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Institutional Assessment

MACC is committed to the ongoing and systematic evaluation of all campus operations, support services, and instructional programs as a means of determining institutional effectiveness and the fulfillment of the College’s mission and purposes.

Additional assessment measures used to determine institutional effectiveness at MACC include:

Program Reviews

All academic, developmental, career/technical, and continuing education programs are evaluated by administration on a regular basis to determine their educational value and cost effectiveness and to recommend changes as appropriate. Program changes are reviewed after implementation and adjusted as appropriate. Program Reviews are presented to the Board of Trustees annually to provide an additional measure of accountability.

Faculty Evaluation

The mission of Moberly Area Community College is to foster excellence in learning. Commitment to excellence in instruction and service by recruiting and retaining professional faculty and support staff is defined as an institutional purpose. Regular evaluation ensures that all MACC faculty members are committed to accomplishing this mission and purpose and are provided with an opportunity to further develop and refine their instructional skills. The faculty evaluation system is designed to provide faculty members with both formative and summative feedback regarding their performance and also serves as a catalyst for continued development.

Administrative Evaluation

The administrative evaluation process gathers data about the effectiveness of administrative staff in key performance areas including leadership, organization and planning, budget and resource management, interpersonal relationships, and problem solving, among others. Findings from evaluation process are reviewed by the administrative evaluation committee, the College President, and the individual being evaluated and are used to encourage open communication and provide a shared sense of responsibility for the direction of the institution.

Evaluation of Support Services

MACC regularly evaluates support services to the extent that they contribute to student learning in order to enhance the overall student experience. Support services at MACC are evaluated internally through the departmental self-study process and externally through the annual administration of student and employee satisfaction surveys. The Assessment of Support Services committee, comprised of staff from multiple on-campus offices and off-campus sites, oversees both processes. Data gathered from the processes are reviewed by administration and are used to determine areas for improvement and create departmental goals.

Assessment of Student Learning

Moberly Area Community College is committed to the ongoing, systematic assessment of student learning as a measure of the effectiveness of instructional programs. Assessment of student learning occurs across multiple levels and includes both direct and indirect measures. Faculty, staff, and administrators use the results of these assessments as they consider policy recommendations, curricular revisions, and program decisions.

Student learning is assessed through a bimodal approach--by instructional program and by level. MACC students are assessed upon entry to the College by means of the COMPASS, ASSET, or ACT tests for placement purposes.

MACC graduates are assessed at the end of their course by several different means including completion of the Work Keys test (certificate and Associate of Applied Science programs), the College Basic Academic Subjects Examination (CBASE)exam (Associate of Arts in Teaching program), and the Health Education Systems Incorporated (HESI) exam (Nursing programs). In addition, the Collegiate Assessment of Academic Proficiency (CAAP) test is administered in selected general education courses each spring to assess general education competencies of currently enrolled students.

Other common methods of assessment utilized within MACC degree programs are licensure/certification tests, capstone courses, and internship experiences that are evaluated by the employer. Thus, learning is assessed at various times throughout the student’s college experience: at entry, during the course of study, and at completion of a degree or certificate program.

Each degree program has a statement of purpose or philosophy that clearly articulates the broad learning objectives of the program. Specific student outcomes are also assessed as part of each program’s assessment plan. All degree programs at MACC contain a core general education component.

Throughout each term, instructors evaluate student work in a variety of ways. Evaluation data is collected and analyzed during the current or subsequent term as need and methodology dictates. Course syllabi and course delivery are then revised as appropriate in order to improve students’ opportunity for academic success.

More detailed information about the process of assessing student learning at MACC may be found in the College’s Institutional Effectiveness Plan.

Strategic Planning

Strategic planning at Moberly Area Community College is an ongoing activity involving all constituents of the College: faculty, staff, students, administration, and members of the community. A Central Planning Council, consisting of rotating faculty, staff, and administrators from all MACC sites is formed to ensure that all constituents have an avenue for input into the strategic planning process. This council is responsible for organizing and directing biennial planning meetings with College constituents and formalizing an official Master Plan for approval by the Board of Trustees.

Throughout the strategic planning process, faculty, staff, administration, students, area educators, adjunct faculty, alumni, College advisory boards, and community members are given the opportunity to have input through the use of comment cards distributed across multiple sites. Other sources utilized throughout the planning process include the College’s previous five-year Master Plan, Mission and Vision documentation, academic and support services assessment data, and regular interaction with students, faculty, staff, and community members. The review process also considers national, state, and local trends in education; science and technology; and social, economic, and political factors which impact the College.

Results of the above planning strategies are reviewed by MACC Administration, which establishes priorities for inclusion in the Master Plan, suggests corrective actions, assigns implementation to specific staff, and identifies resources needed. The finalized Master Plan document is ultimately presented to the Board of Trustees for review and approval. After formal approval, the President distributes the plan College-wide and implementation begins. Quarterly progress reports ensure the completion of plan objectives in a timely fashion and the President or her designee makes semi-annual progress reports to all staff and a mid-cycle progress report to the Board of Trustees.

MACC’s strategic planning process is perpetual in nature; an updated Master Plan will be completed every two years following the planning cycle detailed in the Master Planning document. Thus, the next planning cycle will begin in September 2010.

The President is ultimately responsible for the implementation of the goals and objectives contained in the Master Plan. Although the President is not indicated as having primary responsibility for each objective, those persons assigned primary responsibility are required to report to the President or her designee on progress toward accomplishment of objectives.

 

MACC 2015-2018 Strategic Plan

MACC 2011-2016 Master Plan

MACC 2009-2014 Master Plan

Mission Documentation

Vision Documentation

Master Plan Quarterly Updates

Mission Assessment and Evaluation

Institutional Data and Statistics

College Profile

Moberly Area Community College is accredited by The Higher Learning Commission.  More information about MACC’s accreditation and program approvals can be found on the MACC accreditation page.

MACC Overview (1 page)small pdf icon

MACC Overview (2 pages)small pdf icon


Enrollment

 


Graduation & Transfer Rates

The 150% graduation rate for first-time, full-time students entering in Fall 2013 was 25%. The 3-year transfer-out rate (of non-grads) to 4-year institutions was 16%.

Graduation Rate (Fall 2013 Cohort) small pdf icon

5-Year Completion Comparison small pdf icon


Licensure/Pass Rates

Career & Technical Education Pass Rates small pdf icon


Other

Continuous Improvement Report - 2015-2016 small pdf icon


Student Profile

Fall 2017 Student Profile small pdf icon

Fall 2016 Student Profile small pdf icon


Retention Rates

60% of first-time, full-time students who enrolled in Fall 2015 returned in Fall 2016. 32% of first-time, part-time students who enrolled in Fall 2015 returned in Fall 2016.


Data After Graduation

92% overall job placement rate for Career & Technical Education (CTE) graduates. 80% of the CTE graduates were employed or continued their education in a related field.

2015-2016 Career and Technical Education Graduate Placement Rates small pdf icon


Athletics

Equity in Athletics Disclosure Act

The 3-year graduation rate for first-time, full-time student athletes entering in Fall 2013 was 18%. The 3-year transfer-out rate (of non-grads) for student athletes entering at the same time was 45%.

Graduation & Transfer Rate of Student Athletes (Fall 2013 Cohort) small pdf icon


Crime Statistics

Campus Crime Statistics


 

 

Additional consumer information and disclosures may be found on the MACC consumer information page.  Please contact the Office of Institutional Effectiveness & Planning at 660-263-4100 ext. 11208 if you have questions or other data requests.

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