Qualified college support staff, Title III staff and student assistants are on duty to provide help to students.
Support facilities also offer online access, PC-based instruction and some video material. The ARC offers
testing services to help students diagnose and improve learning skills. Some of the affective assessments are
in test anxiety, academic confidence, study habits, learning styles and math study skills.
In addition, other Labs, such as the Business, Language, Computer Science, Engineering and Technology,
CAD, LANCE and Health Professions also provide important academic support services. Many labs are open
day and evening hours to assist students and faculty.
The Noel-Levitz Student Satisfaction Inventory surveys demonstrate that students are satisfied with the labs
and study centers. In the area of Academic Services, the Fall 1999 survey indicates a performance gap of
0.98, the Spring 2001 survey shows the gap dropped to 0.73, then again in spring 2002 another drop to 0.69,
Page 52
and the latest survey Spring 2003 indicates a slight increase to 0.70. In the area of Campus Support Services,
the Fall 1999 survey indicates a performance gap of 0.84, the Spring 2001 survey shows the gap dropped to
0.58, spring 2002 shows a gap of 0.67, and the latest survey Spring 2003 indicates a gap of 0.61.According to
Noel-Levitz, any performance gap under one is a good indication that students are satisfied. Specific analysis
on labs and study centers includes these items: 1. ) There is a sufficient number of study areas on campus;
2.) Computer Labs are adequate and accessible; 3.) The equipment in the lab facilities is kept up to date; and
4.) Tutoring services are readily available. Each of these items has had a continuous gap of less than 1 since
the NL Spring 2001 survey.
The labs and study centers have consistently received high rankings on the Graduating Student Surveys. Item
Q-31, State of the art technology is used in instructional and support services, received for 98-99 a satisfaction
rate of 86.6%; in 1999-2000, 87.6%; in 00-01, 85.3%; and in 01-02, 88.5%. Item Q-32, Buildings and support
facilities are well equipped and maintained, received for 98-99 a satisfaction rate of 83.9%; in 1999-2000,
83%; in 2000-01, 87.3%; and in 2001-02, 86.7%. Newly added for the 2000-2001 survey is the Item Q-25, The
lab assistants and tutors provided high quality learning experiences. This item received a satisfaction rate of
90.5% in 2000-01 and 89.5% in 2001-02.
MCC maintains an Academic Support Resources Directory which keeps an inventory of lab and study center
resources. Additional surveys are taken as appropriate in individual labs to measure effectiveness.
Assessment and Testing Centers:
The Assessment/Testing Centers at MCC are open test sites which support academic and student success
initiatives. In 2001/02, 6,795 students were administered/proctored a test(s), while in 2002/03 the number
reached 7,060 students. To evaluate the level of preparation and to place students in appropriate courses, the
College requires entry assessment in the skill areas of English, reading and mathematics through the Florida
College Entry Placement Test. Because MCC believes assessment & testing is a critical component of the
enrollment process which supports the College’s overall academic advisement system, Student Development
Counselors and Advisors, using the Florida Placement Test Results Form, work with students to clarify and
identify courses which best meet their abilities at orientation and in one-on-one sessions.
Faculty and administrators may also refer students to the Assessment and Testing Center at either campus
location for diagnostic and/or affective assessments to assist students in determining and improving their
learning skills. The Centers offer affective testing programs for both group and individualized assessment
and testing programs on an appointment basis with Student Development Counselors.
The Assessment and Testing Centers cater to Distance Learning students, as well as students who need to
complete a make-up exam or who need flexible arrangements for testing. Student Development Counselors
(minimum requirement of a master’s degree) interpret test scores in individual conferences with students
when necessary. The Assessment and Testing Centers are open Monday through Thursday from 8 a.m. to 7
p.m. and Friday’s from 8 a.m. to 4:30 p.m. to assist students and faculty. In the past year, the Centers have
documented substantial growth in the number of students requesting information and/or services. In 2002,
there were 5225 calls and 452 walk-ins, while in 2003 there were 11,156 calls, 5,086 walk-ins, and 82 web
contacts recorded. Students are encouraged to contact a testing technician via email at testing@mccfl.edu.
Title III Access to Success Services:
The Title III Access to Success Web Page offers online academic support services for students and for
faculty. Services include an online study skills program for students and a learning styles profiling test for both
students and instructors. The Web Page is available twenty-four hours per day. Title III Learning Specialists
provide diagnostic and intervention services to students experiencing difficulty learning English, reading and
math, as well as providing tutoring and workshops.
Office of Instructional Technology and Distance Learning:
The Director of Instructional Technology and Distance Learning offers a Distance Learning Web Page for
students that are accessible twenty-four hours per day. Students have access to assessment tools,
documentation, help resources and resources specific to distance learning. 24/7 online technical support for
students is provided through a combination of services which includes access to MCC’s Computer Services
on-site help desk and access to Collegis’ Online and Academic Services (OAS) Help Desk.
Academic Advisement & Counseling:
Academic Advisement is an essential key to the success of each student. As a result of this philosophy, in the
Fall 2001, MCC formed a cross-functional team comprised of representatives from the divisions of Student
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Services, Academic Affairs and Planning and Institutional Effectiveness. The mission of the group was to selfassess, research, and make recommendations on the implementation of an institutional academic advising
strategy.
As part of the methodology, responses soliciting desired components of a comprehensive
advisement program were collected from randomly selected classes [students], individual faculty, and Student
Development Counselors. As a result of the qualitative and quantitative analysis career, academic, and
personal counseling services are primarily provided by the division of Student Services on both campuses.
Student Development advisors and counselors, along with Peer Advisors, provide prescriptive and holistic
advising services, including life, career and education planning, interpretation of assessments, strategies to
address academic difficulties, programs to develop student success skills, and preparation for university
transfer and work-force preparedness.
Counseling personnel provide short-term personal counseling for students who find their academic progress in
the classroom hindered by concerns of a personal, social or emotional nature. All counselors are required to
have a minimum of a master’s degree while advisors are required to have a minimum of a bachelor’s degree.
Individual assistance is available by appointment or by referral in the Enrollment Services offices on both
campuses.
Student Development Counselors and Advisors, along with Peer Advisors, are available Monday through
Thursday 8 a.m. to 7 p.m. and Friday’s 8 a.m. to 4:30 p.m. to assist students and faculty, by appointment or on
a walk-in basis. Students may also contact counselors/advisors via email at advisor@mccfl.edu.
Career Resource Center:
The Career Resource Center (CRC) supports MCC students by providing current comprehensive career and
job placement resources that assist students and graduates in achieving their educational, professional and
personal goals. These resources are accessible to all MCC students and graduates. The Career Resource
Centers on both campuses provide information on all aspects of employment. Student satisfaction with job
placement assistance, as reported on the Noel-Levitz Student Satisfaction Survey, has increased from 4.58 in
1999 to 5.00 in 2003.
The Career Resource Center on both campuses provide information on all aspects of employment: part- and
full-time student employment, career opportunities for MCC graduates, on-campus student employment, and
summer jobs or career-related employment for cooperative education students. The Career Resource Center
maintains current job listings through a state-of-the-art software package, the Online Career Office (OCO) that
allows students to access CRC resources via the World Wide Web.
Students are invited to attend workshops on job-related matters and participate in career awareness offerings,
which include classes (such as Career Explorations and Life Skills for Student Success) and other special
academic programs (such as the FIPSE 21st Century Skills and the Title III Programs) upon request. Class
Presentation Evaluations, collected at every presentation, indicate that the information provided during these
sessions is helpful in assisting students with career decision-making and knowledge about resources available
in the Career Resource Centers. Career Resource Center advisors are available in person or via the CRC
web page for one-on-one consultations with students regarding all career or job placement needs. Both
Career Resource Center labs are equipped with four career assessments, DISCOVER, TypeFocus,
eCHOICES and SIGIPlus. All of these assessments are accessible in the lab and via the World Wide Web. A
computerized database, Enhanced Job Analyzer, provides information on specific careers. The Career
Resource Center labs have a wide array of printed material and video on career fields, specific careers,
resumes, cover letters, job search techniques, interviewing and how to transform an educational major into a
career. Microsoft Word is available for use with resumes and cover letters. Students are provided with all
materials and resources required to produce a high quality resume and cover letter. Noel-Levitz Student
Satisfaction Survey results indicate that MCC’s undecided students are increasingly satisfied with the Career
Resource Centers programs and resources (1999=4.62, 2003=5.04 satisfaction rates). The Career Resource
Center Coordinator is required to have a minimum of a bachelor’s degree. The Career Resource Center is
open 8 am – 4:30 pm Monday – Friday and evenings by appointment to assist students and faculty.
Disability Resource Center:
The Disability Resource Center (DRC) is committed to recruiting and serving disabled individuals so that they
can achieve their personal, educational, and vocational goals/potential. In addition to having an office
representative on a variety of community organizations and groups that serve disabled individuals including
the Vocational Interagency Council (VIC) and Manatee/Sarasota Transition Committee (MSTC), each year the
office sponsors an open house for exceptional secondary students enrolled in area high schools. The
exceptional secondary students and their teachers/counselors are bussed to the College for a half-day of
Page 54
workshops, tours, and activities designed to provide the potential students with information and assistance
designed to facilitate their transition to the college. DRC advisors provide individualized personal, academic,
and vocational guidance and counseling to assist disabled individuals in identifying and reaching their career
and/or life goals. The Disability Resource Center provides a variety of auxiliary aids (adaptive devices enlargers, tape recorders, assistive listening devices etc.) and services (interpreter, scribe, reader etc.) to
ensure disabled individuals have full access to the programs, services, and activities of the College. The
Center also plays a proactive role in the accessible design of college programs and services. A representative
of the Center sits on the Curriculum Development and Review committee (CDR) and Technological
Management Team (TMT) to insure the access needs of disabled individuals are taken into consideration
when designing programs, “building” labs and purchasing electronic/computer equipment and software. In
addition to providing direct access services, the Disability Resource Center fosters and encourages disabled
individuals to expand and improve their use of access technology which will result in them being more
independent and better prepared for future endeavors. Individualized training on a variety of access hardware
and software (trackball, modified keyboards, voice recognition, speech synthesis etc.) is offered on a continual
basis. The Disability Resource Center is open day and evening hours and has offices on both the Bradenton
and Venice campus to assist students and faculty.
Student Activities:
The campus offices of Student Activities complements the student learning that is conducted through the
classroom setting by providing extra-curricular and co-curricular programming. These activities are planned in
collaboration with faculty and are designed to foster interpersonal and leadership skills development,
appreciation for diverse cultures, and opportunities for social, intellectual, physical, and emotional growth.
The Student Activity advisors seek partnerships with community agencies and organizations that promote
service learning activities, volunteer opportunities, and leadership skills. The three-year Florida – Community
Higher Education School Partnership (CHESP) partnership coordinated through the Bradenton Student
Activities Office and the Scholarship Olympics program conducted through the Venice campus Student
Activities Office, are just two examples of extra-curricular activities supporting and promoting student learning
consistent with the mission of the College.
Topics of discussion as highlighted in the syllabus of the Concepts of Wellness (HLP 1081) course provide the
foundation for the Student Activities wellness programs on each campus each year. Additionally, specific
student activities are coordinated with the faculty to enhance both Student Life Skills courses: Life Skills –
Student Success (SLS 1101), and Career Explorations (SLS 1301).
At-Risk/Underrepresented Student Populations:
Expanding successful transitions to higher education to ensure access and academic success for at risk
and/or underrepresented populations within the College’s service area is also a core focus of the array of
student support services provided by Manatee Community College. As an example, the College Reach-Out
Program (CROP) is a program designed to increase the number of students successfully completing a post
secondary education. The program’s primary objective is to strengthen the motivation and educational
preparation of low-income middle and high school students so that they will pursue postsecondary education.
The program provides participants with academic enrichment activities as well as career and personal
counseling. MCC is in its 12th year offering the CROP program, serving over 200 students in eight different
middle/high schools.
The Summer Bridge program is another initiative that MCC has developed to address the educational needs
of the fast-growing ethnic groups within the College service district. Over 50 under-prepared, low-income, first
generation students have successfully completed this program since its inception. This program establishes a
“unique learning community“ wherein the participants take classes during an intensive summer session so that
they get a “jump start” on their college studies while acquiring academic skills and academic/career planning
to enhance their motivation and capabilities as college students. Those in this learning community cohort who
continue their studies at MCC are closely monitored and provided academic and advising/counseling support
services for the subsequent terms they are enrolled.
Clubs and organizations that are funded by the Student Activities Fee also promote and provide support
services for a diverse student population. For example, the Association of Motivated Individuals Striving to
Assist the Disabled (A.M.I.S.T.A.D.) is primarily comprised of students who have a disability. The Multicultural
Club, Hispanic American Student Organization, and African-American Student Union, as an example, all
provide an additional support group environment for those who are interested in the mission and activities of
the respective group.
Page 55
In summary, the Noel-Levitz student satisfaction inventory surveys demonstrate that students are satisfied with
academic support services. Student response to Item 55, Academic Support Services adequately meet the
needs of students, shows a steady enhancement of services. The Fall 1999 survey indicates a performance
gap of 1.21, the Spring 2001 survey shows the gap dropped to 0.97, then again in spring 2002 another drop to
0.94, and the latest survey Spring 2003 indicates yet another drop to 0.88. According to Noel-Levitz, any
performance gap under one is a good indication that students are satisfied.
MCC evaluates the effectiveness of its student services via a variety of methodologies. First, the College has
used the Noel-Levitz Student Satisfaction Inventory survey in each of the past four years. A large portion of the
questions on this instrument are directed to student services. A review of MCC student responses over the
past four annums documents the increase in overall student satisfaction with these services. A complete set of
findings from this instrument has been included for review.
The College also disseminates a Graduating Student survey each year. An entire section of this instrument is
dedicated to the assessment of student support programs and services provided at MCC. On the majority of
these measures, MCC's student services has earned a 90% or better student satisfaction rating in each of the
past four years. The detailed findings from these surveys have been included for review.
The Student Services Division at MCC also collects comment cards from students using any of its services.
These cards are collected and analyzed by the area Vice President and the findings are then discussed with
each department manager so that improvement strategies can be formulated. A copy of a comment card and
the findings (by department) from this assessment instrument has been included for review.
Each department unit reporting to the Vice President of Student Development and Enrollment Services
incorporates a comprehensive array of on-going assessments in an effort to gather, analyze and interpret
evidence of programmatic quality and effectiveness. Peer reviews, self-audits, focus groups, and crossfunctional teams, to name a few, contribute to a comprehensive assessment model that further strengthens
the programs and services being provided to MCC students.
Overall, the data from multiple sources clearly indicate the effectiveness of student service departments at
MCC. While there always remains room for improvement, the College is gratified to have achieved such
positive evaluative ratings especially in a time of increasing student enrollment.
Source Documents:
1. 2003-04 College Catalog*
2. 2003-04 Student Handbook*
3. Institutional Effectiveness Plan*
4. Noel-Levitz Student Satisfaction Inventory Survey Findings
5. Support Services Yellow Pages
6. List of Student Activity Events
7. Title III – Web Page
8. 2003-04 MCC Student Orientation Handbook*
9. Division of Student Services - Peer Review*
3.4.10 The institution defines and publishes general education requirements for its undergraduate
programs and major program requirements for all its programs. These requirements conform to
commonly accepted standards and practices for degree programs.
Compliance
Partial Compliance
Non-Compliance
Narrative: State Statute Title XLVIII, Chapter 1007, Section 25, clearly defines the parameters for general
education requirements at postsecondary institutions in Florida. Specifically, an associate in arts degree shall
require no more than 60 semester hours of college credit, including 36 semester hours of general education
coursework. "The boards of trustees of the community colleges and state universities shall identify their core
curricula, which shall include courses required by the State Board of Education." Core curricula for associate
in arts programs shall be adopted in rule by the State Board of Education and shall include 36 semester hours
of general education courses in the subject areas of communication, mathematics, social sciences,
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humanities and natural sciences. As required in Department of Education Rule, 6A-10.024 (5) (a), (6) (a), (6)
(a) 1-2, the College has defined its general education core curriculum, which contains the required thirty-six
(36) semester hours of college credit in the liberal arts and sciences.
The College has a faculty based standing committee, the Curriculum Development and Review Committee
(CDR). This Committee continually reviews the general education curriculum and makes recommendations
regarding courses and programs designed to meet the College's general education requirements. This
process and the Committee functions are delineated more fully in the statement of Rationale for Judgment of
Compliance in 3.4.12.
In addition to the CDR Committee the College has a team of faculty, headed by Dr. Angela Rapkin, Professor
of Language and Literature, that have been working on a project funded by the Fund for Improvement of Post
Secondary Education (FIPSE). This 3-year project began in 2000 and focused on infusing 21st Century skills
into the general education curriculum. The faculty team held listening sessions with the business community,
researched the literature, and examined best practices, which led to the identification of a set of 21st Century
skills that were determined to be essential for every graduate to attain, regardless of profession they may
ultimately choose. When cross-referenced with the College's own general education requirements, the CDR
committee determined that these 21st Century skills better framed the educational goals of the institution and
ultimately adopted them as the institution's general education goals. These are outlined in the 2003-04
College Catalog, p. 57.
Manatee Community College clearly delineates the general education requirements for the A.A. degree that
conform to statute and rule. Our catalog, p. 60, also identifies the programs that students may prepare for
while completing the A.A. degree at Manatee. For specific prerequisite listings of university majors, these are
readily available from the state Web site, www.facts.org.
The general education requirements for an Associate in Applied Science, Associate in Science degrees are
listed in the catalog, p. 64, with specific program goals, entrance requirements and specific program core
courses. Per Florida State Board of Education Administrative Rule 6A-10.024, each program requires the
"Completion of at least fifteen to eighteen (15-18) semester hours in the general education core curriculum in
the liberal arts and sciences comprised of courses which meet the Southern Association of Colleges and
Schools Commission on Colleges criteria." Additionally, each A.A.S./A.S. program includes other courses
necessary to conform to the curriculum frameworks for the respective program in addition to adhering to the
requisite program lengths as established by the department of education. Modifications to the A.A.S.
Programs are often the result of recommendations from Program Advisory committees and are subject to
review by the Curriculum Development and Review committee.
Source Documents:
1. Florida State Statutes
2. Florida State Board of Education Administrative Rule
3. Community College Program Length Document (DOE's Career and Technical Curriculum Frameworks and
Student Performance Standards)
4. MCC's FIPSE Grant Home Web Page on 21st Century Skills Project
5. FACTS.org Home Page
6. 2003-04 College Catalog*
3.4.11 The institution protects the security, confidentiality, and integrity of its student academic records and
maintains special security measures to protect and back up data.
Compliance
Partial Compliance
Non-Compliance
Narrative: At Manatee Community College (MCC) the Administrative Computer System (ACS) contains the
following modules: Student, Financial Aid, Accounts Receivable, Finance and Human Resources. All of the
data for these systems is stored on an Oracle database that is monitored 24 hours a day. There are strict
procedures to access any part of the ACS.
MCC protects the security and confidentiality of its data using a multi-tiered method. First, users must log into
the local area network. Next, the database uses Oracle based-security which requires a password for each
user account. Each user is also restricted to data access by their user class. These classifications are based
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on job functions or roles.
A user is granted access to the ACS at MCC by applying for a User Id and Password through the Supervisor
of Computer Operations. The user’s supervisor submitting a signed paper document requesting the user to be
placed into a user class accomplishes this process. This document is stored in the Operations department
indefinitely.
There are two points of entry into the ACS. The first point is through the MCC Internet. This method of entry is
only used by authorized MCC employees. A user is validated with the correct combination of User
Identification (User Id) and Password. A user cannot get into ACS through the MCC Internet until the correct
combination of User Id and Password has been entered. If a user forgets their User Id or Password they need
to contact the Supervisor of Computer Operations to be granted access.
All data transaction processing through the MCC Internet is secure because access to the Oracle database is
not accessible from outside the campus by unauthorized users. You must be an authorized user to access the
MCC intranet to gain access to the ACS using this point of entry.
The second point of entry into the ACS is through the Web. This point is accessed by both students and
authorized MCC employees. This application requires the user to enter a valid User ID and Personal
Identification Number (PIN). This combination is authenticated by the Oracle database. The User ID and PIN
are not the same as the combination of User Id and Password to enter into the ACS through the MCC Internet.
When the correct combination of User ID and PIN are entered, access is granted to the ACS via the Oracle
Web Server. When a user submits the incorrect User ID and PIN combination more than 5 times, they are
locked out of the ACS via the Web. At this point, the user will need to contact the Help Desk either in person
or over the phone. This method is only used for employees of MCC. Students need to contact the Registrar’s
Office in person and present photo identification to have their user PIN reset. Answering the correct security
questions for that person’s identification verifies access for that individual.
Once entry into the ACS via the Web is accomplished, all data transaction processing is made secure by the
Oracle Web Server and data encryption. Cookies are used the perform security checks through the Web
application to ensure the Web ID’s are valid. No data is stored on a user’s hard drive and all cookies are
destroyed when the browser session is closed. The application is set up to disconnect a user from the ACS
when there is no activity for more than 15 minutes. The user will need to sign back into the system and be reauthenticated before access to the ACS is granted.
The ACS system is designed to store all data related to students, faculty, vendors and staff members. There
are settings in Banner (database) to indicate a person’s data is confidential and people viewing this data are
bound by the Computer Ethics policy administered by MCC. All users of the ACS are bound by the policies of
Computer Ethics set by MCC and are subject to prosecution by Florida law and possibly Federal law.
Backing up of the data stored on the Administrative Computer System is executed each night Monday through
Friday. The back–up data from this system is stored on a tape. This tape is stored on-site for one day then
moved to the Venice location the next day. The tape is stored in a fireproof safe. A MCC employee transports
the backup tape each day to the Venice location. The back up tape is used to restore data as required by
MCC.
Within the division of Student Services, Manatee Community College has further established a policy to
protect the security, confidentiality and integrity of its student records. The Registrar Office, Office of Financial
Aid and the Career Resource Center have a Student Records Retention and Retirement/Disposal Policy
regarding student records and is in accordance with Florida Statutes 1002.22, 1006.52, Public Law 83-380.
The internal policy is located in the Policy and Procedures Manual in the Registrar's Office, Policy number
14.5. All student records are maintained in fireproof cabinets with locks, vaults with combination locks and/or
the College’s computerized and password protected database. Only authorized personnel have access to the
records.
MCC conforms strictly to the provisions of the Family Educational Rights and Privacy Act of 1974. This
College Rule may be viewed in hard copy in the Office of Institutional Effectiveness or Human Resources
(Privacy Rights of Students, MCC Rule 6HX14-4.08). This Rule is also posted on the MCC Intranet. The
policy is found in the 2003-04 College catalog on pages ii and pages 52-53 and in the Student Handbook and
Planner, pages 19-20. The College requires all employees to complete the online FERPA tutorial during
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employee orientations. Regular MCC employees are given a FERPA Reference Sheet and are required to
complete an online tutorial available on the MCC Intranet. Student employees are required to sign a Student
Employment Confidentiality Agreement prior to employment on campus and the forms are maintained in the
Career Resource Center.
Students who wish to have their records marked “confidential” may complete a Directory Disclosure/Release
Authorization form available in the Registrar's Office. Once a student completes this form, no information is
released from the institution regarding this student without written consent. The internal policy is located in the
Policy and Procedures Manual in the Registrar Office, Policy number 6.50.
A FERPA Third Party Release Form is also available to students who wish to have information given to third
parties for special circumstances. The internal policy is located in the Policy and Procedures manual in the
Registrar Office, Policy number 6.51.
Electronic Security:
Security is multi-tiered and includes hardware, software and policies at the desktop, server and network levels.
Desktop Security:
Antivirus software is installed on desktops and severs. The antivirus software is automatically upgraded
weekly. In addition, e-mails are scanned for viruses on the e-mail server. Microsoft security patches are
applied regularly.
Server Security:
Access to systems is limited by passwords. Accounts and passwords are created and disabled on a regular
basis upon request from supervisors and managers. Passwords are required for network access, e-mail
access, Banner (student system) as well as other systems (Web CT, bookstore, etc.). Passwords must be at
least six characters long and must contain a mix of alpha and numeric characters. Group policies are applied
on the servers and users are restricted from viewing unauthorized data. Security patches are applied regularly.
The Banner application itself has sophisticated security features including data encryption between user's
machines and web servers and between web servers and the Banner database. Banner also employs
"cookies" to perform security checks through the self-service products to make sure that the current web
identifications are correct. Banner self-service products also use a combination of user Ids and passwords for
authentication before allowing access to Banner.
Data Security and Backup:
Data and information are secured from loss by nightly backups with tapes stored off site. A contract with
Sungard Recovery Services provides both methodology and hardware for disaster recovery. The Sungard
data warehousing hot-site is located in Arizona. The hot-site and recovery procedures are tested annually with
IT staff traveling to the Sungard site. Sunguard has a 100% success rate for 1,500+ recoveries, more than
three million square feet of hardened facilities and forty mobile facilities, more than 25,000 miles of network,
and provides support for thirty platforms. MCC has been with Sungard since April, 1994 and has never
experienced any data loss.
Network Security:
A firewall (Intrusion Detection Software) is configured to protect the campus network from unauthorized
access. Secure Shell is installed on the Banner server. This provides a secure login for users who telnet to
this server. The firewall has also been modified to only allow a secure login to the HP9000 from the
outside.The critical servers and network equipment are monitored 24 X 7. The system includes alert
notification. Exception reports are automatically sent via text paging and e-mail.
Source Documents:
1. Florida State Statutes
2. Computer Services Data Protection and Backup Procedure
3. Registrar Policy and Procedure Manual
4. MCC Rules
5. Student Record Retention and Retirement/Disposal Policy (see source document in response to 3.9.2)
6. MCC Procedure (see source document in response to 3.9.2)
7. FERPA Directory Disclosure Release Authorization (see document in response to 3.9.2)
8. FERPA Third Party Release Form (see document in response to 3.9.2)
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9. FERPA Certificate (see document in response to 3.9.2)
10. Student Employment Confidentiality Agreement (see document in response to 3.9.2)
3.4.12 The institution places primary responsibility for the content, quality, and effectiveness of its
curriculum with its faculty.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College has a standing committee known as the Curriculum Development
and Review Committee (CDR). This Committee serves two distinct functions:
1) Curriculum Development: to review all proposals for new and revised credit, College Prep, and
CLAST review courses and programs; and
2) General Education Review: to review all proposals regarding changes in the general education
requirements.
The Committee consists of elected tenured faculty members, counselors and librarians, as well as a
representative of the student body. The Faculty Senate oversees the elections of the voting members.
Several additional staff serve as non-voting members who are able to provide the Committee with information
as needed. These individuals include the Director of Occupational/Technical Education, the Coordinator of
Disabled Student Services and a representative from the records office. Furthermore, the Vice President of
Academic Affairs, who is not authorized to vote, chairs this Committee except in instances required to break a
tie.
Based upon the structure, membership and recommending authority of the Committee, it is clear that Manatee
Community College places the primary responsibility for the content, quality and effectiveness of its curriculum
with its faculty.
Recommendations for changes to the curriculum are made to coincide with deadlines for publications critical
for students, such as the catalog, and are taken to the Board of Trustees for final action.
Following is an excerpt from the Committee guidelines, which outlines the membership of this Committee.
The full set of guidelines and minutes of the Committee’s action are available for review.
MCC Curriculum Development and Review Committee Philosophy:
"Manatee Community College is committed to the premise that institutional vitality requires a process for the
on-going maintenance, review, and enhancement of its curricula and its general education requirements. Such
a process should be systematic, should include input from interested and affected parties, and should be
based on neither reaction to crises nor gradual accretion or attrition. Rather, modifications in curricula and
general education requirements should be rooted in sound educational policy which recognizes the
environment and which meets the changing needs of our students."
Committee Membership:
The Curriculum Development and Review (CDR) Committee consists of sixteen members. The Committee
Chair is the Vice President of Academic Affairs or designee.
Voting members: (11) One tenured faculty member from each of the seven academic departments (Social and
Behavioral Sciences; Mathematics; Natural Science; Computers, Engineering and Technology; Language and
Literature; Fine and Performing Arts; Business and Wellness), Nursing and Health Professions, Student
Services, and Library Services elected by their respective staffs. These representatives serve two-year terms.
So as to maintain continuity, terms for the ten representatives will be staggered so five are elected each year.
The President of the Student Government Association will serve as a member of the Committee.
Non-voting members: (3)
The Director of Occupational and Technical Education
The Registrar or designee
A representative from the Disability Resource Center
The Vice-President of Academic Affairs may appoint any other non-voting member. As it deems necessary,
the Committee will make recommendations to the President, through the Vice President of Academic Affairs,
concerning its composition and structure.
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In addition to the CDR Committee, a team of faculty headed by Dr. Angela Rapkin, Professor of Language and
Literature, have been working on a project funded by the Fund for Improvement of Post Secondary Education
(FIPSE). This 3-year project began in 2000 and focused on infusing the 21st Century skills into the general
education curriculum. The faculty team held listening sessions with the business community, researched the
literature, and examined best practices, which led to the identification of a set of 21st Century skills that were
determined to be essential for every graduate to attain, regardless of profession they may ultimately choose.
When cross referenced with the College’s own general education requirements, the CDR committee
determined that these 21st Century skills better framed the educational goals of the institution and ultimately
adopted them as the institution's general education goals. These are outlined in the 2003-04 College Catalog,
p.57.
The FIPSE team began the modification of assignments and projects in a select set of general education
courses. These courses were chosen due to the high numbers of students that they enroll annually. The
changes reinforced each of the FIPSE goals (General Education Requirements) in context of the content of
the course. Their accomplishments are highlighted on the College’s FIPSE Web Page:
http://www.mccfl.edu/FIPSE/INDEX.htm. This page exemplifies many of the curricular changes that have been
developed by the faculty during this initiative.
Additionally, the FIPSE team conducted a college-wide survey of faculty teaching General Education courses,
and determined how each of the various core skill areas were being assessed at the course level. The results
of this survey demonstrated that these skills were not only introduced in the initial pilot courses selected by the
grant, but have been reinforced throughout the general education program. A copy of the General Education
Skill Matrix is attached for review. This matrix summarizes the survey results and identifies courses within
each of the college’s general education distribution areas that address each skill. While the survey responses
did not include every general education course, it did include many courses that are required of all students
seeking an A.A. degree, thereby insuring exposure, reinforcement and assessment of each and every general
education goal.
The CDR Committee recently requested that the ETS Academic Profile be administered to a randomly
selected group of students who had earned 30 hours or more of their 36-hour general education requirements.
The instrument is a test of general academic knowledge and skills. It is intended for use by colleges and
universities in assessing the outcomes of their general education programs to improve the quality of
instruction and learning. The test focuses on the academic skills developed through general education
courses rather than on the knowledge acquired about the subjects taught in these courses. It does this by
testing college-level reading, and critical thinking in the context of the humanities, social sciences, and natural
sciences. Mathematics and writing skills are tested independently of context areas.
The students' performance on this assessment was excellent. These results are detailed in the College’s
Institutional Effectiveness Plan and indicate that MCC exceeds the performance of other associate degree
institutions. In fact, MCC sophomores outscored sophomore students at Baccalaureate and Master’s
producing institutions nationwide.
Many other indicators are utilized to assess the effectiveness of the curriculum at the course, program and
college level. Some of these measures include grade distributions by semester, graduating student surveys,
licensure pass rates, employer surveys, graduation and retention rates, program completion data, program
review data, and external accreditation reports. Additionally, state accountability measures such as A.A., A.S.
and PSVC success rates, college prep success rates in reading, writing and mathematics, and pass rates on
the College Level Academic Skills Test (CLAST) are all used to assess the effectiveness of the College’s
curriculum. These are addressed more fully in the College’s statement of rationale for judgment of
compliance for 3.4.1 and 3.5.1, and are detailed in the College's Institutional Effectiveness Plan.
Source Documents:
1. Curriculum Development and Review Committee Guidelines
2. Minutes of CDR Committee
3. Board of Trustees Approval of CDR Committee Actions
4. FIPSE Web Page (Curriculum Projects / 21st Century Skills)
5. Institutional Effectiveness Plan*
6. Findings from Academic Profile Assessment
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3.4.13 For each major in a degree program, the institution assigns responsibility for program coordination,
as well as for curriculum development and review, to persons academically qualified in the field. In
those degree programs for which the institution does not identify a major, this requirement applies to
a curricular area or concentration.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College faculty are responsible for curriculum development and review.
Academically qualified faculty also provide the leadership, management and accountability for program
coordination. At Manatee Community College, standards for individuals responsible for program coordination
are the same as those for instruction in the degree program. Program managers and directors (Nursing and
Health Professions programs are coordinated by program directors) are selected by the appropriate dean of
instruction through recommendations from the department chairs. For some programs, the department chair
also serves as the program manager/director. The program managers/directors' credentials are approved
through the Manatee Community College Faculty Credential Procedural Guidelines. All of the program
managers meet the established degree qualifications. Supporting documentation for each program manager is
located in the MCC Human Resources Department in his/her respective personnel files. Please see
responses to Compliance Certification sections 3.4.12 and 3.7.1 for additional information.
A listing of the College's current Program Managers, with their specific credentials, and a list of the current
members of its Curriculum Development and Review Committee has been included for review. The specific
credentials of the Curriculum Development and Review Committee members are included in the Roster of
Instructional Staff, which outlines the credentials for all faculty members.
Source Documents:
1. Roster of Program Managers and Credentials Report
2. Curriculum Development and Review Committee Roster (see Instructional Roster* for credentials)
3. Faculty Credential Procedural Guidelines*
4. Program Manager Job Description
5. 2003-04 College Catalog*
6. Individual personnel files for faculty (housed in Human Resources)
7. Minutes, Curriculum Development and Review Committee
8. Roster of Instructional Staff*
3.4.14 The institution=s use of technology enhances student learning, is appropriate for meeting the
objectives of its programs, and ensures that students have access to and training in the use of
technology.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College can demonstrate that technology planning and use supports
program objectives and that students have access to, and training in, the use of technology. MCC’s
commitment to the appropriate use of technology to enhance and promote student learning is evident in the
institution’s strategic planning, faculty development and focus on student learning outcomes.
Strategic Planning:
The College’s strategic priorities reflect a commitment to college-wide IT planning, appropriate educational
use, and accessibility (see Strategic Plan, Priority Three). As a part of this planning effort Collegis has been
contracted to work with the College to review and make recommendation on IT governance and to lead an IT
strategic planning effort.
MCC Library:
Students have access to technology, software and training. The MCC Library provides access to print,
electronic, and media resources. Librarians are available to instruct students in making the best use of these
resources. Currently enrolled MCC students and faculty may check out books and gain access to selected
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electronic databases from home. Library instruction follows the goal of helping students and faculty develop
information literacy—the ability to locate, evaluate, and use information to become life-long learners. Library
personnel are fully qualified, with some positions calling for a required minimum master’s degree in library
science. The Library is accessible during day, evening, and weekend hours. The MCC Virtual Library is open
twenty-four hours per day.
TITLE III:
The Title III Access to Success Web Page offers online academic support services for students and for
faculty. Services include a free online study skills program for students and a learning styles profiling test for
both students and instructors. The Web Page is available twenty-four hours per day.
FIPSE - 21st Century Skills:
The project focus is the integration of identified 21st Century workforce skills into the academic curriculum.
Identified skills include the following: collaboration and teamwork; strong written and oral communication skills;
creativity and critical thinking skills; mathematical problem solving; cultural/global/diversity studies; information
management; learning skills; personal responsibility and management skills; and technological literacy. Project
courses have modified course performance standards to include these skills.
The FIPSE team conducted a college-wide survey of all faculty teaching General Education courses to
determine how each of the various core skill areas were being assessed at the course level. Two of the skills
surveyed were information management and technological literacy. The results of this survey demonstrated
that these skills were not only introduced in the initial pilot courses selected by the Grant, but continue to be
reinforced throughout the general education program. A copy of the General Education Skill Matrix is
attached for review. This matrix summarizes the survey results and identifies courses within each of the
college’s general education distribution areas that address each skill. While the survey responses did not
include every general education course, it did include many courses that are required of all students seeking
an A.A. degree, thereby insuring exposure, reinforcement and assessment of each and every general
education goal.
Required Competencies/Performance Objectives:
A task force of MCC faculty and administration worked together to research and define appropriate computing
competencies that students need to be competitive in the workforce.
The following is a summation of the task force’s identification of computing competencies.
Office applications:
1) Word Processing. The student will demonstrate a basic knowledge of the application by successful
completion of class assignment(s) that require the use of a word processing application. A) create, save and
open a file, B) enter and edit text, C) use spelling tool, D) change fonts, alignment, line spacing and margins,
E) view and print a document.
2) Spreadsheet. The student will demonstrate a basic knowledge of the application by successful completion
of class assignment(s) that require the use of a spreadsheet application. A) create a spreadsheet, B) format
the text within the spreadsheet, C) format rows and columns, D) create and copy formulas to sum and
average values, E) create a chart from the spreadsheet, F) save and print a spreadsheet.
3) Presentation. The student will demonstrate a basic knowledge of the application by successful completion
of class assignment(s) that require the use of a presentation application. A) create, save, and open a file, B)
insert images and text boxes, C) format text, images and background, D) make a live presentation.
4) Internet: search and source citing. The student will demonstrate a basic knowledge of the Internet by
successful completion of class assignment(s) that require effective search techniques, evaluation of
resources, and proper resource citing. A) locate and use Internet search engines, B) analyze the strengths
and weaknesses of Internet search tools, C) apply evaluation criteria to determine authority, accuracy, and
appropriateness of search results, D) site Internet resources.
5) E-mail. The student will demonstrate a basic knowledge of e-mail by successful completion of class
assignment(s) that require the student to send, receive, and respond to email. A) send and receive e-mail, B)
send and receive e-mail with a file attachment, C) create and use an e-mail list.
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6) Electronic library resources. The student will demonstrate a basic knowledge of online library databases by
successful completion of class assignment(s) that require the use of online library resources. A) locate
materials via online library catalog, B) locate periodical articles using electronic databases, C) select
appropriate keywords and descriptors for a selected topic, D) apply Boolean search techniques.
7) Computing Ethics & Etiquette. The student will demonstrate a basic knowledge of ethics issues related to
computing and online information by successful completion of class assignment(s) that require the
incorporation of ethics issues to their field of study. A) locate and read MCC's computing policy in the student
handbook, B) locate resources related to email etiquette, C) research ethical concerns related to computer
technology and the students field of interest.
Throughout the curriculum students are given multiple opportunities to reach these competencies.
Many students enroll in CGS 1000, Computer Information Systems, which covers all the competencies within
the course. All students seeking a degree must meet the various general education course requirements
through which these same skills are reinforced and assessed.
In addition to the evidence resulting from the FIPSE survey described above, a matrix of general education
courses outlining required computing competencies was created to assist in the assessment of technology
skills across the general education curriculum.
This matrix clearly demonstrates that technology skills are integrated into general education courses and are
part of the course performance standards.
Faculty Training:
The College supports the transition of faculty, students and staff who are attempting to use technology toward
their learning outcome goals. Faculty are trained in the appropriate use of technology in the classroom and for
distance learning. The Faculty Professional Development Team plans learning opportunities each year that
include IT skills and best practices for teaching with technology. MCC was awarded a grant with an IT skills
focus that funded training opportunities for over 100 faculty at MCC. Since that training, a reassessment of
training needs was implemented by Collegis. The results are being used to plan future training programs.
Student Labs:
Students are provided with computing resources in a variety of locations: Departmental labs, Library,
Academic Resource Center, Open labs, Registration lab and discipline-specific labs.
Office of Instructional Technology and Distance Learning:
Technology is used to provide extended learning opportunities and activities beyond the classroom. The Office
of Instructional Technology and Distance Learning supports applications for use in distance courses as well as
traditional face-to-face courses. Communication tools, file sharing tools and web resources offer the
opportunity for students and faculty to enhance education through technology use. Support services and
documentation are available for students to assist in their use of these technologies.24/7 online technical
support for students and faculty is provided through a combination of services which includes access to
MCC’s Computer Services on-site help desk and access to Collegis’ Online and Academic Services (OAS)
help desk. Faculty and students are provided a branded toll free number (866-506-1188) as well as web
access (lt.collegis.com) to access these resources.
Academic Resource Center:
The Academic Resource Center offers students a wide variety of technology and assistance as well as
instructional documentation on the use of technology located in the Center.
Disability Resource Center:
The campus Disability Resource Centers (DRC) provide students with documented disabilities the auxiliary
aids (adaptive devices – enlargers, tape recorders, assistive listening devices, etc.) to ensure their full access
to the programs, services, and activities of the College. The DRC also plays an active role in the accessible
design of college programs and services. Results of both the Noel-Levitz Student Satisfaction Inventory
(question #86) and the Graduation Survey (question #43) would suggest a consistent high satisfaction with the
appropriateness and level of service provided by the Disability Resource Centers.
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Assessment:
Information about student perception and need as related to technology and its use is gathered through a
variety of surveys conducted by the College: Community College Survey of Student Engagement; the Distance
Learning class evaluation; Graduating Students survey; and the Academic Profile. Each gathers valuable
information from students about technology skills and use. Many faculty informally gather related information
via CATS (Classroom Assessment Techniques). The results from these instruments can largely be found in
the College's Institutional Effectiveness Plan.
Student Access to College Services:
Technology is providing opportunities to expand student access to College services. MCC’s goal is to increase
the availability of resources and services to our students. Students have access to web resources in all areas
of the College: admission, registration, advising, library, distance learning and other academic resources.
Multimedia Classrooms:
Classrooms equipped with modern multimedia teaching tools are available at all MCC sites. Students and
faculty are taught how to use the various tools to meet their educational needs. Students and faculty work
together to create projects that incorporate learning objectives with technology use. Successful projects are
shared with other faculty via regular FIPSE team reports and sharing opportunities at department meetings
and College faculty meetings.
Responses to the College's most recent Graduating Students Survey also indicate that technology enhances
student learning and that students have access to technology at MCC. When asked if "MCC's education
prepared them for working in the computer information age," 92.9% of respondents agreed that it had. 90.2%
of respondents also agreed that the College provided "state of the art technology in instructional and support
services." 97.7% of respondents indicated that their education at MCC helped to improve their "ability to
locate information quickly and efficiently." A copy of these survey results has been attached.
Results from the College's Employer Satisfaction Survey document that 87.9% of employers were "satisfied"
and 0% were "dissatisfied" with the computer literacy skills of their MCC hires (12.1% were "neutral"). A copy
of this survey has been included for review.
For additional information on the adequacy and impact of technology on MCC students, please see
Compliance Certification responses to questions 3.8.1 and 3.8.2.
Source Documents:
1. MCC Strategic Plan*
2. MCC Strategic Priority Three with Associated Goals
3. Employer Satisfaction Survey Results
4. Graduating Students Survey Results
5. Matrix of MCC's Required Technology Competencies and Associated Performance Objectives
6. Matrix identifying where Technology Competencies are Taught Across the Curriculum
7. Library Resources
8. Title III Resources
9. Faculty Professional Development in Technology Documentation
10. Collegis Technical Help Desk and Customer Support Documentation
11. Distance Learning Handbook*
12. FIPSE 21st Century Skills List
13. Office of Disability Services Resources
14. Listing of Computer Labs and Classrooms at MCC
3.5 Educational Programs: Undergraduate Programs
3.5.1
The institution identifies college-level competencies within the general education core and provides
evidence that graduates have attained those competencies.
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Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College's faculty and staff believe that every student should experience an
education that develops and integrates the student's knowledge, skills, attitudes and experiences so that the
student can engage effectively in a lifelong process of inquiry and decision-making. The knowledge and
academic experience gained from the general education courses are designed to prepare students with the
21st century skills necessary to be productive, involved and contributing citizens.
The core curriculum is comprised of five distinct areas: Communications, Mathematics, Social and Behavioral
Sciences, Humanities and Natural Science. Overlaying these areas is an International/Intercultural
requirement designed to enhance our student's ability to appreciate cultural diversity and recognize the
interdependence of the peoples of the world. These requirements fit the Florida State Statute, which clearly
defines the parameters for general education requirements. Florida State Statute Title XLVIII, Chapter 1007,
Section 25, note that an associate in arts degree shall require no more than 60 semester hours of college
credit, including 36 semester hours of general education coursework in the subject areas of communication,
mathematics, social sciences, humanities, and natural sciences. As required in Florida Department of
Education Rule 6A-10.024, the College has defined its general education core curriculum, which contains the
required thirty-six (36) semester hours of college credit in the liberal arts and sciences.
The College's Curriculum Development and Review Committee (described in greater detail in P-CS-12) meets
regularly to review proposals for new and revised courses and to review proposals regarding changes in the
general education requirements. In addition to making modifications to the curriculum, this Committee has
periodically undertaken a complete review of the general education curriculum.
As a result, two major strategies are utilized to measure progress towards the goals defined by general
education. The first strategy is the periodic curriculum review that occurs to insure students have
opportunities to achieve these goals through their pursuit of the degree. A second strategy is to utilize the
assessment of student attainment of competencies that are believed to be essential for students to have in
order to be able to achieve the goals outlined for general education. Highlights of the review process, direct
assessment of the general education core, and other assessments of attainment of college-level skills follow.
Curriculum Review:
In 1998, this Committee made significant changes in the structure of the Committee membership in
preparation for a review designed to clarify the educational goals of the general education program. The
Committee structure was altered to include representatives from each academic department, library and
counselors, both having faculty status. Also added was a voting student representative. To assist the
Committee in their deliberations were several non-voting members - a representative from the office of
disabled student services and a representative from the College's admissions and records office to enhance
internal communications. In preparation for the upcoming review, the Committee began compiling the general
education requirements of other public Florida Community Colleges and of the four major Florida universities
to which our students transferred.
In 1999, the newly structured Committee undertook the task of reviewing the competencies identified in the
College catalog and determining which courses and credit distribution would best enable the students
achievement of the College's general education goals. This process led to a broader selection of courses for
students in the humanities and natural sciences. The Committee also adopted an international/intercultural
requirement.
In 2000, the CDR Committee examined each of the College's A.S. degrees for consistency within the general
education component of their degrees. Many of the existing requirements exceeded the needs of the degrees
and created unrealistic barriers for student success. Program managers reviewed each degree and made
presentations to the Committee. The rationale and justification for the inclusion of specific courses were
addressed. Based upon this review, greater flexibility was provided to students by broadening the options A.S.
students had in selecting courses from the humanities and social sciences.
During this year, the State had authorized the community colleges to award the Associate in Applied Sciences,
a non-transfer degree and each of the existing A.S. degrees were renamed either A.S. or A.A.S. depending
upon the extent of general education courses in the program (primarily mathematics) and the transferability of
the degree to existing university programs.
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With respect to the A.A. degree, a Life-Skills course was adopted and recommended for all students placing in
college preparatory courses. The Committee asked for a follow-up study to determine the effectiveness of this
course. Currently this study is underway and the course has been modified based upon early results of the
preliminary review.
A project, which would ultimately have a profound effect on our general education curriculum, was the receipt
of a FIPSE (Fund for the Improvement of Post-Secondary Education) grant. This almost $300,000 grant was
designed to infuse the 21st Century skills into the College's general education curriculum.
The League for Innovation has documented the need for 21st century job skills. They also discovered that
colleges must assess and document student acquisition of these skills in a useful and meaningful way. This
project responds to both of these challenges.
In the fall of 1999, Manatee Community College (MCC) invited business and community leaders to share their
needs and expectations for a 21st century workforce. The recurring concerns at the local level mirrored the
national theme: each graduate, regardless of career choice or field of study, must demonstrate and document
proficiency in a broad range of contemporary skills.
The 21st century skills include the following: collaboration and teamwork; strong written and oral
communication skills; creativity and critical thinking skills; mathematical problem solving;
cultural/global/diversity studies; information management; learning skills, personal responsibility and
management skills; and technological literacy.
A number of pilot initiatives were created to modify learning activities in courses within each of the general
education areas of concentration. As a result of the FIPSE grant, many faculty continue to be involved in
modifying their course formats to focus on the 21st Century skills. These activities are summarized on the
College's FIPSE web page and highlights these modifications: http://mccfl.edu/FIPSE/curriculum.htm
In 2001, to insure that courses addressed the learning goals, departments began the process of re-writing all
course performance standards in measurable terms. Faculty development of these standards continued with
the aim of insuring consistency among all who taught individual courses and to enable faculty to assess the
learning outcomes of each of their respective courses.
In 2002, the Committee completed its review of the standards and adopted revised course performance
standards for each of its courses. These were made available on the Web as well as included with the
individual course syllabi distributed to students (http://mccfl.edu/Academ/CouPerSta/CouPerSta.htm).
In 2002, the CDR Committee was determined to assess the effectiveness of the general education curriculum.
The revised curriculum has been in effect for several years and the Committee sought information to
determine the effectiveness of its modifications. The College routinely assesses student performance through
various measures, but the Committee wanted to directly assess the effectiveness of the general education
curriculum post the modifications they had made.
The 21st Century skills identified by FIPSE emerged to become the General Education Requirements at the
College when it was determined by the CDR Committee that the existing goals and the FIPSE goals were
essentially the same. In fact, the FIPSE skills were more complete in detailing the technology and information
literacy component of the curriculum.
In conjunction to the administration of the Academic Profile, the FIPSE team conducted a college-wide survey
of all faculty teaching General Education courses to determine how each of the various core skill areas were
being assessed at the course level. The results of this survey demonstrated that these skills were not only
introduced in the initial pilot courses selected by the Grant, but continue to be reinforced throughout the
general education program. A copy of the General Education Skill Matrix is attached for review. This matrix
summarizes the survey results and identifies courses within each of the College’s general education
distribution areas that address each skill. While the survey responses did not include every general education
course, it did include many courses that are required of all students seeking an A.A. degree, thereby insuring
exposure, reinforcement and assessment of each and every general education goal.
Assessment of General Education Core Curriculum:
The CDR Committee examined various instruments that were designed to measure General Education
competencies. Each had weaknesses, but the Committee felt that the ability to benchmark the College
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against other institutions would be of incredible benefit. Based upon the results obtained, modifications to the
curriculum could be made. Additionally, other assessment measures could be developed to determine the
effectiveness of the curriculum in areas not measured by the selected instrument. With the ultimate merger of
the FIPSE skills and the general education requirements, the results of the assessment would benefit the
FIPSE project, as well.
The instrument ultimately chosen was the Academic Profile. The Academic Profile is a test of general
academic knowledge and skills. It is intended for use by colleges and universities in assessing the outcomes
of their general education programs to improve the quality of instruction and learning. The test focuses on the
academic skills developed through general education courses rather than on the knowledge acquired about
the subject taught in these courses. It does this by testing college-level reading, and critical thinking in the
context of the humanities, social sciences, and natural sciences. Mathematics and writing skills are tested
independently of context areas.
The exam was administered to students who had completed 30 hours or more of the 36-hour general
education core requirement. The results of which were shared, reviewed and discussed by the Committee.
The student's performance on this assessment was excellent. The results for MCC exceeded the
performance of other associate degree institutions. Sophomores at MCC scored above sophomores at other
community colleges across the nation in eight of the nine domains tested. In addition, when corresponding
scores of MCC freshmen were tabulated and compared to the scores of sophomores, the tremendous value
added provided by the MCC experience could be ascertained. The MCC sophomores tested also outscored
sophomore students at Baccalaureate and Master's producing institutions nationwide. The complete results
from AP test have been included for review.
During the administration of the Academic Profile, MCC was able to add questions to help determine the
perceived effectiveness of other aspects of the curriculum not directly measured by the instrument. These
areas included: Computer technology, working with others, developing a personal code of values and ethics,
locating, evaluating and using information, developing listening skills, contributing to the welfare of the
community, learning effectively on ones own, developing "workplace" skills, managing self and understanding
the importance of lifelong learning. Overall, MCC respondents did indicate a strong level of agreement that
their attendance at the College resulted in increased knowledge, skill and development in each of the areas
listed. While these results could not be compared to other schools, it clearly provides valuable information for
immediate evaluation and future comparative analysis. These results have been included for review.
In spite of the exceptional performance by the students on this assessment, in an effort to utilize the
assessment results to make improvements, the CDR Committee expressed a desire to enhance the student’s
abilities with respect to Critical Thinking. Because of the importance of Critical thinking as both a FIPSE skill
and one of the general education goals, the Faculty Professional Development Team included training
sessions on Critical Thinking at its most recent Faculty Development Day, February 16, 2004. In addition the
FIPSE grant brought in an outside consultant/presenter to do a workshop for faculty on Critical Thinking. All
faculty were also provided, through the FIPSE grant, a very useful monograph entitled, The Miniature Guide to
Critical Thinking.
In addition to the direct assessment provided by the Academic Profile, Manatee Community College uses a
variety of additional procedures/assessments to evaluate student achievement in general education. Some of
these measures include:
A) Grade Distribution Analyses.
Each term, the College generates grade distribution reports by course, department and instructor to identify
high-risk courses and to provide information to faculty to improve instruction in subsequent terms. These
reports are shared widely and allow the College to track student performance at the course and departmental
level. Student success intervention strategies have been developed in a number of areas (i.e., math, science)
to promote student success based on these analyses. Copies of these reports have been included for review.
B) Graduating Student Survey.
The Graduating Student Survey is administered every year to all students applying for graduation through the
office of Enrollment Services. The purpose of the survey is to obtain students’ evaluation of the academic
programming, student services and overall experience at MCC. In 2002-2003, 805 students completed the
survey. Some of the findings from this most recent survey include the following:
Survey Question
Level of Student Agreement
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-Acquired basic knowledge in the liberal arts
-Developed ability to locate information
-Developed ability to write effectively
-Developed ability to express themselves effectively
-Developed ability to use mathematical skills effectively
-Felt prepared for further study in major field
-Improved social and interpersonal skills
98.3%
97.7%
95.9%
93.7%
95.7%
96.9%
93.7%
A complete copy of the latest Graduating Students Survey has been included for review.
C) Licensure/Certification Examinations.
MCC graduates have consistently performed well on licensure and certification exams when compared to
graduates of other Florida community colleges. MCC programs in which students annually take national
licensure examinations include: dental hygiene; nursing; occupational therapy assistant; physical therapist
assistant; radiography; and respiratory care. in 1999, MCC's aggregated pass rate on these exams was 90.0%
versus an 86.4% state average pass rate. In 2000, MCC's students achieved a 91.5% pass rate versus an
82.7% state pass rate. Additional data on licensure examination performance has been included for review.
D) Employer Survey.
For the 2001-2002 academic term, more than 93% of the Manatee and Sarasota employers who participated
in an MCC Employer Satisfaction Survey chose “Very Satisfied” or “Satisfied” to describe their overall rating of
MCC graduates in the work place. One hundred percent (100%) of employers who responded to this survey
indicated they would hire another MCC graduate. The complete findings from this instrument have been
included for review.
E) College Exit Examination.
The State of Florida has adopted an exit examination for its postsecondary educational students called the
College Level Academic Skills Test (CLAST). Students who do not achieve a 2.5 grade point average or do
not score sufficiently high on a nationally normed exam are required to take this test as a condition of
graduation. The results (pass rates) for students taking this test over the past several years are as follows:
Year
2003
2002
2001
2000
1999
MCC Students
94.9%
95.8%
94.4%
87.9%
92.0%
State Average
92.3%
91.1%
89.3%
81.7%
84.2%
More detailed findings from the CLAST have been provided for review. These data evidence that MCC
students have consistently performed better on this examination when compared to students at Florida's
twenty-seven other community colleges.
F) Placement Rates.
Students receiving the associate in science or the associate in applied science degree have been successful
in securing employment in their chosen fields. Over the last three years, The College's placement rate has
exceeded 90%. In the most recent year, the College's placement rate was 98.8%. A complete set of
placement data has been included for review.
G) Academic Performance of Transfer Students.
MCC's transfer students consistently perform better academically at the State's eleven senior (four-year)
institutions compared to transfer students from other State community colleges. The most recent data show
MCC transfers earning an aggregate grade point average (gpa) of 3.02 at the senior institutions while transfers
from other community colleges earned a composite gpa of 2.85. Included, for review, are additional
longitudinal data documenting MCC's long history of superior student performance after transfer when
compared to that of other community college students.
H) Student Engagement.
In the Spring of 2002, MCC implemented the Community College Survey of Student Engagement (CCSSE) to
determine to what extent students were "engaged" in the learning process at the College. A large portion of
this instrument was dedicated students' perceptions of the general education program offered at the institution.
Only 5% of MCC students indicated that their experience at MCC did "very little" to help them acquire a "broad
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general education" base. Only 11%, 17%, 7% and 13% indicated that their MCC experience did "very little" to
help their development in writing, speaking, thinking and solving numerical problems respectively. A complete
set of CCSSE survey findings has been included for review.
The College's Institutional Effectiveness (IE) Plan contains a wide variety of performance and quality
measures which primarily focus on student learning outcomes. A review of this monograph will document the
tremendous success MCC has achieved in elevating student performance over the past five years. Both direct
and indirect (longitudinal and comparative) measures of student learning and achievements are documented
within the IE Plan. A more complete discussion of these indicators can be found in the response to
Comprehensive Standard 3.3.1.
Source Documents:
1. General Education Program - 2003-04 College Catalog* (pp. 57-60 & 64)
2. Curriculum Development and Review Committee Guidelines
3. Minutes of the CDR Committee
4. FIPSE Web site
5. Guidelines for Writing Course Performance Standards
6. Employer Satisfaction Survey
7. Graduating Student Survey
8. Academic Profile Web site
9. Florida State Statute
10. Florida Department of Education Administrative Rule
11. Performance Results - Academic Profile
12. Performance Results - State Accountability Measures
13. Performance Results - SUS transfer data
14. Reaccreditations Reports for Nursing, OTA, PTA, Dental Hygiene and Radiography (housed in the Office
of the Dean of Nursing and Health Professions)
15. Institutional Effectiveness Plan*
16. Survey of Program Assessment Techniques
17. Grade Distribution Report
18. Community College Survey of Student Engagement (CCSSE) Results
19. Matrices identifying where General Education Competencies are taught in the MCC curriculum
3.5.2
The institution awards degrees only to those students who have earned at least 25 percent of the
credit hours required for the degree through instruction offered by that institution.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College has an established Rule regarding the awarding of degrees. MCC
Rule 6HX14-4.01 specifically addresses admission, classification, promotion and graduation of students. This
Rule appoints personnel to establish graduation procedures. Graduation requirements and procedures are
outlined in College Procedure 6HX14-4.01.03 and are published in the 2003-04 College catalog on pages 15
and 39. This College procedure, item four (4), states, "Twenty-five percent of the hours of course credit
required for the degree must be completed at Manatee Community College." The Registrar's Office Policy and
Procedures Manual also details the specific procedures as to the awarding of degrees.
To further verify compliance with this mandate, the College executed a query to determine if any student in an
Associates of Science or Associates in Applied Science degree program had not earned at least 25% of their
program degree credits at MCC. This query was run for the past nine terms. A review of the query findings
confirm that none of these students had earned less than the required amount of program credit at MCC. The
complete findings from this query have been included for review.
Source Documents:
1. MCC Rule
2. 2003-04 College Catalog*
3. Registrar Policy and Procedure Manual
4. Degree Audit Query Findings
5. MCC Procedure 4.01.03
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3.6 Educational Programs: Graduate and Post-Baccalaureate Professional
Programs
3.6.1
The institution’s post-baccalaureate professional degree programs, and its master’s and doctoral
degree programs, are progressively more advanced in academic content than undergraduate
programs.
Compliance
Partial Compliance
Non-Compliance
Narrative: This criterion does not apply to Manatee Community College as the institution is not eligible to
offer these degrees.
3.6.2
The institution ensures that its graduate instruction and resources foster independent learning,
enabling the graduate to contribute to a profession or field of study.
Compliance
Partial Compliance
Non-Compliance
Narrative: This criterion does not apply to Manatee Community College as the institution is not eligible to
offer these degrees.
3.6.3
The majority of credits toward a graduate or a post-baccalaureate professional degree is earned
through the institution awarding the degree. In the case of graduate and post-baccalaureate
professional degree programs offered through joint, cooperative, or consortia arrangements, the
student earns a majority of credits from the participating institutions.
Compliance
Partial Compliance
Non-Compliance
Narrative: This criterion does not apply to Manatee Community College as the institution is not eligible to
offer these degrees.
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3.7 Faculty
3.7.1
The institution employs competent faculty members qualified to accomplish the mission and goals of
the institution. When determining acceptable qualifications of its faculty, an institution gives primary
consideration to the highest earned degree in the discipline in accordance with the guidelines listed
below. The institution also considers competence, effectiveness, and capacity, including, as
appropriate, undergraduate and graduate degrees, related work experiences in the field,
professional licensure and certifications, honors and awards, continuous documented excellence in
teaching, or other demonstrated competencies and achievements that contribute to effective
teaching and student learning outcomes. For all cases, the institution is responsible for justifying and
documenting the qualifications of its faculty.
Compliance
Partial Compliance
Non-Compliance
Narrative: All faculty hired to teach at Manatee Community College, regardless of the position (full-time,
adjunct, college transfer, occupational/technical or college preparatory) are required to meet standards as
established by the institution in accordance with the SACS credentialing guidelines.
The College has a formalized set of procedural guidelines (Credit Faculty Credential Review - Procedural
Guidelines). These guidelines include the Certification Parameters for each discipline, forms used to certify,
document specific competencies, or amend a faculty members credentials. The procedures ensure that no
faculty member would be entered into the teaching schedule without appropriate qualifications and supporting
documentation on file. The record keeping of this information was converted from a manual system to a
computerized system with built-in safeguards that would not allow an instructor number to be assigned without
the appropriate documentation being included in the faculty member’s personnel file. These procedures reflect
the practice the College follows and incorporates necessary changes to accommodate the Banner system
(College’s software) and the assignment of faculty numbers.
The procedure establishes a Credentials Review Committee comprised of the Vice President of Academic
Affairs, the academic deans and the department chairs. The Vice President of Planning and Effectiveness and
the Director of Human Resources serve as ex-officio members. An initial meeting of that Review Committee
was called to review the procedure, review all credentialing parameters and any documented exceptions (see
meeting agenda).
At that meeting each Department Chair summarized in matrix form the Certification Parameters for each
course prefix taught within their departments. These parameters were presented and reviewed by the
Credentials Review Committee and ultimately assembled into a master index defining the minimum
requirements for faculty teaching college transfer or non-transfer courses in each of the discipline areas
offered at the College (see Certification Parameters, in the Procedural Guidelines).
Following the adoption of the Certification Parameters the Committee reviewed any documented exceptions
proposed for faculty whose credentials did not meet the established minimums outlined in the Certification
Parameters. Very few exceptions were approved, limited generally to studio and performing arts.
Once this process was finalized all faculty data were entered into the Banner system allowing multiple
summary reports to be generated. These reports are done routinely each semester.
Concurrent with the development of this process, the academic administrators and department chairs
reviewed every current faculty member’s personnel folder, transcripts, and other related documentation and
summarized this information for input into the computerized system. If during the review process of existing
faculty, based upon the Certification Parameters, it was determined that a revision to a faculty member’s
current certification needed to be made, amendments were made and noted in the personnel file. A Faculty
Certification Amendment form was developed to address these changes. A copy of this form is included in the
Procedural Guidelines, which is attached for review.
A Semester Summary Credentials Report of all courses taught by all faculty (full-time and part-time) is
generated each semester listing all courses offered during any particular semester can be generated which
lists all courses taught (transfer or non-transfer) by each faculty member along with a summary of the
credentials of that faculty member (see report). The report lists all courses taught (transfer or non-transfer) by
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each faculty member along with a summary of the credentials of that faculty member (see Roster of
Instructional Staff: Semester Summary Credentials Reports). The report is signed by the Vice President of
Academic Affairs and routinely filed with the Vice President of Planning and Effectiveness.
An expansive amount of evidence exists which attests to the effectiveness of our teaching faculty. The
college’s response to 3.3.1 details quite extensively the results of various assessment measures employed in
evaluating faculty impact on student learning. Success rates, graduation rates, licensure pass rates and exit
exam pass rates are all tracked and compared with similar colleges. In all instances MCC is equal or superior
to its counterparts.
In addition to assuring that faculty meet the credentialing guidelines, the College demonstrates its commitment
to the continued professional development of its faculty through the Professorial Ranking System and its Staff
and Program Development program. The College budgets 2% of its state funding for Staff and Program
Development activities. The greatest portion of these funds supports tuition/book reimbursement and
attendance at professional conferences, workshops and seminars. In 2002-03, the most recent year reported
to the state, 31 of MCC’s faculty and staff participated in tuition reimbursement to enhance their teaching skills
and keep current in their fields. Another 133 individuals participated in conferences, workshops or seminars to
enhance their knowledge in their respective areas of responsibility. (This faculty development program is
discussed in greater depth in our response to 3.7.3). The Professorial Ranking System has as one of its
requirements a demonstration of continued professional development and accelerates the process through
the completion of additional coursework. Through a combination of these two programs, faculty not only are
reimbursed for all (or a substantial amount) of their educational expenses, they ultimately receive greater
compensation as a result of the achievement of a higher professorial rank (see attached Professorial Ranking
Document).
Source Documents:
1. Faculty Credential Procedural Guidelines*
2. Faculty Certification Parameters (included Faculty Credential Guidelines*)
3. Minutes of Credential Review Committee
4. Credit Faculty Documented Competency Review Application (included in Faculty Credential Guidelines*)
5. Roster of Instructional Staff: Semester Summary Credentials Report* – Spring 2003
6. Roster of Instructional Staff: Semester Summary Credentials Report* – Fall 2003
7. Roster of Instructional Staff: Semester Summary Credentials Report* – Spring 2004
8. Professorial Ranking System Handbook*
9. Faculty Certification Amendment Form (included in Faculty Credential Guidelines*)
10. Faculty Certification Form (included in Faculty Credential Guidelines*)
11. Faculty Personnel Folders (available in Human Resources)
3.7.2
The institution regularly evaluates the effectiveness of each faculty member in accord with published
criteria, regardless of contractual or tenured status.
Compliance
Partial Compliance
Non-Compliance
Narrative: All College faculty, regardless of contractual status (full-time/part-time) or tenured status, are
evaluated on an annual basis according to Evaluation of Professional Personnel Policies (Evaluation of
Faculty document is attached). The evaluation of full-time faculty includes a review of instructional materials,
observations of instructional effectiveness; summary of student evaluations; mastery of subject matter;
effectiveness as a member of the department and College; and conclusions and recommendations on
contractual status. Department Chairs are responsible for writing evaluations and then they are reviewed with
the faculty member by the department chair and the appropriate dean. All completed annual evaluations are
sent to the Vice President of Academic Affairs for review and ultimately are filed in the faculty member’s
permanent personnel file. Faculty who teach distance learning courses are also evaluated according to the
Evaluation of Professional Personnel Policies and are subject to the same evaluation criteria listed above.
Faculty who teach distance-learning classes are subject to criteria listed in the Distance Learning Handbook
(pp. 6-12).
Student evaluations are an integral part of each faculty’s evaluation, regardless of contractual or tenure status,
and are completed anonymously each semester for all full-time and part-time faculty. The original evaluation
forms are collated in the computer center and returned to the dean. Policy allows them to be returned to the
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faculty members after the grades are submitted for the semester (the distribution procedure is located on page
7 of the Evaluation of Faculty document). A summary of the evaluations is included on the annual faculty
evaluation form. Individual conferences are held with each full-time faculty early in the spring semester to
review and discuss the evaluation and to make suggestions for professional growth. The process provides for
formative as well as summative evaluation. The criteria and format for Faculty Evaluation and the StudentFaculty Evaluation Tool are included with this document. An electronic student evaluation is available for
distance students. Students are assigned personal identification numbers which give them access to an
anonymous, online evaluation form. This evaluation has been adapted to allow student feedback on items
specific to the course delivery as well as the instructor (a copy of the evaluation is included in the Distance
Learning Handbook, pp. 11-12).
Department Chairs make classroom visitations of full and part-time faculty. Conferences are held to discuss
the observation (a copy of this form is included in the Evaluation of Faculty Document).
Although the evaluation of adjunct faculty is handled in a similar manner to their full-time counterparts, the
evaluation timetable is maintained on a semester basis to concur with their employment contract.
A satisfactory evaluation by the respective Department Chair and Dean is a necessary component for an
adjunct being rehired for any subsequent semesters. Similarly, a less than satisfactory evaluation for a fulltime faculty member would result in denial of an annual salary step increase, and could lead to further
disciplinary action depending upon the serious of the deficiencies.
The success of the College's faculty is reflected in the performance of its students. A review of Compliance
Certification section 3.3.1 documents the great success the MCC faculty has achieved in promoting student
learning and development. Responses to the College's Graduating Student Survey also indicate the high level
of student satisfaction with the faculty instruction. When asked if MCC instructors provided high quality
learning experiences, 94.6% of graduating students agreed that they had. This level of student satisfaction
with instruction has remained constant for the past four years. A copy of this survey data has been included for
review.
Source Documents:
1. Evaluation of Faculty Handbook*
2. Distance Learning Handbook*
3. Institutional Effectiveness Plan*
4. Student Evaluations of Course and Faculty - summary data
5. Graduating Students Survey Responses
3.7.3
The institution provides evidence of ongoing professional development of faculty as teachers,
scholars, and practitioners.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College supports ongoing professional development of faculty as teachers,
scholars and practitioners. Professional development opportunities are available on an ongoing basis for fulltime faculty through MCC's Staff and Program Development funding; the MCC Sabbatical Leave Program;
and MCC Grants. The Faculty Professional Development Team coordinates the majority of the professional
development programming. The Faculty Professional Development Team Web Page is included for review.
Distance Learning and Instructional Technology play an especially important role in faculty professional
development. A full-time Director of Instructional Technology and Distance Learning coordinates instructional
technology professional development.
Both full-time and part-time faculty are afforded incentives for participating in professional development. Fulltime faculty may use approved professional development as part of their documentation for yearly step
increases and for promotions. Grants may provide specific financial incentives for faculty to pursue targeted
professional development projects. Adjunct faculty may use approved professional development hours for
compensation.
Faculty members serving in supervisory positions are also provided professional development opportunities
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for enhancing skills in management. These activities are coordinated through Human Resources,
Occupational and Technical Education and Academic Affairs.
The College maintains a Faculty Professional Development Program Web Page that provides information
about MCC Faculty Professional Development as well as Annual MCC Calendar of Faculty Professional
Development activities.
MCC Staff and Program Development (SPD):
Florida State Board of Education Administrative Rule 6A-14.029 states that each community college shall
allocate from its resources available for current operations during the fiscal year an amount not less than 2%
of the previous year's allocation from the community college program fund. Even in the leanest of budget
years, the College has demonstrated its commitment to faculty professional development by maintaining a 2%
expenditure of SPD funding.
The SPD Committee is chaired by the Vice President of Academic Affairs and consists of eight full-time
employees of the College appointed by the President. Full-time faculty professional development activities
funded are in the areas of Course Tuition/Textbook Reimbursement; Conferences, Workshops, Seminars,
Meetings; and Pre-and In-Service Education Activities (program, department, division or college-wide
workshops, continuous training programs or development of staff training materials). SPD Guidelines have
been included for review.
Full-time faculty who elect to pursue a formal program of study or individual courses at an accredited college
or university are eligible to receive reimbursement for tuition and purchase of books up to a maximum of
$1,000 per year. Degrees to be earned and/or courses to be taken must update or upgrade competence
specified for the faculty's current or College-planned position. Full-time faculty may also elect to receive SPD
funding for conferences, workshops, seminars and meetings up to a maximum of $850 per year. This funding
includes registration fees, transportation costs, per diem expenses, and materials for meetings and activities
that address needed job-related skills or will be of benefit to the department, program, division or College.
SPD also provides for Pre- and In-Service funding that relates to the objectives/needs of faculty, departments,
programs or the College. Activities in this category include all-college planning; departmental, program,
division, committee or other organizational pre- or in-service activities; one-time workshops or seminars;
intercollegiate visitations; and development of pre-or in-service materials. Adjuncts may participate in and
benefit from funded activities.
Each recipient of SPD support (excluding course tuition) is responsible for submitting a Final Report that
assesses each funded activity. The Final Report assists in providing accountability for expenditures of SPD
funds as well as evaluation and improvement of the overall SPD process. SPD Committee Chair reviews the
Final Report, and a copy is filed in each campus library for sharing and informational purposes.
A chart outlining the College's budgeted and actual expenditures on Staff and Program Development (SPD)
activities over the past six years has been included for review. This chart also documents the increasing
number of MCC employees participating in developmental activities over the past four years.
MCC Sabbatical Leave Program:
The purpose of the MCC Sabbatical Leave Program is to encourage and sponsor continued professional
growth of the MCC faculty. The Sabbatical Leave Policy has been included for review.
The Sabbatical Selection Committee is chaired by the Director of Human Resources and consists of eight fulltime tenured faculty of the College elected by the faculty. Faculty may be rewarded six semester leaves (or
two percent of full-time faculty per year, whichever is greater) per academic year. Sabbatical Leaves may be
granted for seventy-five percent of a faculty member's individual base pay. Application may be made by a
faculty who has completed at least two years on a continuing contract and who has not received a Sabbatical
Leave with pay within the previous five years. Approved Sabbatical Leave professional development activities
include continuing or pursuing a degree at an accredited institution; updating professional skills; participating in
training or in-service education programs; pursuing non-degree related course work; working on formal
academic research to produce significant results worthy of publication; taking part in structured professional
pursuits not involving formal academic course work (includes writing with intent to publish, artistic endeavors,
and technical projects); and pursuing personal growth or self-enrichment activities with a demonstrated benefit
to MCC.
Within four weeks of returning to regular contract status after completing a Sabbatical Leave, the recipient is
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required to provide the Sabbatical Leave Committee with a comprehensive written report including relevant
documentation describing how the goals of the Sabbatical Leave were met. The Sabbatical Leave Committee
reviews the Report and it becomes part of the file of approved leaves maintained in the MCC Library.
Sample Final SPD and Sabbatical Leave Program Reports have been included for review.
MCC Grants:
MCC has been successful in obtaining grant funding for professional development through FIPSE, Title III and
the Instructional Technology Teacher Training Grant (IT3). This funding has been instrumental in providing
quality professional development in areas targeted by the MCC Strategic Plan and the Institutional
Effectiveness Plan. FIPSE focus has been on 21st Century Skills training; Title III focus has been on learning
styles, retention, and developmental education; IT3 focus has been on instructional technology and distance
learning.
MCC Faculty Professional Development Team (FPDT):
The purpose of the MCC Faculty Professional Development Team is to provide ongoing in-service training
each academic year for both full-time and adjunct faculty. The coordination of College-wide professional
development objectives and funding is an essential part of the Team's function.
The Dean of Instruction chairs the Faculty Professional Development Team for the Division of Arts and Letters
& Social and Behavioral Sciences. It consists of six faculty members represented by each Division and
includes the FIPSE Director, the Faculty Senate President, an MCC Library representative, the Distance
Learning and Instructional Technology Director, and the Co-Activity Director of Academic Development for
Title III. It coordinates with various sectors of the College such as Corporate and Community Development to
incorporate full use of the College resources for training.
Faculty Professional Development Team activities include the coordination of Faculty Professional
Development Days, which often include nationally recognized keynote speakers; in-service workshops and
seminars; and on-line training. Needs assessment surveys are given to the faculty prior to the offering of inservice activities to determine areas of faculty professional development needs. Professional Development
activities focus on moving from a teaching paradigm to a learning paradigm, incorporating 21st Century Skills
into curriculum, and applying contemporary pedagogies in the classroom. Topics have included Digital
Literacy; Classroom Assessment Techniques (CATS); Collaborative Learning; Generational Learning Styles;
Information Literacy; Critical Thinking; Student Learning Styles; Listening Skills; Motivating Students;
Instructional Technology; and Active Learning Strategies. Follow-up faculty learning programs, such as the
CATS Mentoring Program or Brown Bag lunches, are coordinated through the Team to assist in the continued
infusion of best practices across the academic areas.
Distance Learning and Instructional Technology play an especially important role in faculty professional
development. The Director of Instructional Technology and Distance Learning offers a Distance Learning
Web Page for Students and Faculty that is accessible twenty-four hours per day. The Director also offers
support services to the faculty that are specifically related to instructional technology and distance education.
The Director provides a Distance Learning Handbook and training for faculty on how to effectively use specific
IT hardware and software; provides individual one-on-one training to the faculty teaching distance learning
classes before the distance learning classes start; supervises two distance learning mentors who work directly
with faculty; and arranges for distance learning workshops specifically training distance learning faculty in
relevant topics (Generational Learning Styles and the Online Environment; Using Online Discussion Boards for
Class Interaction; Motivating Distance Learning Students; Building Web Pages with DreamWeaver; Using the
Internet More Effectively; etc.). All distance learning faculty are required to work with the Director of
Instructional Technology and Distance Learning to create a training plan specific to their needs and teaching
format. Training and services are available during the day and by prior arrangement in the evening. 24/7
online technical support for students and faculty is provided through a combination of services which includes
access to MCC’s Computer Services on site help desk and access to Collegis’ Online and Academic Services
(OAS) help desk.
In-service activities are evaluated and reviewed by the Faculty Professional Development Team and/or by the
area sponsoring the event. Evaluations are used for continuous improvement of professional development
programming. Sample Faculty and Professional Development Evaluations have been included for review.
Professional Development of Faculty as Managers:
MCC provides professional development for faculty who serve in supervisory positions. Selected faculty
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serving in supervisory roles participated in a weeklong President's Leadership seminar. In addition, each year
the MCC Office of Human Resources provides workshops for faculty who are serving in supervisory roles.
The Director of Occupational and Technical Education offers professional development sessions to the MCC
Program Managers. The Vice President of Academic Affairs supports professional development of faculty
serving as Department Chairs by providing funding for them to complete a two-year organizational leadership
training program offered through the International Academy for Leadership Development. Sample of
Professional Development of Faculty as Managers—Chair Academy—is included for review.
Source Documents:
1. Faculty Professional Development Team Web Page
2. Florida State Board of Education Administrative Rule
3. Staff and Program Development Committee Guidelines
4. Sabbatical Leave Policy
5. Sample Final SPD and Sabbatical Leave Program Reports
6. Sample Faculty Professional Development Evaluations
7. Chart of SPD Expenditures and Participants
8. Institutional Effectiveness Plan*
9. Faculty Development Calendar
3.7.4
The institution ensures adequate procedures for safeguarding and protecting academic freedom.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College has an established policy relating to the safeguarding and
protection of academic freedom. The MCC College Rule on Academic Freedom, number 6HX14-3.01, states
that faculty are entitled to academic freedom as generally defined in the 1940 Statement of Principles of
Academic Freedom and Tenure formulated by the Association of American Colleges and the American
Association of University Professors. Relevant provisions of this statement accepted by the College are
specifically stated in the Rule.
Faculty who believe that their academic freedom is being or has been limited under this rule may appeal
through the College’s Complaint/Conflict Resolution Procedures.
The College has received no official complaints related to academic freedom in the past ten years.
In an effort to support the validity of the narrative above, the Faculty Senate has endorsed the statement and a
copy of their minutes documenting this action are included.
Source Documents:
1. MCC Rules
2. MCC Employee Conflict Resolution Procedure
3. Faculty Senate Meeting Minutes
3.7.5
The institution publishes policies on the responsibility and authority of faculty in academic and
governance matters.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College is committed to faculty playing an integral role in the governance of
the College. To that end, the Faculty Senate Constitution (developed by faculty and ratified by both the
Administration and the Board of Trustees) states that "it is important for the institution that faculty have a
strong role in the governance of the College" and thus faculty "shall serve as members of the following
committees: Vice President's Academic Council, President's Management Team, Strategic Planning and
Institutional Effectiveness Committee, Planning and Budget Review Committee, Faculty Advisory Council,
Curriculum Development and Review Committee, Staff and Program Development Committee, Student
Activities Budget Review Committee, Technology Management Team, search committees for both faculty and
administrative positions, and all ad hoc committees that address issues of importance to the College."
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Furthermore, the College places an expectation on faculty that they serve in this capacity and involvement is
rewarded through credit toward both annual evaluation and promotion.
Individual guidelines outline the membership criteria of most major committees, and the College publishes a
Standing Committee Assignments booklet, which lists all committees and their membership each year. In
addition, the Faculty Senate Constitution details the process by which elections occur, a process that is
overseen entirely by the Faculty Senate.
In an effort to support the validity of the narrative above, the Faculty Senate has endorsed the statement and a
copy of their minutes documenting this action are included.
Source Documents:
1. Standing Committee Assignments Monograph
2. Professorial Ranking System Handbook
3. Curriculum Development and Review Committee Guidelines
4. Faculty Senate Constitution
5. Instructional Faculty Job Description
6. Evaluation of Faculty Booklet*
7. Faculty Senate Meeting Minutes
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3.8 Library and Other Learning Resources
3.8.1
The institution provides facilities, services, and learning/information resources that are appropriate
to support its teaching, research, and service mission.
Compliance
Partial Compliance
Non-Compliance
Narrative: MCC provides facilities, services and other learning/information resources that are appropriate to
support its teaching, research and service mission. Included in these facilities are the following:
The MCC Library collections contain 72,235 book volumes, 6,464 audio-visual resources, 353 periodicals, a
wide variety of online databases and a growing e-book collection. Students also have access to items in other
library collections via inter-library loan. Membership in library consortiums also enables students and faculty to
access resources outside of the Library's physical structure. MCC's association with the College Center for
Library Automation (CCLA), the Tampa Bay Library Consortium (TBLC), Southeastern Library Network
(SOLINET) and the Online Computer Library Center (OCLA) makes available valuable services, resources
and technology that enable the College to provide and support student and faculty research and learning.
The Bradenton Campus Library houses the College Archives and the studio for the Film and Television
Department and several editing suites. The library portion contains a total of 12,264 square feet of public
space, 3,964 square feet of office/meeting space and 367 square feet of library storage space. Technical
services for both campus libraries and maintenance of the Library’s web site are performed in Bradenton. The
library provides 16 computer workstations, eight small group study rooms and numerous individual study
carrels and various size worktables. The Library is open 69.75 hours per week, Monday through Thursday
7:45am to 10:00pm, Friday 7:45am to 4:30pm and Sunday 2:00pm to 6:00pm.
The Venice Campus Library includes a Nursing classroom/lab, a graphics classroom/lab, the campus
newspaper office and the Office of Disabled Student Services. The library portion contains a total of 8,203
square feet of public space, 2,250 square feet of office/meeting space and 420 square feet of storage space.
The library provides six computer workstations, three small group study rooms, two AV viewing rooms and
numerous individual study carrels and various size worktables. The library is open Monday through Thursday
7:45am to 9:00pm, Friday 7:45am to 4:30pm.
When compared to other community colleges in the Southeast with enrollments within 20% of our own, MCC's
library has more than the average book volumes, librarians and total staff per FTE student enrollment. MCC's
total expenditure per enrolled FTE is also higher than the Southeastern average. A more detailed set of library
collection, databases, usage, circulation, personnel and financial statistics has been included for review.
Computer access for students is extensive at MCC. There are nineteen computer labs on the Bradenton
campus in eight different buildings. The Venice campus has five labs housed in two buildings. This is a total of
23 computer labs with 468 computers. There are also fifteen computer classrooms on the Bradenton campus,
the Venice campus has five computer classrooms, and Lakewood Ranch has six computer classrooms. This
is a total of 26 classrooms equipped with 449 student computers, these classrooms also have an instructor
station. You will find in the documentation a list of the labs and a list of the classrooms. The libraries are also
equipped with computers for student use, the Bradenton library has sixteen computers for student use and the
Venice library has six.
Both libraries offer reference service, information literacy instruction, reserves, intra-/inter-library loan, audiovisual and distance learning services to students and faculty. A qualified reference librarian is available at
each site during all hours of operation. MCC also participates in the Ask-a-Librarian Virtual Reference
Service. Standards for providing facilities and support services to extended campus and distance learning
courses are based on the Association of College and Research Libraries Guidelines for Distance Learning
Library Services.
Satellite dishes, with Ku and C band reception capability, are available at each campus library and can be
broadcast to other locations on campus using the coaxial cable system.
The MCC Virtual Library provides access to an extensive array of databases (69 online databases are
available for student and faculty use), electronic journals and books, research guides and other online
resources to all MCC faculty, staff and students, regardless of location. During 2002-03, MCC's databases had
a total of 37,898 hits. This represented three percent of the total number of hits in the entire Florida community
college system. In October 2000, the College began offering access to e-books and since that time their use
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has increased dramatically. In the nine-month period of 2000-01, we had 512 uses, during 2001-02, there
were 2,061 uses and during 2002-03, there were 5,193 uses. Individual point-of-use instruction is available to
MCC students, staff and faculty. The Bradenton campus collection includes 52,685 book volumes, 10,396 AV
items, and 101 microform titles. The Venice campus collection includes 19,550 book volumes, 3,056 AV items
and 75 microform titles.
In an effort to help maintain the currency and relevancy of library holdings, each year the College's Library
Director sends a letter to all new and returning full-time faculty soliciting suggestions as to what resources will
be necessary to support their specific course and program offerings. A copy of these letters has been attached
for review. The library also has surveyed the program directors to ascertain to what extent they believe library
resources adequately meet the needs of their students and programs. A copy of these findings has also been
attached for review. Also attached is a copy of materials available by subject areas in which degrees are
offered. An invitation is also extended to visit the library for a tour and introduction to the staff.
The computer labs provide students access to various software programs, including word processing,
spreadsheets and databases. Additionally, subject-specific software such as, Algebra Made Painless, Skull
Anatomy and Viruses and Bacteria are available in the campus labs. Many computer labs at the College offer
staff and/or student help in the use of computers. Specific training courses are scheduled throughout the year.
Some tutoring is available in specific labs and Collegis (MCC's contracted computer services professional
management company) provides a toll-free telephone number and online help for computer questions.
Computer Services staff provide training workshops in Outlook, basic file management, SCT Banner general
applications and the Banner specialized applications and web-based modules. Collegis provides a Learning
Technology Support Center 24/7 with answers to frequently asked questions and a Help Desk Online user
support system.
The Student Services division provides a broad base of resources in collaboration with other College offices
that support faculty teaching and student learning. In terms of accessibility for the entire College community,
the Disability Resource Center maintains an up-to-date accessible lab inventory. The College’s Title III
initiative provides a full-time instructional design specialist, as well as faculty success resources through its
website.
The campus offices of Student Activities complements the student learning that is conducted through the
classroom setting by providing extra-curricular and co-curricular programming. These activities are planned in
collaboration with faculty and are designed to foster interpersonal and leadership skills development,
appreciation for diverse cultures, and opportunities for social, intellectual, physical and emotional growth.
The Student Activity advisors seek partnerships with community agencies and organizations that promote
service learning activities, volunteer opportunities and leadership skills. The three-year Florida – Community
Higher Education School Partnership (CHESP) partnership coordinated through the Bradenton Student
Activities Office and the Scholarship Olympics program conducted through the Venice campus Student
Activities Office, are just two examples of extra-curricular activities supporting and promoting student learning
consistent with the mission of the College.
Topics of discussion as highlighted in the syllabus of the Concepts of Wellness (HLP 1081) course provide the
foundation for the Student Activities wellness programs on each campus each year. Additionally, specific
student activities are coordinated with the faculty to enhance both Student Life Skills courses: Life Skills Student Success (SLS 1101) and Career Explorations (SLS 1301).
Included for review, are the findings from MCC's Library Satisfaction Survey. This instrument was
implemented in the Spring terms of 1998 and then again in 2003. The findings show significant "satisfaction"
improvements in almost every aspect of library operation.
Findings from the Noel-Levitz Student Satisfaction Inventory (SSI) Survey echo this improved performance.
When asked to rate the "adequacy of library resources and services," MCC students replied with the following:
Year
1999
2001
2002
2003
MCC Student Satisfaction
5.31
5.45
5.51
5.51
National Group Satisfaction
5.19
5.24
5.28
5.34
A complete set of these findings has been included for review. Please note that MCC has made positive
progress not only in the College library but also in almost all areas of the institution.
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The library has also consistently scored a satisfaction rate above 90% on the College's Graduating Students
Survey. When asked to rate library resources and services, graduating students responded with the following:
Year
1999-00
2000-01
2001-02
2002-03
Satisfaction Rating
96.0%
96.5%
98.2%
97.3%
A complete set of these survey findings has been included for review.
MCC students have also rated the labs at the College in a favorable manner. When asked if "equipment was
kept up to date in the lab" (Noel-Levitz question 42), the response was as follows:
Year
1999
2001
2002
2003
MCC Student Satisfaction
4.89
5.17
5.26
5.29
Similarly favorable responses were provided to questions regarding lab adequacy and accessibility. A
complete set of Noel-Levitz survey findings has been included for review.
Findings from the College's Graduating Students Survey also indicate a high level of student satisfaction with
computer labs. When asked if "state-of-the-art technology is used in instructional support services," student
responses were as follows:
Year
1999-00
2000-01
2001-02
2002-03
Level of Agreement
87.6%
85.3%
88.5%
90.2%
A complete set of survey findings has been included for review.
Source Documents:
1. Library Satisfaction Survey Results
2. Noel-Levitz Student Satisfaction Survey Results
3. Graduating Students Survey Results
4. Matrix of Library/Learning Resources facilities with Information on Accessibility for Disabled Students
5. Library Buildings floor plans
6. Buildings 1, 5, 6, 19, 27, 28, 29, 300, and 400 floor plans
7. Center for Innovation and Technology floor plan
8. Matrix of computer equipped classrooms
9. Library site home page
10. Library Mission Statement
11. Library Policies
12. Library online catalog
13. Summary of Collection Holdings
14. List of Online Databases
15. Available Resources/Collections by Degree or Program Area
16. Results of Program Manager Survey
17. Software inventory for computer labs
18. MCC Financial Data FY1999-FY2002
19. Southeast Colleges ranked by book expenditures per FTE
20. Southeast Colleges ranked by book volumes per FTE
21. Use of online services chart
22. Graph of Library Home Page hits by month
23. Graph of E-book use by month
24. Graph of book circulation by month
25. Example of library letter to new faculty
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26. Example of annual library letter to returning faculty
27. Example of library letter to department chairs/program managers
28. Faculty Orientation presentation
29. College Center for Library Automation (CCLA) mission
30. Tampa Library Consortium (TBLC) Home Page
31. About TBLC
32. About the Southeast Library Network (Solinet)
33. Online Computer Library Center (OCLC)
3.8.2
The institution ensures that users have access to regular and timely instruction in the use of the
library and other learning/information resources.
Compliance
Partial Compliance
Non-Compliance
Narrative: MCC ensures that users have access to regular and timely instruction in the use of the library and
other learning/information resources.
A qualified librarian is available all regular operating hours for individual and/or group instruction. Faculty
schedule Information Literacy Library Orientation (ILLO) sessions to meet the specific needs of their students
and the curriculum. After the session, presentations are posted to the library website so students can refer
back to the information. Online presentations have been developed for distance learning courses. Students
may enroll in a one-credit course, LIS 2004, Introduction to Internet Research, which is taught by College
librarians.
ILLO instruction is provided for dual enrolled classes both on- and off-campus. Information Literacy
Workshops are also presented to the MCC Faculty.
Below, for review, is a listing of the number of Information Literacy (IL) workshops the MCC library has run
over the past five years. A more detailed breakdown of these workshops and the student assessments of
them have been included in the source documentation material for review.
Year
1998-99
1999-00
2000-01
2001-02
2002-03
Number of IL Workshops Held
197
190
159
171
206
Students Enrolled
4720
4432
3792
4192
4992
Instruction is also readily available by phone, e-mail and online chat via the Ask-a-Librarian service on the
web. The library has developed an extensive collection of Pathfinders, information sheets that explain many
aspects of library use. Pathfinders are available in hard copy at the libraries and from the library website.
Also available to students is a web-based directed-study tutorial designed to assist learners in familiarizing
themselves with library and other academic resources available at the College. This tutorial (Information
Literacy) provides library navigational information, online resources, PowerPoint presentations and pathfinders
all designed to assist students locate, retrieve and utilize the resources they need.
Information literacy instruction is designed to teach students how to locate valid, pertinent information in
multiple formats. Question nineteen of MCC's Graduating Student Survey asks students if their attendance at
MCC helped them to "develop their ability to locate information quickly and efficiently". Over the last four years
the lowest level of student agreement with this statement was 96.2% with the highest being 98.5%.
Included, for review, are the results of a recent survey of MCC faculty which detail some of the specific
courses in which instruction in technology and information management are provided. It will be clear from
these findings that technology and information literacy concepts and lessons are interwoven throughout the
MCC curriculum and course offerings.
The Library Satisfaction Survey conducted in the Spring 1998 and Spring 2003 terms indicate improvement
and satisfaction in the areas of library instruction, use and guides. Below are the results of three questions
related to Information Literacy. A set of complete survey findings has been included for review.
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Question
---Satisfaction Rates--1998
2003 Improvement
Q18: Class instruction in library research skills 77.6%
86.9%
9.3%
Q19: Individual instruction in library use
81.4%
84.1%
2.7%
Q20: Library handouts and guides
48.4%
85.9% 37.5%
In addition, the Academic Profile (AP) "local questions" queried students' ability to retrieve and manage
information as well as locate and evaluate information from a variety of sources. These finding are as follows:
AP Local Questions - "As a result of my attendance at MCC, I have increased my knowledge level and skills in
the following areas":
Q1. Using computer technology to retrieve and manage information: 71% "agree", only 1.8% "strongly
disagree"
Q4. Locating, evaluating and using information from a variety of sources: 83.9% "agree", only 1.4% "strongly
disagree"
The Community College Survey of Student Engagement, distributed in the Spring 2002 term, also provides
additional evidence that the College helps students obtain the skills they need to effectively gather and use
information.
The newly opened, September 2003, Raymond D. Cheydleur Academic Resource Center (ARC) provides
tutoring and workshops for students. Several existing labs were moved to the Raymond D. Cheydleur
Academic Resource Center to provide students with a central location. The Graduating Student Survey
indicates satisfaction with instruction provided in computer labs. According to this survey, there has been a
90% or higher level of agreement that lab assistants and tutors provided high quality learning experiences for
students at MCC. Results from the College's Employer Satisfaction Survey indicated that 88% of employers
were satisfied with the computer skills of MCC graduates. These surveys have been included for review.
Please also see the College's response to Compliance Certification 3.4.14 for additional documentation of
compliance.
Source Documents:
1. Library Satisfaction Survey Results
2. Graduating Students Survey
3. Employer Satisfaction Survey Results
4. Statistics on Information Literacy Workshops given over the past five years
5. Information Literacy Workshop Satisfaction Survey results
6. Library web site
7. Information Literacy Guide (web site)
8. Information Literacy tutorial links (web site)
9. Pathfinders Master Index
10. Pathfinder – Library Guide
11. Pathfinder – Library Assistance for Distance Learners
12. Pathfinder – Library of Congress Subject Areas
13. Pathfinder – Library Topics – Pop Culture
14. Pathfinder – Evaluating Internet Resources
15. Sample handouts for Information Literacy Workshop on Career Resources
16. Faculty Assessment of Information Literacy Session
17. Sample handout for Information Literacy Workshop for SLS1101 (30 page booklet)
18. Faculty Survey Findings Related to Information Literacy and Technology
3.8.3
The institution provides a sufficient number of qualified staff—with appropriate education or
experiences in library and/or other learning/information resources—to accomplish the mission of the
institution.
Compliance
Partial Compliance
Non-Compliance
Narrative: The library on the Bradenton campus is staffed by thirteen individuals. Five individuals staff the
library on the Venice campus. These staff hold among them eleven master’s degrees, two bachelor’s degrees
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and five associate degrees. They have a total of 324 years experience. A roster denoting their positions,
academic credentials and years of experience has been provided for review.
Library staff attend workshops, classes and seminars to keep current in their areas. Since January 2000, staff
have attended 102 different workshops and have participated in three library staff development days. Sue
Clayton, Library Department Chair, is currently serving on the College Center for Library Automation’s (CCLA)
Executive Committee. She is also a representative on CCLA’s Information Portal Committee and Judy Born
serves on the CCLA’s Library Programs and Services Committee. A list of all workshops, seminars, etc. is
available in the documentation for review.
Surveys among the MCC student population show a high level of satisfaction with library staff. The lowest
"satisfaction" rating on any Graduating Student Survey in the last ten years has been 92%, which was
recorded in the 1996-97. The latest Graduating Student Survey (2002-03) indicates a 97.3% satisfaction rating
with the College library.
MCC has also administered the Noel-Levitz Student Satisfaction Inventory survey for three years since the Fall
of 1999 and has seen positive progress on library related queries. When specifically asked about whether
library staff are helpful and approachable, students replied as follows:
Year
1999
2001
2002
2003
MCC Student Satisfaction
5.40
5.41
5.59
5.51
National Group Satisfaction
5.23
5.24
5.27
5.30
A complete copy of these survey findings has been provided for review. Please also see the response to
Compliance Certification question P-CS-25 for additional data supporting the College's compliance with this
mandate.
A survey of College employees also indicates satisfaction with library personnel. The library surveyed college
employees in the Spring 1998 and Spring 2003 terms. As the table below indicates, the satisfaction with library
personnel has increased over this time frame.
Question
Q12: Staff who are friendly and courteous
Q13: Staff who are knowledgeable
Spring 1998
86.8%
89.2%
Spring 2003
92.0%
93.4%
When compared to twenty-one other community colleges of similar size in the Southeast, MCC ranks fourth in
"librarians per FTE students". In "total staff per FTE students", MCC ranks eighth. In both cases, MCC's
staffing levels are above the cohort average (1.69 versus 1.25 in librarians per FTE students and 4.58 versus
3.93 for total staff per FTE students).
Fourteen lab supervisors with a total of 89 years experience manage the College’s labs. Five hold master’s
degrees, eight have bachelor’s degrees and one has an associate’s degree. The College’s Director of
Instructional Technology and Distance Education has a master’s degree and sixteen years experience with
instructional technology. Computer services at MCC are outsourced to Collegis. The current Director of
Computer Services has over fifteen years experience and the Manager of User Services has over ten years
technical management experience.
Source Documents:
1. Library Satisfaction Survey Results
2. Graduating Students Survey
3. Noel-Levitz Student Satisfaction Survey Results
4. Library Organizational Chart
5. List of Library Staff with years of service and educational degree
6. Resumes of library staff
7. List of Library staff development from January 2002 through January 2004
8. Southeast Colleges ranked by librarians per FTE
9. Southeast Colleges ranked by total staff per FTE
10. List of computer lab supervisors with years of service and degree
11. Resumes of lab staff
12. Resume of Director, Instructional Technology & Distance Education – Kathy Biggs
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13. Resume of Interim Computer Services Director (Collegis) – Ruth Ann Balla
14. Resume of Manager, User Services for Online & Academic Services – Todd Yates
3.9 Student Affairs and Services
3.9.1
The institution publishes a clear and appropriate statement of student rights and responsibilities and
disseminates the statement to the campus community.
Compliance
Partial Compliance
Non-Compliance
Narrative: The College provides clear statements of student rights and responsibilities. MCC's Standards of
Student Behavior enumerates the obligation expected of each student to conduct herself/himself in a manner
compatible with College’s function as an educational institution and to obey the laws enacted by federal, state
and local governments. The Code of Conduct consists of a number of behavioral expectations
encompassing: a) academic ethics; b) computer ethics; and c) campus regulations. In addition, Manatee
Community College provides Student Complaint/Conflict Resolution procedures that ensure the rights of due
process when a student is either accused of a violation of the Code of Conduct or wishes to contest an action,
decision or a grade issued by the College.
Source Documents:
1. 2003-04 College Catalog*
Standards of Student Behavior/General Expectations p. 49
Code of Conduct:
Academic Ethics p. 49
(Conflict Resolution Procedure p. 49)
Computer Ethics p. 49 – 50
(Conflict Resolution Procedure p. 50)
Campus Regulations p. 50 – 52
2. 2003-04 Student Handbook*
Standards of Student Behavior/General Expectations p. 45 – 46
Code of Conduct:
Academic Ethics p. 46 – 47
(Conflict Resolutions Procedure p. 47)
Computer Ethics p. 47 – 49
(Conflict Resolution Procedure p. 49)
Campus Regulations p. 49 – 58
(Conflict Resolution Procedure p. 52, 54, 57 – 58)
3. College Rules
4. College Procedures
3.9.2
The institution protects the security, confidentiality, and integrity of its student records.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College has an established policy to protect the security, confidentiality and
integrity of its student records. The Registrar's Office, Office of Financial Aid and the Career Resource Center
have a Student Records Retention and Retirement/Disposal Policy regarding student records and is in
accordance with Florida Statutes 1002.22, 1006.52, Public Law 83-380. All student records are maintained in
fireproof cabinets, vaults and/or the College’s computerized database. Only authorized personnel have
access to the records.
MCC conforms strictly to the provisions of the Family Educational Rights and Privacy Act of 1974. This
College Rule may be viewed in hard copy in the Office of Institutional Effectiveness or Human Resources
(Privacy Rights of Students, MCC Rule 6HX14-4.08). This Rule is also posted on the MCC Intranet at
http://intranet.mccfl.edu/Rules/Rules.html, Section 4. The policy is found in the College catalog on pages ii and
52-53 and in the Lancer Student Handbook and Planner, pages 19-20.
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The College requires all employees to complete the online FERPA tutorial during employee orientations.
Regular MCC employees are given a FERPA Reference Sheet and are required to complete an online tutorial
available on the MCC Intranet at http://www.mccfl.edu/Admin/EnroSer/FERPA/welcome.htm. A FERPA
Certificate is required to be printed by the employee and is sent to the Human Resource office for placement
in the individual’s employment file. Student employees are required to sign a Student Employment
Confidentiality Agreement prior to employment on campus and the forms are maintained in the Career
Resource Center.
Students who wish to have their records marked “confidential” may complete a Directory Disclosure/Release
Authorization form available in the Registrar's Office. Students are informed of this opportunity on pages ii and
52-53 of the College Catalog. Once a student completes this form, no information is released from the
institution regarding this student without written consent. The internal policy is located in the Policy and
Procedures Manual in the Registrar Office, Policy number 6.50.
A FERPA Third Party Release Form is also available to students who wish to have information given to third
parties for special circumstances. The internal policy is located in the Policy and Procedures Manual in the
Registrar Office, Policy number 6.51.
Since the inception of the Family Educational Rights and Privacy Act in 1974, no Manatee Community College
students have filed a complaint with the U.S. Department of Education concerning alleged failures by the
College to comply with the requirements of FERPA.
At Manatee Community College (MCC) the Administrative Computer System (ACS) contains the following
modules: Student, Financial Aid, Accounts Receivable, Finance and Human Resources. All of the data for
these systems is stored on an Oracle database that is monitored 24 hours a day. There are strict procedures
to access any part of the ACS.
MCC protects the security and confidentiality of its data using a multi-tiered method. First, users must log into
the local area network. Next, the database uses Oracle based-security which requires a password for each
user account. Each user is also restricted to data access by their user class. These classifications are based
on job functions or roles.
A user is granted access to the ACS at MCC by applying for a User ID and Password through the Supervisor
of Computer Operations. This process is accomplished by the user’s supervisor submitting a signed paper
document requesting the user to be placed into a user class. This document is stored in the Operations
department indefinitely.
There are two points of entry into the ACS. The first point is through the MCC Internet. This method of entry is
only used by authorized MCC employees. A user is validated with the correct combination of User
Identification (User ID) and Password. A user cannot get into ACS through the MCC Intranet until the correct
combination of User ID and Password has been entered. If a user forgets their User ID or Password they need
to contact the Supervisor of Computer Operations to be granted access.
All data transaction processing through the MCC Internet are secure because access to the Oracle database
is not accessible from outside the campus by unauthorized users. You must be an authorized user to access
the MCC Internet to gain access to the ACS using this point of entry.
The second point of entry into the ACS is through the Web. This point is accessed by both students and
authorized MCC employees. This application requires the user to enter a valid User ID and Personal
Identification Number (PIN). This combination is authenticated by the Oracle database. The User ID and PIN
are not the same as the combination of User ID and Password to enter into the ACS through the MCC
Internet.
When the correct combination of User ID and PIN are entered, access is granted to the ACS via the Oracle
Web Server. When a user submits the incorrect User ID and PIN combination more than five times, they are
locked out of the ACS via the Web. At this point, the user will need to contact the Help Desk either in person
or over the phone. This method is only used for employees of MCC. Students need to contact the Registrar’s
Office in person and present photo identification to have their user PIN reset.
Once entry into the ACS via the Web is accomplished, all data transaction processing is made secure by the
Oracle Web Server and data encryption. Cookies are used the perform security checks through the Web
application to ensure the Web Id’s are valid. No data is stored on a user’s hard drive and all cookies are
destroyed when the browser session is closed. The application is set up to disconnect a user from the ACS
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when there is no activity for more than 15 minutes. The user will need to sign back into the system and be reauthenticated before access to the ACS is granted.
Server Security:
Access to systems is limited by passwords. Accounts and passwords are created and disabled regularly
based on requests from supervisors and managers. Passwords are required for network access, e-mail
access, Banner (student system) as well as other systems (Web CT, bookstore, etc.). Passwords must be at
least six characters long and must contain a mix of alpha and numeric characters. Group policies are applied
on the servers and users are restricted from viewing unauthorized data.
Data Security and Backup:
Nightly backups secure the data from loss with tapes stored off site (from Bradenton campus to Venice
campus). A contract with Sungard Recovery Services provides both methodology and hardware for disaster
recovery. The Sungard data warehousing hot-site is located in Arizona. The hot-site and recovery procedures
are tested annually with IT staff traveling to the Sungard site. MCC has been with Sungard since April 1994
and has never experienced any data loss.
Network Security:
A firewall (Intrusion Detection Software) is configured to protect the campus network from unauthorized
access. Secure Shell is installed on the Banner server. This provides a secure login for users who telnet to
this server. The firewall has also been modified to only allow a secure login to the HP9000 from the outside.
The critical servers and network equipment is monitored 24 X 7. The system includes alert notification.
Exception reports are automatically sent via text paging and e-mail.
Source Documents:
1. Registrar Policy and Procedure Manual Sections
2. Florida State Statutes
3. Computer Services Data Protection and Backup Procedure
4. MCC Rule
5. Student Record Retention and Retirement/Disposal Policy
6. FERPA Directory Disclosure Release Authorization
7. FERPA Third Party Release Form
8. 2003-04 College Catalog*
9. 2003-04 Student Handbook*
10. Student Employment Confidentiality Agreement
11. MCC Procedure
3.9.3
The institution provides services supporting its mission with qualified personnel to ensure the quality
and effectiveness of its student affairs programs.
Compliance
Partial Compliance
Non-Compliance
Narrative: The Student Services Division is staffed with employees who are well trained and have the
appropriate credentials for the positions they fill. Each of those positions reporting to the chief student
services officer (Vice President of Student Development and Enrollment Services) partake in the College’s
professional development program each year. Furthermore, all are active participants in national, regional
and/or state professional organizations. Each direct report to the Vice President also maintains an up-to-date
resource library (electronic and traditional hardcopy) for their respective staff and the division as a whole.
The Vice President of Student Development and Enrollment Services at Manatee Community College has a
terminal degree. All of the nine (9) direct reports to the Vice President have at least a master’s degree with
the exception of the coordinator of the disability resource center who has a baccalaureate degree. Of the five
coordinator positions, three (60%) also have a master’s degree. All the counselors have a minimum of a
master’s degree. Of the advisor positions in four different departments, 63% also have an earned master’s
degree. One advisor in the disability resource center holds a licensed practical nursing degree.
The Title III coordinator, both co-activity directors, and the Instructional Design Specialist are Ph.D. recipients.
The learning specialists are both approved adjunct faculty and collaboratively work with all faculty providing
developmental courses.
The Manatee Community College Student Services Division employs a comprehensive approach to
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assessment to gather, analyze, and interpret evidence which describes institutional, divisional and
departmental effectiveness. Each department in student services uses quantitative and qualitative methods
throughout the year to improve program effectiveness, delivery of services and establishes new policies and
procedures.
MCC evaluates the effectiveness of its student services via a variety of methodologies. First, the College has
used the Noel-Levitz Student Satisfaction Inventory survey in each of the past four years. A large portion of the
questions on this instrument are directed to student services. A review of MCC student responses over the
past four annums documents the increase in overall student satisfaction with these services. A complete set of
findings from this instrument has been included for review.
The College also disseminates a Graduating Students Survey each year. An entire section of this instrument is
dedicated to the assessment of student support programs and services provided at MCC. On the majority of
these measures, MCC's student services has earned a 90% or better student satisfaction rating in each of the
past four years. The detailed findings from these surveys have been included for review.
The Student Services Division at MCC also collects comment cards from students using any of its services.
These cards are collected and analyzed by the area Vice President and the findings are then discussed with
each department manager so that improvement strategies can be formulated. A copy of a comment card has
been included for review.
Each department/unit reporting to the Vice President of Student Development and Enrollment Services
incorporates a comprehensive array of on-going assessments in an effort to gather, analyze and interpret
evidence of programmatic quality and effectiveness. Peer reviews, self-audits, focus groups, and crossfunctional teams, to name a few, contribute to a comprehensive assessment model that further strengthens
the programs and services being provided to MCC students.
Overall, the data from multiple sources clearly indicate the effectiveness of student service departments at
MCC. While there always remains room for improvement, the College is gratified to have achieved such
positive evaluative ratings especially in a time of increasing student enrollment.
Source Documents:
1. Student Services Organizational Chart
2. Educational Attainment/Qualifications of Student Services Staff
3. Resumes* (also available for review in the office of Human Resources)
4. Professional Organizational Involvement by Student Services Staff
5. Institutional Effectiveness Plan*
6. Noel-Levitz Student Satisfaction Survey Results
7. Graduating Students Survey Results
8. Summary of Student Services Satisfaction Survey (by department)*
9. Division of Student Services - Peer Review*
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RESOURCES
3.10 Financial and Physical Resources
3.10.1 The institution’s recent financial history demonstrates financial stability.
Compliance
Partial Compliance
Non-Compliance
Narrative:: Manatee Community College's financial health and stability is exceptionally solid. In each of the
past five annums, total unrestricted and restricted current fund revenues have exceeded expenses and the
Unallocated Fund Balance has grown in dollars and as a percentage of Total Funds Available each year. The
College also has consistently maintained an average Fund Balance percentage above that of the Florida
community college system average. The institution’s liquidity ratio also provides additional evidence of
financial stability.
The College maintains financial records in accordance with applicable Florida Statutes, Florida State Board of
Education Administrative Rules and the Department of Education publication “Accounting Manual for Florida’s
Public Community Colleges (rev. 2002)”. Rules of the State Board of Education incorporate the appropriate
requirements of the Governmental Accounting Standards Board (GASB) for State and Local Government.
The Auditor General examines the records of the College on an annual (or as otherwise required) basis to
determine compliance with law and State Board of Education rules. Each year, the Auditor General conducts
a financial audit on the Annual Financial Report of the College that is incorporated into the State of Florida
annual audit. An exit interview is conducted and a written report is provided to the Board of Trustees on that
audit.
A schedule of changes in unrestricted net assets, excluding plant and plant related-debt is presented each
year within the Annual Financial Report (AFR). Although no longer required by law, MCC continues to obtain
Board approval for all budget amendments to the original approved budget, as well as uses of unallocated
fund balance.
Each community college is authorized (per Florida State Statute Title XLVIII, Chapter 1010, Section 33) to
have an audit of their accounts and records by an independent certified public accountant retained by them
and paid from their public funds. These audits are in addition to those required by Florida law. As such, the
Board of Trustees of MCC has retained CPA Associates as their internal auditor to perform agreed upon
procedures to include operational, financial and compliance reviews with appropriate guidelines. The internal
auditor issues summary statement or management letters identifying areas for improvement including
management controls, internal controls and best practices.
MCC has consistently maintained an unallocated fund balance in excess of the average fund balance for all 28
Florida Community Colleges. In 2001-02, MCC’s fund balance percent exceeded the state average by 2.25%.
For the fiscal year ended June 30, 2003, MCC’s fund balance percentage increased another 1.27% to
11.33%, representing a sound budgeting process and appropriately controlled spending.
The structure of the Manatee Community College Budget Committee includes representatives from all College
constituencies such that all programs and services of the institution are given fair consideration when
allocating financial resources. In addition, an annual analysis of current operating expenditures, exclusive of
personnel and capital outlay, demonstrates the growth and adequacy of funding for each College division.
(See Fund 1 Current Expenditures Summary) Finally, a longitudinal examination of operating expenses by
functional component demonstrates the adherence of actual expenditures to the institutional priorities
identified in the budget process. (See MCC Ratios) Recent increases in institutional support and physical
plant operations represent a focused effort to markedly improve the technological and physical infrastructure
of the overall College.
MCC’s financial ratio analysis also documents the financial strength of the institution (see MCC Financial
Ratios). The College has maintained a steady 15% profit percentage from its auxiliary enterprises over the
three-year period including fiscal years ending 2001, 2002 and 2003 allowing the institution the flexibility to
respond quickly to new initiatives and unanticipated opportunities or challenges. MCC’s unallocated fund
balance ratio indicates that the College maintains a healthy level of flexibility. The College’s operating ratios
also show that MCC enjoys a comfortable amount of financial flexibility, as operating needs are not
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compromised by large debt service costs. Strength ratios measure an institutions ability to meet outstanding
debt from net assets and MCC’s strength ratios are considered excellent according to industry standards
established by McCarthy & Turner for the Association of Governing Boards of Universities and Colleges
(1997). Finally, MCC’s liquidity and cash flow ratios indicate a very strong working capital position with more
that $6.86 of current assets to meet each $1 of current liabilities.
Source Documents:
1. Indicators of Financial Position (IE Plan, Index 13)
2. Financial Audit and Management Letter: Fiscal Year ended June 30, 2003*. (management letter is part of
audit report)
3. Annual Financial Reports 2001-03*
4. Annual Budgets 2002-04*
5. Cost Analysis Reports 2001-03*
6. District Board of Trustees Meeting Minutes*
7. IPEDS F-1 Report
8. Budget Process Manual (Office of the VP Business & Administrative Services)
9. MCC Financial Ratios
10. The Foundation for MCC - Fund Balance Data
11. Florida State Statute
12. Fund 1 Current Expenditures Summary (funding by program data)
3.10.2 The institution provides financial statements and related documents, including multiple measures for
determining financial health as requested by the Commission, that accurately and appropriately
represent the total operation of the institution.
Compliance
Partial Compliance
Non-Compliance
Narrative:: MCC prepares its Annual Financial Report in conformity with generally accepted accounting
principals (GAAP) applicable to colleges and universities as prescribed by the Governmental Accounting
Standards Board (GASB). The National Association of College and University Business Officers (NACUBO)
also provides the College with recommendations prescribed in accordance with generally accepted accounting
principles promulgated by GASB and the Financial Accounting Standards Board. In November, 1999, the
Governmental Accounting Standards Board issued GASB Statement No. 35 “Basic Financial Statements and
Management’s Discussion and Analysis for Public Colleges and Universities.” This Statement includes public
colleges and universities within the financial reporting guidelines of GASB Statement No. 34 “Basic Financial
Statements and Management Discussion and Analysis for State and Local Governments.” GASB Statement
No. 35 allows public colleges and universities the option of reporting as a special-purpose government either
engaged in only business-type activities, engaged in only governmental activities, or engaged in both
governmental and business-type activities. In consultation with the Florida Division of Community Colleges
and the 28 Florida Community College Business Officers, the College elected to report as an entity engaged in
only business-type activities. This election requires the adoption of the accrual basis of accounting and entitywide reporting including the following components:
A) Management’s Discussion and Analysis (MD&A)
B) Basic Financial Statements:
*Statement of Net Assets
*Statement of Revenues, Expenses and Changes in Net Assets
*Statement of Cash Flows
*Notes to Financial Statements
The Statement of Cash Flows is presented using the Direct Method and is in compliance with GASB
Statement No. 9.
In addition to the new GASB requirements, the College continues to prepare its Annual Financial Report on
the basis of funds. The accounting system is organized on the basis of funds that have self-balancing sets of
accounts for recording assets, liabilities, fund equity, revenues and expenditures. Resources are allocated to
and accounted for in individual funds based on the purposes for which they are to be spent and the means by
which spending activities are controlled. Accounts are maintained in various funds as prescribed by the
Florida Department of Education, Division of Community Colleges.
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Expenditures are reported both by organizational unit and by object code in all nine funds maintained by the
College.
The most recent annual audit of the financial statements of Manatee Community College by the Auditor
General of the State of Florida found that the College’s financial statements presented fairly, in all material
respects, the financial position of the College. The results of all audit tests that were conducted for the fiscal
year ending June 30, 2003 disclosed no instances of noncompliance. In addition, no matters involving the
College’s internal control over financial reporting and its operation were noted that were considered to be
material weaknesses. The College has received the same clean audit report for the past ten years and
anticipates no instances of material misstatement or weakness in the current fiscal year.
Compliance Certification response 3.10.1 provides a complete ratio analysis which further documents the
financial health of the College.
Source Documents:
1. Annual Financial Reports 2001-03*
2. Annual Budgets 2002-04*
3. Indicators of Financial Position (IE Plan, Index 13)
4. Cost Analysis Reports 2001-03*
5. GASB Guidelines (housed in the office of the Director of Finance)
3.10.3 The institution audits financial aid programs as required by federal and state regulations.
Compliance
Partial Compliance
Non-Compliance
Narrative:: The most recent annual financial statement audit conducted by the Auditor General of the State
of Florida found no reportable instances of financial aid non-compliance with federal and state regulations.
Specific operational audits and voluntary internal audit reports have identified various minor issues such as
report timing, reconciliation procedures and signature collection procedures that have been addressed to the
satisfaction of the auditor in a timely and corrective manner.
Where state conducted operational audits identified areas for improvement all were addressed and corrected
in a manner acceptable in terms of time and level of response to those conducting the audits. In recent years,
most audit issues cited can be attributed to a lag in the adoption of procedural changes necessary to respond
to the implementation of a new comprehensive administrative software system (Banner).
Source Documents:
1. Schedule of Federal Awards (part of Annual Financial Reports*)
2. U.S. Department of Education Final Audit Determination for 2000-01, dated June 26, 2002.
3. MCC’s Response to Preliminary Audit Findings for 2000-01, dated March 7, 2002.
4. U.S. Department of Education Final Audit Determination for 2000-01, dated November 14, 2002.
5. Florida Auditor General Preliminary and Tentative Audit Report for 2001-02, dated February 12, 2003.
6. U.S. Department of Education Final Audit Determination for 2001-02, dated April 22, 2003.
7. U.S. Department of Education Final Audit Determination for 2001-02, Dated October 3, 2003.
3.10.4 The institution exercises appropriate control over all its financial and physical resources.
Compliance
Partial Compliance
Non-Compliance
Narrative: The Board of Trustees of Manatee Community College has adopted several Rules to insure
adequate control over College financial and physical assets. Rule 6HX14-5.13 Insurance on College Property
authorizes the President to establish an insurance program to protect College assets. The College has an
established insurance program that is managed by a Risk Management Consortium comprised of most of the
Community Colleges in Florida. Rule 6HX14-5.20 Property Accountability requires a property inventory be
conducted annually and Rule 6HX14-5.03 Bonds for Employees requires that bonds for employees be
provided as required by law to safeguard College financial and physical assets.
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As part of the periodic operational audit (currently every two years), the Auditor General’s office performs tests
of controls over financial and physical resources. Copies of past operational audits and the related findings
and required responses are filed in the office of the Vice President for Business and Administrative Services.
Manatee Community College maintains its financial records and practices in compliance with Generally
Accepted Accounting Principles (GAAP) and according to the pronouncements from the Governmental
Accounting Standards Board (GASB). In keeping this these standards and principles, Manatee Community
College reconciles equipment purchases to the general ledger on a monthly basis and physically inspects
equipment owned and recorded on the College’s books once a year. Physical asset inventory records are
maintained in the office of the Property Records Manager.
On a monthly basis, the College’s internal auditors perform various tests of controls, reconcile balance sheet
accounts (primarily assets) and perform specialized tests of transactions to determine compliance with
accounting procedures and internal controls. Reports are provided to the Board of Trustees and the President
on a monthly basis and appear as a discussion item on the monthly Board meeting agenda. The College
adheres to the State Accounting Manual where account code structure and prescribed internal control
practices are identified. The annual audit, performed by the State Auditor General’s office, routinely conducts
various tests of these prescribed internal controls relative to the College’s financial and physical resources.
The College reconciles equipment purchases to the general ledger on a monthly basis and physically inspects
equipment owned and recorded on the College’s books once a year.
The Banner software system allows the Director of Finance to control the amount and type of expenditure
from every authorized budget manager. No budget manager can spend more that the authorized amount
without submitting a budget amendment for approval. Any amendment that will require an increase in total
budget rather than a reclassification from another account code requires the approval of the Vice President for
Business and Administrative Services and/or the Vice Presidents Council depending on whether the request
can be accommodated within the overall operating budget or requires a fund balance transfer.
Copies of the monthly equipment purchase reconciliation’s are available in the office of the Director of Finance
and the annual physical equipment inspections are available in the office of the Property Records Manager.
All disposals of institutional assets are approved by the District Board of Trustees as indicated in the minutes
of the Board of Trustees.
Further control over the physical resources of the College authorized by Rule 6HX14-5.21 Security of Campus
and is insured by the Campus Security Officers who provide security for the physical campus around the clock
every day of the week. It is the responsibility of the Campus Security Officers to insure that buildings are
appropriately secured during non-operating hours, to protect access to secure areas and to identify and log
any security incident or breech. Logs are monitored by the Chief of Public Safety for further investigation and
corrective action where warranted (see Security Procedures maintained in the Public Safety Office). Campus
Security Officers operate as a contracted service and the duties and responsibilities are detailed both in the
original Request for Proposal and the awarded contract copies of which are available in the office of the
Director of Business Services and Public Safety.
Source Documents:
1. Florida Auditor General Operational Audits
2. Internal Audit Reports 2001-03*
3. District Board of Trustees Meeting Minutes*
4. Monthly Inventory Reconciliation
5. Physical Equipment Inventory - Master Summary Report
7. MCC Rule 6HX14-5.13 – Insurance on College Property
8. MCC Rule 6HX14-5.20 – Property Accountability
9. MCC Rule 6HX14-5.03 – Bonds for Employees
10. MCC Rule 6HX14-5.21 – Security of Campus
11. MCC Property Disposal Procedure
3.10.5 The institution maintains financial control over externally funded or sponsored research and
programs.
Compliance
Partial Compliance
Non-Compliance
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Narrative: The College accounts for externally funded programs in either the current restricted fund (Fund 2)
or the agency fund (Fund 6) and maintains separate departmental accounting for each program. Expenditures
are subject to the same fiscal procedures and budget verification process as the College’s operating funds, in
addition to the requirements of the funding agencies.
The Governmental Accounting Standards Board (GASB) and Generally Accepted Accounting Principles
(GAAP) dictate financial controls relative to externally funded and sponsored research and programs.
Manatee Community College is audited each year in accordance with these standards, principles, and
controls. Schedule 6 of the Annual Financial Report identifies all Federal funds received by the institution and
is subject to the annual audit. Throughout the last ten years, no instances of noncompliance and no matters
involving internal controls were noted that were considered to be material weaknesses. In addition, CPA
Associates provides monthly internal audit services and periodically, according to their independent audit
schedule, reviews externally funded programs.
Each grant goes through an approval process whereby the Resource Development Committee (made up of
the vice presidents, deans and other key administrators) approves the proposal concept, the administrative
hierarchy approves the finished proposal and the President reviews and signs the application to be submitted.
Appropriate administrative personnel (including the President) review the submitted proposal and sign the
board agenda item, which then must be submitted to and approved by the Board of Trustees prior to the
acceptance of any award. Grants are administered through successive supervisors as defined by the grant
and the College’s official organizational chart (Rule 6H14-1.81). The grant administrators are referred to as
project directors, who must comply with both MCC and funding agency regulations while implementing the
project as set out in the approved proposal. The accounting office files periodic financial reports as required
by the funding agencies. Grant accounting files are maintained in the accounting office.
Project directors set up the Fund 2 budget through the Finance Department, which files routine expense
reports to the funding agency. Within the College's software system, the Director of Finance has the ability to
award spending authority to the grant administrator and to control spending according to grant approved
account codes. The grant administrator has the ability to authorize payments from the established accounts
and can also monitor account balances and encumbrances.
Procedures require that the MCC Fund 2 account correspond to the proposal budget as approved by the
funding agency in the notification of award. Required matches are established separately to create an
accurate audit trail. The project directors and their supervisors monitor the project budget to assure proper
and proportionate spending that corresponds to the budget description detail and duration of the project.
Funds can only be moved from one ledger code to another or from one category to another as allowed by
funding agency rules and regulations. Any budget adjustments must continue to support the achievement of
the purpose, goals and objectives of the original proposal. Any increases to personnel or capital expenditures
must be pre-approved in writing by the funding agency. (Any change in goals, objectives, implementation and
budget issues related thereto, must also be pre-approved by the funding agency.) All such requests to the
funding agency must be pre-approved by the project director’s supervisor in consultation with the appropriate
vice president and the director of resource development. In addition to the traditional documentation of an
employee’s work time, whenever an employee receives pay from internal and external funding sources or a
number of external funding sources, a time and effort report is due in order to track the time devoted to each
project and the corresponding salary and benefits associated with each project. Re-assigned faculty time
documentation may be linked to the achievement of project deliverables as opposed to a documentation of
time on task. While MCC procedures must be followed when documenting and acquiring approval for
expenditures, purchasing and travel, the terms of the grant proposal and agency or government regulations
must also be taken into consideration. Use of grant funds cannot exceed the maximum allowed by the
funding/governmental agency for any specific purpose. Fiscal issues that affect staffing (i.e.: hiring new staff
or arranging for faculty re-assigned time) must be pre-approved by the project director’s supervisor in
consultation with the appropriate administrators (program manager, chair, director and/or dean) and the
appropriate vice president. Any reports to be submitted by the project director must be provided to their
supervisors, the appropriate College administrators and the director of resource development at least two
weeks before it is due to allow for adequate time for additional review and adjustment.
The College accounts for externally funded programs in either the current restricted fund (Fund 2) or the
agency fund (Fund 6) and maintains separate departmental accounting for each program. Expenditures are
subject to the same fiscal procedures and budget verification process as the College’s operating fund, in
addition to the requirements of the funding agencies. Grant proposals are approved by the College
administration and the Board of Trustees at their regular meetings. The Accounting and Grants offices files
periodic financial reports as required by the granting agencies. Grant directors are responsible for filing the
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program narrative reports, if required. Grant files are maintained in the accounting office.
Source Documents:
1. MCC Rule
2. Grant Approval Forms
3. Grant Procedure and Forms
4. District Board of Trustees Meeting Minutes (Approving Grants)
5. Banner Web for Finance Documentation (housed in the office of the Director of Finance)
6. Grants Management Tracking Worksheet
7. MCC Foundation Financial Tracking Worksheet
8. Annual Financial Reports 2001-03*
9. GASB Guidelines (Office of the Director of Finance)
10. Financial Audit and Management Letter: Fiscal Year ended June 30, 2003*
3.10.6 The institution takes reasonable steps to provide a healthy, safe, and secure environment for all
members of the campus community.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College employs several methods to ensure a safe environment. The
College adheres to all Florida Building Code requirements and the Florida Building Code incorporates all
federal and state safety standards. The entire Florida Building Code document can be found on-line at
www.sbcci.org/floridacodes.htm. Manatee Community College receives annual fire safety inspections
conducted by the local fire authority. In addition, fire safety, sanitation and casualty (SREF) inspections
conducted by the Florida Community Colleges Risk Management Consortium are conducted annually and
submitted to the Board of Trustees each year by June 30th (see copies of the most recent SREF and local fire
inspection reports). Prior year inspection reports are maintained in the office of the Director of Facilities
Planning & Maintenance.
Manatee Community College employs several methods to ensure a safe environment. During the new
employee orientation process each employee is provided with a wide variety of information from the College's
Department of Public Safety. A copy of this Security Employee Orientation Manual has been included for
review. Included in this packet is a wallet size emergency card that details contact information for campus
assistance, security escorts, vehicle lockout assistance and other emergency telephone numbers. Employees
also receive a copy of MCC’s comprehensive Safety Plan that details the responsibility of the College and
each employee for loss prevention, safety, accident reporting, safety inspections, first aid, property damage
and liability control (see Comprehensive Safety Plan). Information on College procedures and policies related
to hurricanes, tropical storms and bomb threats is also provided. Finally, all employees receive the Florida
Right to Know guidelines, information regarding where to find Material Data Safety Sheets and a Quick Guide
outlining emergency services for reporting incidents, crime prevention tips and campus crime statistics.
MCC monitors, collects and maintains campus crime information in excess of that which is required by the
Clery Act. To clearly and easily disseminate information to the entire campus community regarding safety and
security, the Office of Public Safety maintains a Public Safety website with details as to escorts, educational
programs, emergency reporting procedures, and the Campus Sex Crimes Prevention Act. Important safety
and security information is also published in the Student Handbook and College Catalog. Emergency
Procedure Manuals are maintained in strategic locations throughout the campus including in the Offices of the
Director of Business Services and Public Safety and the Chief of Public Safety (see Emergency Procedures
Manual).
To manage the College's response to critical incidences a Critical Incident Management Team has been
established and the responsibilities of each team member clearly identified in the Emergency Procedures
Manual. The Office of Public Safety conducts routine safety training for the campus community and maintains
all related training records. The Office of Public Safety also develops and maintains chemical and biological
plans that are closely coordinated with local Fire Departments and First Responders. These plans include
maps of each College campus or site, building, room and alarm panel locations (see Emergency Procedure
Manual).
Campus Resource Officers are thoroughly trained and supervised by the Chief of Public Safety and are on
duty around the clock. As a proactive measure toward continuous improvement a peer review was conducted
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in October 2003 to identify safety and security opportunities and to make recommendations as to best
practices. The peer review team was comprised of three security professionals from other academic
institutions who visited all three of MCC’s locations over several days. The scope of the review included key
control, safe landscapes and risk management. The College has been increasingly utilizing closed circuit
television (CCTV) to monitor areas in need of high security, a practice that the peer review commended and
recommended for further investment as a more cost effective and operationally effective alternative to
increasing personnel costs in the area of public safety (see Peer Review Report).
Manatee Community College maintains a comprehensive hazardous material (HAZMAT) plan that was
developed in conjunction with the local public safety authorities. The HAZMAT plan includes provision for
hazardous materials disposal, fire alarm protocol, and asbestos removal procedures (see HAZMAT Plan).
In response to student feedback, MCC has recently finished a complete renovation of campus lighting,
sidewalks, landscaping and parking lots. Physical before and after photographs are maintained in the
Facilities department. Student satisfaction with the improvements is evidenced by the continuous improvement
in the performance gaps measured by the Noel Levitz Student Satisfaction Survey from 1999 through 2003
(see IE Plan, Index 20). Additional evidence of student satisfaction with College safety is documented by
multiple other survey instruments. These data have been included for review.
Source Documents:
1. Comprehensive Safety Plan
2. Emergency Procedures Manual*
3. College Security Statistics (IE Plan*, Index 36)
4. Crisis Response Procedure (in Emergency Procedures Manual*)
5. Employee Orientation Material - Specific to Safety and Security*
6. HAZMAT Plans (in Orientation material)
7. Training records and attendees (Office of Business Services & Public Safety)
8. 2003-04 College Catalog*
9. 2003-04 Student Handbook*
10. Institutional Effectiveness Plan*
11. Material Safety Data Sheets
12. Peer Review Report
13. Noel-Levitz Student Satisfaction Survey Findings
14. SREF Inspection Report
3.10.7 The institution operates and maintains physical facilities, both on and off campus, that are adequate
to serve the needs of the institution’s educational programs, support services, and mission-related
activities.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College operates from three separate geographical locations. The
Bradenton Campus and Lakewood Ranch Site are located in Manatee County and the Venice Campus is
located in Sarasota County. The main campus is in the city of Bradenton, on a 100-acre site, located in
southwestern Manatee County. There are 35 structures on the main campus with a total of 543,000 square
feet and a combined building value of $74 million. The second Manatee County property is a 5-acre site
located in the rapidly growing eastern part of the county. It consists of a single of two-story building with
38,000 square feet and a building value of $5.4 million. The 100-acre Venice Campus has 17 structures with
a total of 118,000 square feet and a combined building value of $16.5 million.
The Facilities Planning & Maintenance Department oversees the entire Physical Plant of the College
consisting of real estate, buildings and building installed equipment on the Bradenton, Venice and Lakewood
Ranch Campuses. The Facilities Department strives to provide a safe, healthy and comfortable environment
conducive to learning for all MCC students, faculty and staff. Facilities accomplishes this through new
construction, renovation and remodeling projects, building and utility systems maintenance, grounds and
athletic fields maintenance, housekeeping of College owned buildings, and transportation support.
The Facilities staff accomplishes its maintenance mission on this $110 million of real property with a mix of a
limited in-house and contractor staff. The in-house craftsmen provide the emergency response for facility
requirements in the 700K SF and execute the majority of a comprehensive preventative maintenance program
(see Sample Facilities Preventative Maintenance Program and Maintenance, Repair and Alterations Work
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procedure). The Preventive Maintenance Program details the inspection and maintenance actions required by
in-house forces and contractors to ensure building systems continue to operate properly and minimize
breakdown repairs. Inspection results, maintenance and repair action taken, and the Work Order Log
document these activities to insure College facilities meet State standards. The entire Preventative
Maintenance Program library is available in the office of the Director of Facilities Planning & Maintenance.
Craftsmen routinely do small repair jobs and develop and oversee contracted service requirements. The inhouse grounds maintenance staff ensures the College landscaping provides the curb appeal that reflects the
College’s excellence. A single mechanic maintains all of the College’s automotive fleet and motorized
equipment. The building housekeeping at all College locations is done through a performance contract that an
in-house person manages. Finally, a small project list is prepared each year and prioritized in conjunction with
the Vice Presidents Council. The small project list details the minor renovations, replacements, and repairs
that will be completed for the year. Items on the small project list include gym floor replacements, restroom
renovations, and auditorium seating enhancements (see Minor Project Lists). All yearly minor project lists can
be found in the off ice of the Director of Facilities Planning & Maintenance.
Manatee Community College recently voluntarily participated in the College Inventory Validation Workshop
that was organized statewide to conduct inventory validation exercises at participating community colleges.
Typically, eight to twelve facilities planning personnel from different colleges come to the host institution and
physically review each room and building at the college to verify the accuracy of the regularly reported facility
inventory. In April 2003 Manatee Community College hosted a workshop to validate the Bradenton and
Venice facilities inventory. The Lakewood Ranch Center had just opened at that time so was not included in
the process. The validation workshop was very valuable to Manatee Community College as, while no major
inventory discrepancies were noted, minor instances where inventory accuracy could be improved were
discovered such as the need to update room numbers and building plans post-renovation (see Manatee
Community College Inventory Validation Workshop document).
A Five-Year Educational Plant Survey is conducted and submitted to the State to insure any physical plant
deficiencies are identified and included in the College’s Capital Improvement Program (see Plant Survey in the
office of the Director of Facilities Planning & Maintenance). The Capital Improvement Program (CIP) is a fiveyear project specific plan of action, submitted annually to the State that describes in detail the condition and
proposed improvements to all College facilities and details the specific large project State funding needs over
the next five years (see CIP summaries) Complete copies of annual Capital Improvement Program
documents are located in the office of the Director of Facilities Planning & Maintenance.
The College architect and planner ensure over 40 yearly contracted projects are planned and executed to the
College’s high standards. The Facilities Design and Construction Standards document directly supports
continued facilities excellence and are given to all contractors. All facilities built, remodeled, renovated and
used by MCC meet the State Requirements for Educational Facilities that are part of the Florida Building
Code. The entire Florida Building Code document can be found on-line at www.sbcci.org/floridacodes.htm.
In the past five years, five new buildings were constructed ($17M), seven buildings were totally renovated
($10M), the Bradenton Campus exterior was transformed ($4.5M), and over 150 small projects were
completed ($10M). Specifically, in fiscal year 2002-03, the last substandard facilities on the MCC campus
were demolished and additional large impact changes occurred (see Campus Improvement Plan photographs
and documentation in the Facilities Department). Three new educational facilities meeting the latest Florida
Building Code requirements were constructed during the same time frame. An administrative building and
student support building were totally renovated to meet the new standards. The entire parking system to
include drainage, lighting, signage, landscaping and paving were totally renovated or replaced as well. Due to
the substantial completion of the prior campus master plan a new College master plan is currently being
developed to consider MCC facility needs for the next 10-20 years. The hard work on behalf of the MCC
facilities staff and the College’s substantial investment in facilities has resulted in the College being recognized
with several awards for building and campus development excellence (awards and recognitions are
maintained in the office of the Director of Facilities Planning & Maintenance).
Responses to the College's most recent Graduating Students Survey indicate a 89.6% level of agreement
from graduating students to the statement, "Buildings and support facilities (at MCC) are well equipped and
maintained." Student responses to the Noel-Levitz Student Satisfaction Inventory survey also document an
increasing level of student satisfaction with College facilities. Some of the specific findings from this instrument
include the following:
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---Satisfaction Ranking--Question
1999 2001 2002 2003
There are a sufficient number of study areas on campus 5.14 5.31 5.22 5.36
Parking lots are well-lighted and secure
4.65 4.85 4.34 5.53
The campus is safe and secure for all students
5.18 5.34 5.28 5.58
On the whole, this campus is well-maintained
5.30 5.59 5.12 5.83
A copy of each of these surveys has been included for review.
Source Documents:
1. Facilities Master Plan (housed in the office of the Director of Facilities Planning and Maintenance)
2. The Five-Year Facility Survey (housed in the office of the Director of Facilities Planning and Maintenance)
3. Capital Improvement Program Summaries
4. SREF Inspection Report and Local Fire Safety Inspection Report (see source documentation in section
3.10.6)
5. Yearly Preventative Maintenance Program
6. Noel-Levitz Student Satisfaction Survey Findings
7. Graduating Students Survey Findings
8. Campus/Site Maps
9. Maintenance, Repair and Alterations Work procedure
10. Manatee Community College Inventory Validation Workshop
11. Facilities Resources and Processes Document
12. Facilities Projects List
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Section 4 FEDERAL REQUIREMENTS
4.1
When evaluating success with respect to student achievement in relation to the institution’s mission,
the institution includes, as appropriate, consideration of course completion, state licensing
examinations, and job placement rates.
Compliance
Partial Compliance
Non-Compliance
Narrative: MCC collects, analyzes and uses a wide array of assessment and evaluative data to measure
and enhance student learning and development. Many of these performance indicators are compiled in the
College's Institutional Effectiveness Plan. Within this monograph, there are forty (40) primary
performance/quality indicators and approximately fifty (50) additional submeasures. Some of the measures
specifically related to student success/achievement include:
A) Course Completion Rates: Indices 25, 26 and 27
B) Pass Rates on Licensure Examinations: Index 5
C) Workforce Placement Rates: Index 7
D) Academic Performance of Transfer Students: Index 4
E) Exit Examination Pass Rates : Index 6
F) Graduating Students Survey: Index 8
G) Employer Satisfaction Survey: Index 9
H) Assessment of General Education: Index 11
I) Measures of Student Engagement: Index 18
J) Student Satisfaction Measures: Index 20
K) Retention Rates: Index 22
L) Graduation Rates: Index 23
M) Student Goal Achievement: Indices 28 and 29
N) Student Satisfaction with Faculty Instruction: Index 30
For the majority of these measures, MCC's has compiled longitudinal, benchmarked and comparative data.
The College recognizes, that ultimately, the aggregated performance of our students/graduates will determine
overall institutional effectiveness. MCC believes that by collecting multiple measures assessing student
learning and development, a heightened level of confidence in their findings can be realized.
Source Documents:
1. Institutional Effectiveness Plan*
2. Grade Distribution Reports (course completion rates for all courses including special analyses for distancebased and developmental): Spring 2003 & Fall 2003
3. State Mandated Accountability Measures: 2002 & 2003
4. State Licensing Examination Results
5. Job Placement Rates
4.2
The institution maintains a curriculum that is directly related and appropriate to the purpose and
goals of the institution and the diplomas, certificates, or degrees awarded.
Compliance
Partial Compliance
Non-Compliance
Narrative: Florida Statute Title XLVIII, Chapter 1004, Section 65, outlines the definition, mission and
responsibilities of Florida community colleges. Specifically, this Statute grants Florida community colleges the
authority to offer programs and courses necessary to fulfill their mission, and they are authorized to grant
associate in arts degrees, associate in science degrees, associate in applied science degrees, certificates,
awards and diplomas.
Moreover, Florida Statute Title XLVIII, Chapter 1004, Section 68, requires that community college Board of
Trustees adopt rules establishing student performance standards for the award of degrees and certificates.
Standards are published in the 2003-04 Manatee Community College catalog which is reviewed and approved
by the Board of Trustees each year.
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The State of Florida has also established a Statewide Course Numbering System (SCNS) to monitor and
describe common courses across for all public post-secondary institutions and several private institutions. The
SCNS ensures that courses taught at one institution are similar to those taught elsewhere under the same
prefix and number, which enhances articulation of credits across the system. Hence, the curriculum used at
Manatee Community College parallels that in use at other community colleges in the state and also the lower
divisions at state universities.
The various programs of study that lead to an Associate in Science or an Applied Associate in Science
degrees follow curriculum frameworks that are established by State discipline committees. Program advisory
committees for each A.S./A.A.S. Degree program, which are comprised of business and community
representatives, provide additional input. This helps to ensure these programs not only meet the state
curriculum frameworks, but also meet the local needs of the community. The College's complete curriculum is
outlined in the 2003-04 College catalog.
At Manatee Community College, the curriculum development and review process is described in the
Curriculum Development and Review Committee Guidelines. The faculty, through a defined representative
process, addresses all curricular issues with final approval by the District Board of Trustees.
Source Documents:
1. 2003-04 College Catalog*
2. Florida State Statutes
3. Curriculum Development and Review Committee Guidelines
4. Writing Course Performance Standards - Sample and Guidelines
5. Statewide Course Numbering System Documentation
4.3
The institution makes available to students and the public current academic calendars, grading
policies, and refund policies.
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College makes available to students and the public, academic calendars,
grading policies and refund policies.
The academic calendar is published in the 2003-04 College catalog (pp. 2-5) and in the 2003-04 Student
Handbook (pp. 5-10). The College catalog is also available on the institution's web site (www.mccfl.edu).
Grading policies are published in the 2003-04 College catalog (pp. 33-34). The Registrar's Office maintains all
Policies and Procedures related to grading in Policy Numbers 8.01-8.11.
Manatee Community College has an established Rule regarding the refunding of fees. MCC Rule 6HX14-5.12
addresses the refund of fees. This Rule is located in the MCC College Rules manual. The refund policy is
published in the 2003-04 College catalog (p. 27).
Source Documents:
1. 2003-04 College Catalog*
2. 2003-04 Student Handbook*
3. MCC Rule
4. MCC Web site (www.mccfl.edu)
4.4
The institution demonstrates that program length is appropriate for each of the degrees offered.
Compliance
Partial Compliance
Non-Compliance
Narrative: Program length is specific for each degree program. The Florida Department of Education,
Division of Workforce Education sets program length via the Program Length Document, AAS/AS/College
Credit Certificate/ATD and the Curriculum Framework Process as authorized by Florida State Board of
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Education Administrative Rule 6A-14.030 (Rule has been included for review).
Program managers, in collaboration with advisory committees select specific courses (curriculum) at degree
program inception or revision. The degree requirements are subsequently reviewed by department chairs, the
dean of instruction for the division and the vice president for academic affairs. The curriculum is subsequently
reviewed and approved by the College’s Curriculum Development and Review Committee. New degree
programs or programs that do not have a current Florida Department of Education (FDOE) CIP number must
be approved by the FDOE-Division of Community Colleges.
The Florida Department of Education, Guidelines for Length of Community College Courses, stipulate that
each credit hour/semester credit represents one hour (50 minutes) of class for 16 weeks inclusive of final
examinations, four hours per week for 12 weeks, or eight hours per week for six weeks. Most courses carry
three-credits and meet for three hours per week for 16 weeks.
Degree programs that require specialized accreditation are reviewed and approved by the accrediting body.
Degree programs not requiring specialized review are subject to review by the Director of Occupational and
Technical Education in collaboration with the Vice President for Academic Affairs, the Deans of Instruction,
program chairs and program managers and shared with Advisory Committee members for feedback. These
reviews ensure that program length is consistent with best practices of both the discipline and higher
education, with other Florida Department of Education community colleges, and with minimum Florida
Department of Education standards.
A summary list of vocational degrees and majors offered at MCC and the program length for each can be
found in an A.S./A.A.S. Program Length document (which has been included for review). A complete list of all
degrees offered at MCC, along with their program lengths, can be found in the 2003-04 College catalog.
Source Documents:
1. Program Length Document
2. Florida State Department of Education Administrative Rule
3. Florida Department of Education Program Length Documentation
4.
Florida
Department
of
Education
Curriculum
Frameworks
Documentation
(see
www.fldoe.org/cc/mindstowork/administrative_documents/cfps.asp) and available in the office of the Director
of Occupational and Technical Education
5. Curriculum Development Committee Meeting Minutes
6. 2003-04 College Catalog*
4.5
The institution has adequate procedures for addressing written student complaints and is
responsible for demonstrating that it follows those procedures when resolving student complaints.
(See Commission policy ”The Review of Complaints Involving the Commission or its Accredited
Institutions.”)
Compliance
Partial Compliance
Non-Compliance
Narrative: Manatee Community College strives to maintain a professional work and academic environment
where all students, staff, faculty, and other members of the collegiate community are treated with respect and
dignity. The goal of the College is to provide an academic and institutional climate that is conducive to
learning and working productively. To that end, the College provides students an appropriate means to
resolve conflicts and/or complaints concerning College rules, procedures, and/or course policies at the lowest
possible level. These processes and procedures are well published and outlined for students in the 2003-04
College catalog and 2003-04 Student Handbook. For a detailed copy and guidance on how to proceed with
the resolution to a conflict/complaint as documented in the College Procedures, students are directed to make
an appointment with a Student Development counselor.
The College’s rules, procedures, and/or course policies provide students with a complaint mechanism to
resolve their conflicts/complaints at the lowest possible level. They also provide for an effective method to
present concerns to faculty and administration for resolution internal to the College. Furthermore, the College
rules and procedures provide for prompt, thorough, and impartial investigation in the conflict/complaint brought
forth by a student; with the additional assurance that confidentiality will be maintained to the extent possible
within legal requirements.
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Because the College conflict/complaint procedures encourage resolution at the lowest level, steps are
provided for all parties to resolve the conflict/complaint in an informal manner. Only if these informal
procedures do not resolve the conflict/complaint to the satisfaction of the student, does a formal resolution
process commence, and as such, become recorded by the College as an official recorded complaint. Since
the Spring 1999 term, the College has had only two student conflicts/complaints that had to be resolved
through the definitive final formal step of the process as set forth in the respective College Procedure for
conflict resolution.
Source Documents:
1. 2003-04 College Catalog*
a) Registration - Permits/Overrides p. 22
b) Fee Assessment for Third Attempts p. 24
c) Refund Policy p.27
d) Financial Aid Appeal Procedure p. 29
e) Military Activations p. 32
f) Academic Standings – Appeals pp. 35–36
g) Standards of Student Behavior/General Expectations p. 49
h) Code of Conduct pp. 49-50
i) Religious Observances p. 51
j) Student Complaint/Conflict Resolution p. 51
k) Prohibited Harassment p. 51
l) Traffic Rules and Regulations/College Student Court pp.51–52
m) Family Education Rights and Privacy Act (FERPA) pp.52–53
2. 2003-04 Student Handbook*
a) Family Education Rights and Privacy Act (FERPA) pp. 19–20
b) Military Activations p. 21
c) Campus Sex Crimes Prevention Act p. 44
d) Academic Ethics/Conflict Resolution Procedure p. 47
e) Computer Ethics/Conflict Resolution Procedure p. 49
f) Religious Observances p. 53
g) Student Complaint/Conflict Resolution p. 54
h) Prohibited Harassment pp. 54–55
i) Traffic Rules and Regulations/College Student Court p. 57
3. MCC Rule
4. College Procedures
5. Two Formal Resolutions to Student Complaints
4.6
Recruitment materials and presentations accurately represent the institution’s practices and policies.
Compliance
Partial Compliance
Non-Compliance
Narrative: To ensure that MCC’s recruitment materials present practices and policies in an accurate
manner, publications are submitted to a process that involves students, faculty, advisers and administrators in
various stages of pre-publication development, editing, proofreading and post-publication feedback.
To assure that up-to-date, technically correct, truthful content is presented, requests for recruiting materials
are submitted and approved in writing by designated College administrator(s) responsible for and most
knowledgeable about the subject matter.
Review and feedback sessions are held with the Marketing Information Exchange (MIX) members, a crossdivisional group of college administrators, who periodically (at a minimum annually) review all major college
publications, including recruiting materials, to ascertain that MCC is adhering to all requirements. (The last
MIX review was Nov. 17, 2003, as recorded in MIX minutes.)
Review and feedback sessions also are held with student groups, prospective student groups and their
centers of influence such as high school counselors and employers. These sessions are held during the
development stage of major new publications, at various intervals when updating annual publications, and in
post-publication sessions to assure the message is on target and relevant to the audience and accurately and
fairly presents the respondents’ experience with the college. The most recent sessions were held Jan. 22,
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2004, at MCC Bradenton and Feb. 4, 2004, at MCC Venice.
A sampling of student comments follows:
College Catalog:
Q: Who in here has actually looked at it past the cover?
A: Everybody.
Q: And what did you look for?
A: I used it frequently to find which courses I need and what those course contents are . . . Most students use
it for dates, like when is the last day to pay, for the academic calendar, the last day to withdraw, last day to use
financial aid.
Q: What about the look of the catalog?
A: I like the pictures, they are very personalized and they are updated every academic year . . .
Yah, we don’t have hairdos from the 60’s on there, like some colleges . . . I think it’s vivid, it’s great . . . There
is a lot of information in here, and maybe tabs would help students find what they are looking for when they
first open it up. Maybe even a few pages with a Q & A page.
Viewbook:
Q: How will high school seniors respond?
A: Yes, I like it . . . I like the sign, it’s real, cool, simple (picture of actual road sign) . . . I like the brush strokes,
these are high school kids, it’s senior year. You want something light-hearted, fun. I really like the pictures in it;
it’s like a big commercial for MCC.
Student Handbook/Planner:
Q: How many of you use the planner – the first year this handbook included it at the request of students?
A: The majority answer yes …
Q: What is your general response?
A: I like it. It’s sharp, contrast of colors, it’s vivid, not babyish. Small, easy to carry . . . It’s the best publication
we have seen so far. I would definitely use it in future . . . suggest that you highlight important dates like we do
in catalog and give it binder holes.
A full transcript of student feedback sessions is available.
Publications are proofread and edited by the Office of Public Affairs and Marketing, as authorized by the
college president, to assure that content and style are consistent throughout college publications; material is
presented in a lucid, logical manner; material is presented with a voice and images that relate to the audience;
and materials conform to college graphics standards.
All MCC recruitment publications are reviewed and edited carefully by the Office of Public Affairs and
Marketing as well as by other College directors and officials. For major publications, a sign-off mechanism is
put in place so that there is ownership by authorized administrators for each page of material. These
safeguards help ensure that accurate, consistent and representative information is presented.
Finally, responses from the College's most recent Graduating Students Survey indicate that 87.6% of
graduating students agree that "MCC communicates correct and timely information to prospective students."
This survey has been included for review.
Source Documents:
1. MCC Recruitment Materials* (catalog, viewbook, etc.)
2. 2003-04 College Catalog*
3. 2003-04 Student Handbook*
4. MCC Viewbook*
5. Graduating Students Survey Responses
6. MIX Meeting Minutes
4.7
The institution publishes the name of its primary accreditor and its address and phone number.
Compliance
Partial Compliance
Non-Compliance
Narrative: MCC accurately represents its accredited status and publishes the name of its primary accreditor
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on appropriate College advertising, recruitment and resource material. A variety of MCC publications
documenting this representation have been included for review.
Source Documents:
1. 2003-04 College Catalog* (p. ii)
2. 2003-04 Student Handbook* (p. 3)
3. Factbook 2002-2003* (inside front cover)
4. Web site: www.mccfl.edu/Admin/PreOff/GenInfo.htm
4.8
The institution is in compliance with its program responsibilities under Title IV of the 1998 Higher
Education Amendments. (In reviewing the institution’s compliance with these program responsibilities, the
Commission relies on documentation forwarded to it by the Secretary of Education.)
Compliance
Partial Compliance
Non-Compliance
Narrative: The College complies with its responsibilities under Title IV of the 1998 Higher Education
Amendments. Attached, for review, are the latest U.S. Department of Education audits of the College's student
aid program (audit for fiscal years 2000-01 and 2001-02). Currently, the Auditor General of the State of Florida
in this area reviews MCC on a two-year cycle. The College has resolved all compliance findings at the local
level with no further action required by the U.S. Department of Education.
Source Documents:
1. U.S. Department of Education Final Audit Determination for 2000-01, dated June 26, 2002.
2. MCC’s Response to Preliminary Audit Findings for 2000-01, dated March 7, 2002.
3. U.S. Department of Education Final Audit Determination for 2000-01, dated November 14, 2002.
4. Florida Auditor General Preliminary and Tentative Audit Report for 2001-02, dated February 12, 2003.
5. U.S. Department of Education Final Audit Determination for 2001-02, dated April 22, 2003.
6. U.S. Department of Education Final Audit Determination for 2001-02, Dated October 3, 2003.
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