Moberly Area Community College has conducted a comprehensive self-study to obtain continued accreditation from the Higher Learning Commission of the North Central Association of Colleges and Schools. The process has resulted in this report, which examines the effectiveness of the institution and relates the strengths, challenges, and recommendations evolving out of the process.

In May 1999, MACC began planning its upcoming self-study. A self-study steering committee was formed and co-chairs named, and by early fall committee guidelines were developed. The objectives of the self-study are listed below:

• To receive continued accreditation
• To engage a variety of constituents in understanding and evaluating the institution’s resources
• To contribute to the self-assessment process and aid in planning
• To identify strengths, concerns, and challenges and to address each in a way that leads to overall institutional improvement

During the fall 1999 semester, the steering committee administered an Institutional Assessment Survey to full-time faculty and staff and part-time faculty, and in November 1999, a kick-off event was held on campus to formally begin the self-study process. A team approach was taken. "Team MACC" t-shirts were distributed to all personnel. To promote a cooperative spirit and an awareness of the self-study process, "Team MACC" days were designated throughout the following two years. On these days MACC personnel wore their distinctive "Team" shirts.

Every MACC employee had the opportunity to participate in the self-study process. Criterion committees consisting of all MACC employees were formed, and these committees were further divided into subcommittees, each responsible for various parts of the self-study report.

The NCA team visit date was confirmed in early 2000. Criterion committees submitted plans of action to the steering committee by February 2000, and the Institutional Assessment Survey results were distributed to the steering committee and analyzed by this time. Results were further disseminated to subcommittees. Criterion committee outlines were submitted by May 2000, and chapter drafts were submitted in November 2000. The steering committee co-chairs organized the drafts and presented a self-study draft to the steering committee for comment in summer 2001. By mid-year 2001, the revised draft was further distributed college-wide for review.

The self-study report is intended for both an internal and external audience, including the Commission staff liaison and other Commission representatives, the Evaluation Team, Review Committee members, MACC personnel, the Board of Trustees, students, parents of students, College advisory committees, members of the community, and regulatory agencies as appropriate or requested. MACC administration, faculty, and staff will have access to bound and electronic versions of the report.

The self-study report is organized into sixteen chapters. The first three chapters are introductory in nature, the fourth explicates the general institutional requirements, and the remaining chapters, which form the body of the report, are organized around the five criteria. Discussion of the strengths, challenges, and recommendations related to each criterion is contained within the related chapter.

An appendix section contains related institutional documents. Other supporting documents not found in the report may be found in the Resource Room. The location of documents not placed in the Resource Room will be stated in the report.

One circumstance that turned out to be particularly distressful during the process involved the turnover in staff, as is typical of community colleges. By the end of the process, MACC had a new Dean of Vocational/Technical Education, Dean of Academic Affairs, and Assistant to the President. The original personnel in these positions were significantly involved in the process, and their loss created some concern as new people were recruited for these roles.

The following tables list MACC personnel and their roles in the self-study process.

• no longer employed at MACC

For an overview of the responsibilities of the self-study coordinator, steering committee, and criterion committees, and to review steering committee minutes, see the "Guide to Institutional Self-Study" in the Resource Room.

Table 1-5 outlines the timeline used to guide MACC through its self-study.

Moberly Junior College was founded in 1927 as a part of the Moberly Public School System. One of the first two-year colleges of this type, the College initially held classes in temporary quarters above a downtown store for approximately fifty students. Library and laboratory facilities were shared with Moberly High School. In 1929, the College held its first graduation ceremony for thirty-five graduates.

In the fall of 1931, the College moved into a new facility situated on thirty-two acres at College and Rollins Streets. Classes for junior- and senior-level high school students and junior college students continued in this building until 1968 when a new four-year high school building was completed. The availability of the "Junior College" building exclusively for college programs enabled an expansion of college programs and services to meet the needs of a greater number of students.

An election on April 6, 1982, officially separated the junior college and the public school district. "The Junior College District of the Moberly Area" was adopted. The boundaries of the junior college district remained the same as the Moberly Public School District. On July 23, 1990, the Board of Trustees officially changed the name of the College to Moberly Area Community College to more accurately reflect the College’s mission and service.

The physical expansion of the College began in the early 1970’s. In 1972 the Career Center was constructed to house the College’s career programs. Additions to this building were completed in 1987 and 1989. The Career Center, which now totals approximately 28,600 square feet, houses one- and two-year career programs in Business Accounting Technology, Business and Office Technology, Computer Information Systems, Drafting Design Technology, Early Childhood, Industrial Electronics/Electricity Technology, Industrial Technology, Marketing/Management, Practical Nursing, and Associate Degree Nursing. In addition, Career and Placement Services and Continuing Education are located in the Career Center.

In the spring of 1984, an Academic Fine Arts Wing, part of the original building plan, was completed through the support of community donations approximating two million dollars. It houses the Kate Stamper Wilhite Library, a multi-purpose auditorium, a student commons area, as well as classrooms and offices.

A three-story brick structure, College Hall, opened in November of 1993, adding approximately 29,500 square feet of space to accommodate 535 students. This facility was built with private donations, loans through the MACC Facility Development Authority, funds from the College’s general operating revenue, and a Foundation Building Fund Campaign. The building houses biology, math, physics, and chemistry classrooms and labs; Student Services; and offices for the President, President Emeritus, Director of Institutional Development/Marketing/Public Relations, and faculty. In 1996, College Hall was renamed Andrew Komar, Jr. Hall.

Additional on-campus facilities include a bookstore completed in 1996, a Multimedia/ITV instructional center opened in 1997, and men’s and women’s dormitories. A significant addition to the campus was completed in the spring of 1998: a 57,000 square foot Activity Center, designed to host sporting events, trade shows, exhibitions, concerts, and theater productions.

In late 2001, renovation work was completed on the old gymnasium in the Main Building. The wing now houses a state of the art Graphic Arts/Fine Arts Center. The renovation was supported by state appropriations, College funds, and community donations.

In 1993, MACC was designated by the Coordinating Board for Higher Education as the educational service provider for sixteen counties in northeast Missouri. The College was charged with making educational services accessible to all citizens in its service region. As a result of this action and through legislative funding, MACC began to expand delivery of instruction throughout the region.

Since the late 1980’s, MACC has been offering instruction throughout the region’s vocational technical schools. However, with the 1993 Coordinating Board’s designation and a growing demand for community college services, the College found it could better serve the educational needs of the area through off-campus expansion. In 1999, through a cooperative effort with Linn State Technical College and the University of Missouri, the College opened the Advanced Technology Center in Mexico, Missouri. In summer 2000, MACC expanded to leased facilities in Columbia and Hannibal, Missouri. In fall 2000, the College established another resource for transcending geographic barriers; online courses were offered. The Jim Sears Northeast Technical Center in Edina, Missouri, was completed in spring 2001, and in January 2002, the College opened its new educational facility in Kirksville, Missouri. The College now operates a total of six off-campus sites and an online program. Five of the off-campus sites (Hannibal, Columbia, Mexico, Kirksville, and Edina) have full-time staff.

The Missouri Coordinating Board for Higher Education (CBHE) oversees the activities of Missouri’s public four-year colleges and universities, public two-year community colleges, public two-year technical college, and independent colleges and universities. Its functions include statewide planning for postsecondary education, evaluation of student and institutional performance, identification of statewide needs for higher education, budget recommendations to the governor and the Missouri General Assembly, and approval of new programs at public institutions. The Missouri Department of Elementary and Secondary Education (Division of Vocational and Adult Education) oversees programs that serve the vocational and technical training needs of postsecondary (community college) students, adults, and industry, and administers state and federal funding to support occupational training services.

MACC is governed by a six-member Board of Trustees, who are elected by the public. The responsibilities of the Board are to formulate the policies under which the Board will operate and determine the general policies which will govern the College.

The President administers Board policies and operates as a liaison between the College and the Board. The President assumes the duties and responsibilities as chief executive officer for management and administration of the affairs of the College (Policy Handbook F.010).

Three deans are directly below the level of the President: the Dean of Academic Affairs, the Dean of Vocational/Technical Education, and the Dean of Student Services. Ten other positions also report directly to the President: Assistant to the President; Director of Instructional Technology and Off-Campus Programs; Director of Technology and Computer Services; Director of Plant Operations; Director of Fiscal Affairs; Director of the Activity Center; Director of Institutional Development, Marketing, and Public Relations; Director of Institutional Services; and Business Manager (Policy Handbook, Organizational Chart, Tab D).

Moberly Area Community College is a two-year community college serving sixteen counties in northeast Missouri. The College has academic sites in Moberly, Kirksville, Mexico, Macon, Columbia, Hannibal, and Edina, Missouri, offering both vocational and academic courses. The College’s taxing district follows the same boundaries as the Moberly Public School System. Diagram 2-1 identifies MACC’s service area.

According to the Missouri Department of Economic Development, over the 1996-2006 projection period, growth in the major occupational groups will vary widely in the northeast region of Missouri. In general, jobs will be available to workers of all education levels, but education, training, or retraining will continue to be critical to success in the workplace. Recent needs assessments conducted throughout the service region emphasize the need for a more available, more skilled workforce, particularly in the area of information technology. These needs assessments are located in the Resource Room.

Data from the 2000 census shows the sixteen-county service region population to total 330,808, an increase of 9% from the 1990 census. Recent census figures show a decreasing population in the northern tier of MACC’s service region and an increasing population in MACC’s southern tier. (See OSEDA Trendletter with census statistics in the Resource Room.)

In the last decade, MACC’s student population has grown significantly. Enrollment has increased 77% over the last ten years. Table 2-1 shows enrollment growth by year.

Credit hours offered have also increased significantly. The following chart illustrates the 71% increase in total credit hours from 1995 – 2001.

MACC attracts students of all ages, academic levels, and needs. Below is a summary based on MACC’s fall 2001 Student Profile Report (located in the Resource Room).

• Average age (excluding dual credit) 25.5
• Full-time enrollment 44%
• Female 64%
• White 92%
• African-American 4%
• Academic/transfer major (excluding dual credit) 51%
• Age 18 and under 32%
• Age 19-20 25%
• Age 21-30 24%

The College offers an Associate of Arts degree, Associate of Applied Science degree, Associate of Science degree, and Associate Degree in Nursing, as well as vocational and technical certificate programs. The College has been conferring degrees since 1929. In 2000-2001, MACC graduated its largest class ever with 390 graduates, an increase of 35% over the previous year.

Moberly Area Community College is legally authorized by the state of Missouri to grant degrees and has all appropriate legal documents and authorizations. Moberly Area Community College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. All two-year degree and one-year certificate programs are approved by the Missouri Coordinating Board for Higher Education. Specific programs within the College are approved by the Missouri Department of Elementary and Secondary Education (Division of Vocational and Adult Education), the Missouri State Board of Nursing, and the Missouri Department of Public Safety. MACC also offers courses and programs approved by the American Institute of Banking, the Missouri Department of Social Services, and the American Management Association.

The degree programs are compatible with the mission of Moberly Area Community College. By offering both AA and AAS degrees, the College fulfills its mission of providing both academic and vocational degrees. By offering technical and customized training for industry, Moberly Area Community College is further able to reach its stated purpose of community partnerships with business and industry. MACC offers fifteen degree programs and eleven certificate programs that the 3,000 plus student body may enroll in.

Graduates of the Associate of Arts and Associate of Science programs are admitted with junior standing to all public universities and colleges in Missouri and many out-of-state universities and colleges. Graduates are also admitted to the schools of engineering, colleges of education, schools of journalism, and other professional schools and colleges in the nation’s universities. In 2000, the Coordinating Board for Higher Education mandated that four-year institutions in Missouri accept a 42-hour block of general education from students transferring from community colleges, thereby making the transfer process easier for MACC students.

Moberly Area Community College is an active member of the Missouri Community College Association, the Council of North Central Two-Year Colleges, and the American Association of Community Colleges.

The initial status study of Moberly Area Community College for the North Central Association was prepared in 1973-74. This served as a focal point of the initial accreditation visit in 1974, which was prior to candidacy status granted in the spring of 1975. Two biennial visits followed, along with two consulting visits. A self-study was completed prior to full five-year accreditation in the spring of 1980.

A North Central Association evaluation team visited again in November 1984. In the spring of 1985, Moberly Area Community College was reaccredited for seven years, with the next visit set for the 1991-1992 college year.

The most recent visit by a NCA evaluation team occurred in February 1992. MACC received a full ten-year reaccreditation. The next visit was scheduled for spring 2002.

In 1992, Moberly Area Community College enrolled 1,846 students. Its student enrollment today numbers over 3,000 and includes students at six off-campus sites. In order to meet the demands of a growing enrollment and to provide superior educational services, MACC has experienced significant changes and developments since the last NCA visit in 1992. Following is an overview of these changes.

• New mission statement and purposes adopted in December 1999

• New Dean of Student Services in 1993
• New President in 1996
• New Board of Trustees president in 2000
• New Dean of Vocational/Technical Education in 2001
• New Dean of Academic Affairs in 2001
• Faculty Forum approved as one year pilot in 2001
• Dean of Academic Affair’s Council and Dean of Vocational/Technical Education’s Council formed in 2001
• College organizational structure updated and reorganized
• Policy Handbook updated
• New and reorganized departments, including Safety and Security, Off-Campus, Instructional Technology, and RTEC (Regional Technical Education Council)

• Four options added to Computer Information Systems
• Early Childhood degree revised
• Industrial Technology program updated
• Three new programs approved: Graphic Arts Technology, Drafting and Design Technology, and Law Enforcement
• Additional transfer program tracks added in the Associate of Arts degree: Fisheries and Wildlife; Hotel/Restaurant Management; Human Environmental Science; Music; Parks, Recreation, and Tourism; Pre-Dental/Pre-Med/Pre-Vet; and Pre-Physical/Occupational Therapy
• Online general education courses and online A.A.S. degree in Computer Information Systems now available
• Assessment plans developed and implemented for each instructional program
• Capstone courses implemented
• Scoring guides revised for academic placement purposes
• CAAP testing required for all graduates
• CLEP testing services provided
• ACT approved as placement test
• Dual credit offerings expanded
• ITV and Polycom used for distance learning
• Library converted to statewide common library platform MOBIUS union catalog in 2000-2001
• New articulation and transfer agreements in place
• Columbia College location opened on campus for completion of baccalaureate degree at MACC
• Programs approved at off-campus sites

• Andrew Komar, Jr. Hall built in 1993
• Bookstore completed in 1996
• Multimedia/ITV Center opened in 1997
• Activity Center built in 1998
• Agora completed in fall 1999
• Advanced Technology Center in Mexico completed in 1999
• Facilities leased in Hannibal in summer 2000 for additional classroom space
• Facilities leased in Columbia for classroom space in summer 2000
• Kirksville modular units leased as classrooms in summer 2000
• Renovation of Business Office, Academic Affairs Office, and Off-Campus Office in fall 2000
• Jim Sears Northeast Technical Center in Edina completed in spring 2001
• New signage installed on campus in spring 2001
• Renovation of old gymnasium into new Graphic Arts/Fine Arts Center in fall 2001
• Kirksville Higher Education facility completed in winter 2001

• Personnel Office created in 1993
• Staff development program implemented in 1994
• Computer Services department created in 1995
• New and reorganized positions created, including

• Director of Instructional Technology/Off-Campus Programs
• Activity Center Director
• Director of Personnel
• Director of Plant Operations
• Director of Institutional Development, Marketing, and Public Relations
• LETC Director
• RTEC Director
• Off-Campus Programs Counselors
• Off-Campus Coordinators and support positions
• ACT Testing and Training Center Coordinator
• Security Coordinator
• Recruiter
• Instructional Technician
• Computer Programmer
• Computer Technicians
• Library Assistant
• Courier

• Total payroll increase of approximately 160% over the previous ten years
• Total employee headcount increase from 177 to 343 (94%) over the previous ten years

• A+ student enrollment (The A+ program provides for free tuition to qualified high school graduates who enroll full-time in a Missouri community college or technical school.)
• Student chapter of International Association of Administrative Professionals established
• Third-party student payment plan implemented in summer 2001
• Anvil and Lyre creative writing publication established
• Tech Prep and School-To-Career programs implemented
• Delta Chi Epsilon Antiques and Collectibles Show held annually
• Campus-wide retention plan implemented fall 2001
• Community-oriented theater and music departments established
• Semester Abroad program developed
• Student book buy-back available
• Numerous non-institutional scholarships added for student funding
• Compliance with Equity in Athletics Disclosure Act (Student Services provides students and prospective students information on participation rates and financing on men’s and women’s sports.)
• Compliance with Student Right-To-Know Act (Student Services provides graduation rates and a brochure containing information about campus safety and security regulations to all MACC students.)
• College picnics conducted fall and spring semesters on campus and at each off-campus site

• College-wide access to Internet and e-mail
• College website with online catalog and application
• Videoconferencing capabilities
• Polycom units added summer 2000 for instructional delivery at off-campus sites
• eCollege online classes available
• Multimedia/ITV lab established
• Implementation of CARS administrative software
• Staff development sessions concerning technology
• Technology plan developed

• Senior Citizens Series courses offered for free
• Missouri New Jobs project implemented
• RTEC established
• "Golden Graduates" honored at commencement
• Needs assessments conducted throughout service region
• Partnership in Tri-State Training Consortium established in 1999

• Assessment plan and self-study cycle for all support services implemented
• Assessment plans developed and implemented for assessing student outcomes
• Program review process implemented
• Northeast Regional Plan for Technical Education implemented
• Master planning process with college-wide participation implemented
• Institutional Effectiveness Plan developed and implemented

Moberly Area Community College received a full ten-year reaccreditation confirmation following the last NCA visit in February 1992. However, MACC has continued to improve upon what it offers to its service region. Only three concerns were noted in the 1992 team’s report. The following narrative addresses these concerns.

1. The College library operates with too few personnel.

Additional hours of library staffing have been added since 1997, including two part-time staff positions. Resource specialists have been added at two off-campus sites. Membership in MOBIUS (Missouri Bibliographic Information User System) makes the MACC Library available at all time for students who have access to the Internet. MACC continues to work on improvement in this area.

2. The library cataloging system is not computerized.

The Kate Stamper Wilhite Library now provides access to information in both print and electronic format and has full Internet access. The Library is also a part of a statewide computerized library loan system known as MOBIUS. Students have electronic access to MACC Library holdings campus-wide, including its off-campus sites. (See chapter 14 for additional information regarding the MACC Library.)

3. Institutional planning should be more broad-based and is lacking in specificity.

Although not required to address the suggestions from the last NCA visit, MACC has chosen to work towards improvement in these areas as well.

• Instructional areas where the balance between part-time and full-time instruction is cause for potential problems in continuity and instructional quality.

• Articulation with secondary schools should be enhanced when opportunities arise. This activity will be beneficial to both secondary and postsecondary institutions by providing incentives for all parties, particularly the students.

• The College should consider clarification of the existing mission statement by retaining the opening paragraph as a statement of mission and relocating the seven points which now follow as institutional purposes.

• The statement of institutional purposes should consider the addition of other activities addressed by the College:

1. Provision of the various learning resources and services needed to support and promote the instructional programs.

Institutional Purpose 2 in the Moberly Area Community College mission statement adopted December 20, 1999, provides for "support services for students that facilitate the achievement of their educational, professional, and personal goals."

2. Student services such as assessment, career planning, curriculum selection, academic advising, transfer articulation, and financial aid.

Institutional Purpose 2 includes "academic advisement, articulation, career planning placement, library and learning resources, financial aid, and innovative instruction."

3. Promotion of such things as clubs, organizations, and intercollegiate athletics.

Institutional Purpose 2 includes "co-curricular activities."

4. Promotion of the institution and its services to constituents by making the physical facilities and equipment of the College available to business and the community.

• The College should consider increasing appropriations for library purposes.

• A means should be developed for monitoring the use of library holdings by subject area.

• The library should develop a more exacting means of maintaining proper subject area balances in the holdings.

• The College should consider provisions for additional library hours to accommodate students in the more non-traditional programs.

• The Academic Freedom statement in the 1991-1992 policy handbook was adopted from the American Association of University Professors in 1940; however, the College should refine the statement to meet the local philosophy and remove the gender insensitivity.

• A quiet study area is needed for the students in the Career Center.

1. It has a mission statement, formally adopted by the governing board and made public, declaring that it is an institution of higher education.

Moberly Area Community College Board of Trustees adopted its current mission statement at the regular Board meeting on December 20, 1999. The mission statement and purposes are published in the College Catalog, Policy Handbook, Master Plan, College website, and are also displayed throughout the College campus.

The Moberly Area Community College mission statement is appropriate to an institution of higher education. (See Criterion One explication in chapter five.) The statement defines the College as an open admissions institution, declares its commitment to excellence in learning in higher education, describes its educational purposes, and commits the College to geographic and financial access for the citizens of northeast Missouri.

2. It is a degree-granting institution.

Moberly Area Community College offers the Associate of Arts degree, Associate of Applied Science degree, Associate of Science degree, and Associate Degree in Nursing for students successfully completing the program requirements listed in the College Catalog. In addition, the College offers eleven certificates in occupational and technical areas.

On April 6, 1982, the voters of the Public School District Number 81 of Randolph County, State of Missouri, voted for the organization of the "Junior College District of The Moberly Area, Moberly, Missouri." Following this election, the Coordinating Board for Higher Education, in accordance with RSMo 178.800, declared the Junior College District organized.

Legal authority to grant degrees is authorized by Missouri law, RSMo Section 163.191. All degrees and certificates offered by Moberly Area Community College are approved by the Coordinating Board for Higher Education.

4. It has legal documents to confirm its status: not-for-profit, for-profit, or public.

The Coordinating Board for Higher Education recognizes Moberly Area Community College as a public, not-for-profit institution. RSMo 178.770 establishes the College as a public entity. A copy of the Order for Organization of Junior College District from the Coordination Board for Higher Education, dated April 16, 1982, is located in the Resource Room.

Governance

5. It has a governing board that possesses and exercises necessary legal power to establish and review basic policies that govern the institution.

In accordance with RSMo 178.800 and 178.820, the Coordinating Board for Higher Education recognized the election of six trustees to organize the first Board of Trustees for the Junior College District of The Moberly Area, Moberly, Missouri. The College continues to operate under the governance of a six-member Board, whose legal authority is detailed in RSMo 178.820 through 178.890. Board minutes reflect its authority to establish and carry out the institution’s policies. Section E of the MACC Policy Handbook addresses Board procedure and responsibilities. A copy of the Declaration of Election of Board of Trustees, dated April 16, 1982, and Board minutes are located in the Resource Room.

6. Its governing board includes public members and is sufficiently autonomous from the administration and ownership to assure the integrity of the institution.

The Moberly Area Community College Board of Trustees are elected by the voters of the taxing district. Terms are staggered, and Trustees receive no monetary compensation. The powers and responsibilities of the Board are outlined in the Policy Handbook, Section E.030.

7. It has an executive officer designated by the governing board to provide administrative leadership for the institution.

The chief executive officer of the College is the President, who is employed by the Board of Trustees. The President assumes the duties and responsibilities for the management and administration of the affairs of the College. Her chief duties are listed in Section F.010 in the Policy Handbook. The organizational structure chart is located in the Resource Room.

8. Its governing board authorizes the institution’s affiliation with the Commission.

The North Central Association of Colleges and Schools granted candidacy status to Moberly Area Community College in 1975 and reaccreditation status in 1980, 1985, and 1992. Each application was sought with the Board’s full support. In May 2001, the Board adopted a resolution confirming its support of the College’s request for continued accreditation. This resolution is located in the Resource Room.

Faculty

9. It employs a faculty that has earned from accredited institutions the degrees appropriate to the level of instruction offered by the institution.

Moberly Area Community College employs 51 full-time and approximately 159 part-time faculty members. Of the 210 total instructors, 91% have earned a bachelor’s degree or higher. Of all full-time instructors, approximately 77% have earned a master’s degree or higher. All faculty teaching college-level courses in the Associate of Arts program with the exception of health classes hold the minimum of a master’s degree. (See personnel files in the Academic Affairs office.)

10. A sufficient number of the faculty are full-time employees of the institution.

Moberly Area Community College employs a core of full-time faculty. On-campus programs have at least one full-time faculty member, with the exception of Early Childhood. Grant funding finances a full-time coordinator for this program who has some teaching duties. MACC is currently exploring funding sources to employ a full-time faculty member for this program. The Welding and Metals Technology program is closely integrated with the Industrial Technology program and shares its full-time instructor. MACC has an arrangement with the Moberly Area Technical Center (MATC) to conduct postsecondary welding classes. The welding instructor is a full-time employee of the MATC who also works to develop MACC curriculum for the program.

A core of full-time faculty members teach at the Kirksville and Mexico sites. Other full-time faculty travel to off-campus locations. Approximately 46% of total student credit hours are taught by full-time faculty.

11. Its faculty has a significant role in developing and evaluating all of the institution’s educational programs.

All revisions and the addition/deletion of courses offered by the College require approval of the Curriculum Committee and President’s Council. The Curriculum Committee is comprised of faculty as well as administrators; however, the academic and vocational deans do not vote. Faculty are involved in the development and review of educational programs. New courses are initiated by faculty members and by the academic and vocational/technical deans. Faculty also play a significant role in the assessment plans for their respective programs and review assessment data on a regular basis.

Educational Programs

12. It confers degrees.

Moberly Area Community College is a degree-granting institution. The College confers the Associate of Arts degree, Associate of Applied Science degree, Associate of Science degree, and the Associate Degree in Nursing. In 2000-2001, the College awarded 310 degrees and 80 certificates. Completion reports are available in the Resource Room.

13. It has degree programs in operation, with students enrolled in them.

The College offers fifteen degree programs, with courses offered in each of the programs and students enrolled in courses leading to degrees. (See Basic Institution Data Forms attached as an appendix.)

14. Its degree programs are compatible with the institution’s mission and are based on recognized fields of study at the higher education level.

The programs offered by Moberly Area Community College are appropriate to the stated mission and common to institutions of higher education. In keeping with the mission statement and purposes, the College offers programs for transfer and technical degree students with an "open admissions" philosophy. All programs are based on recognized fields of study at the higher education level. All programs are approved by the Coordinating Board for Higher Education, and the course requirements for the Associate of Arts degree meet the statewide transfer guidelines for articulation with upper-division institutions. The degrees offered by the College are described in the MACC College Catalog.

15. Its degrees are appropriately named, following practices common to institutions of higher education in terms of both length and content of the program.

All programs are named in accordance with standards set by the Coordinating Board for Higher Education, which ensures each program is consistent with the institutional mission as well as the principal planning priorities of the institution. MACC continually reviews programs and names or renames them as necessary to best reflect the program’s focus. All programs follow the "Classification of Instructional Program" guidelines. Degree requirements are carefully defined in the College catalog. All degrees require a minimum of 64 semester hours, and requirements are consistent with peer institutions.

16. Its undergraduate degree programs include a coherent general education requirement consistent with the institution’s mission and designed to ensure breadth of knowledge and to promote intellectual inquiry.

"Key to MACC degree programs is a general education component that ensures breadth of knowledge and promotes intellectual inquiry" (MACC Mission Statement, Institutional Purposes). All degrees offered by the College require a significant core of general education.

The Associate of Arts degree requires a minimum of 42 hours of general education. This distributive core includes nine hours of Communications (English I, Exposition, and Public Speaking), nine hours of Humanities (Literature and courses from a minimum of two disciplines), nine hours of Social and Behavioral Sciences (American History or American Government and courses from a minimum of two disciplines), nine hours of Physical and Biological Sciences (minimum of one course from each area and one lab course), three hours of Mathematics (College Algebra or Survey of College Mathematics or above), and three hours of Life Skills (Computer Awareness and Career Management Skills).

The Associate of Science degree is designed for the pre-engineering student who plans to transfer to the University of Missouri-Columbia or the University of Missouri-Rolla. This distributive core includes nine hours of Communications (English I and Exposition), three hours of Humanities (any Humanities course), six hours of Social and Behavioral Sciences (American History to 1865 and Macroeconomics), fifteen hours of Physical Sciences (General Chemistry, Physics I, and Physics II), fifteen hours of Mathematics (Analytical Geometry and Calc I, II, and III), three hours of Computer Information Systems (C++ Programming), three hours of Drafting and Design Technology (Engineering Drawing), and one hour of Life Skills (Career Management Skills).

The Associate of Applied Science degree requires a minimum of seventeen hours of general education, including three hours of English, three hours of Humanities, three hours of Government, three hours of Biological or Physical Science, three hours of Mathematics, and two hours of Life Skills. General education requirements for the Associate Degree in Nursing include General Psychology, English I, Public Speaking, College Algebra, Exposition, and American Government or two history courses, in addition to the required science courses for completion.

MACC’s general education philosophy statement underscores the College’s emphasis in regard to the above general institutional requirement. "MACC students will pursue an A.A. degree in an environment of intellectual purpose, freedom of thought and meaningful inquiry. Upon completion of the degree, the student will demonstrate the ability to interpret, analyze, and critique—thoughtfully, logically, rigorously, and with creativity. Students will develop these abilities in the core requirements of Humanities, Social and Behavioral Sciences, Physical and Biological Sciences, Mathematics, and their areas of emphasis. The A.A. degree will also prepare students for further study." (See chapter twelve for further information on general education.)

17. It has admission policies and practices that are consistent with the institution’s mission and appropriate to its educational programs.

As an "open admissions" institution, MACC accepts all high school or GED graduates. The College Catalog details admission requirements. Special requirements are explained for certain programs, such as the Nursing programs or the Law Enforcement Training Certificate, in the College Catalog as well. The College also enrolls qualifying high school juniors and seniors in its dual credit program. Admission requirements for all students are in keeping with the College’s mission statement and purposes.

18. It provides its students access to those learning resources and support services requisite for its degree programs.

Moberly Area Community College has exemplary support services for students. The Library provides access to print and electronic resources and is part of a statewide library system. Special assistance is given to students in areas such as research skills, electronic retrieval of information, electronic communication skills, and utilization of the various Library reference databases. Library services and training are also provided to students at off-campus sites.

The Learning Center provides academic support to all MACC students. Professional and peer tutors are available in the Center to provide individual and small-group tutoring assistance with math classes, with writing assignments across the curriculum, and for other subjects whenever possible. In addition to the computers and resources found in the Library and Learning Center, the College also provides open computer labs to support students in their learning. A Special Needs Counselor is available to help students with disabilities. The Dean of Academic Affairs currently serves as the ADA Coordinator. Additional support services include vocational and career counseling, academic advisement, assessment, financial aid programs, child care services, co-curricular activities, and career and placement services.

Finances

19. It has an external financial audit by a certified public accountant or a public audit agency at least every two years.

The College is audited annually by an external auditor. Annual audit reports are presented to the Board of Trustees. Recent audits have shown MACC to be sound in its institutional accounting practices. Audit reports may be found in the Resource Room.

20. Its financial documents demonstrate the appropriate allocation and use of resources to support its educational programs.

During the 2001-2002 fiscal year, MACC allocated approximately 42% of its operating budget (excluding auxiliary and contingency budget) to direct instructional expenditures. The College’s annual budget provides details of all financial decisions (See Budget Report in Resource Room).

21. Its financial practices, records, and reports demonstrate fiscal viability.

MACC is a financially sound institution. Its three primary sources of revenue are property taxes, state appropriations, and tuition and fees. The budget is closely monitored by the administration and Board of Trustees. Each month, the Board receives a budget report of revenue and expenses. Accounting practices are in place to help the College plan for the future and to determine current priorities. (See Policy Handbook, L.005 and L.165.) As of June 2001, MACC had a cash reserve of $2,571,465.

Public Information

22. Its catalog or other official documents include its mission statement along with accurate descriptions of

• its educational programs and degree requirements;
• its learning resources;
• its admissions policies and practices;
• its academic and non-academic policies and procedures directly affecting students;
• its charges and refund policies;
• the academic credentials of its faculty and administrators.

The College Catalog, which is published every two years, details the information listed above. In addition, much of the information is found on the College website, in the Student Handbook, in program brochures, and in the course schedule. The publications are available to students and prospective students and provide full, accurate information about the policies, procedures, and activities of Moberly Area Community College.

23. It accurately discloses its standing with accrediting bodies with which it is affiliated.

Moberly Area Community College has disclosed affiliation and accreditation information in its College Catalog. The address and phone number of the North Central Association is listed at the opening of the paragraph regarding accreditation status.

24. It makes available upon request information that accurately describes its financial condition.

As a public institution, the College publishes a complete, accurate, and detailed budget each year, including financial records, reports, and other information. This report is available to the public upon request. Financial reports are also presented to the Board of Trustees on a monthly basis and are a matter of public record.

The mission statement of Moberly Area Community College is as follows:

The mission statement of Moberly Area Community College was originally developed in 1932. Although it has been reworked at various times throughout the College’s history, student learning has always been central to the mission of the College.

The latest mission statement revision occurred in 1998-1999 by a team of administrators, instructors, staff, and trustees representing all areas of the College. Input was received through a college-wide process of review and comment. The new mission statement, formally adopted by the Board of Trustees in December 1999, better reflects the excellence in learning promoted at MACC and incorporates a wider scope of institutional purposes.

The mission statement identifies key areas where the College works to assure the highest quality of education possible. Moberly Area Community College continues to strive for excellence. The College is using its resources to accomplish its mission and goals, which can be shown throughout the self-study.

Institutional planning at MACC is an ongoing activity involving all constituents of the College. The MACC Master Plan incorporates eleven goals guiding the direction of the College. These goals flow directly from the mission statement and provide guidance in College planning. Each goal is further divided into attainable and measurable objectives. (See Master Plan in the Resource Room.) The most recently developed goals are as follows:

1. Provide exemplary instructional programs at the postsecondary level and adult levels.
2. Provide effective programs and services in support of the teaching/learning process.
3. Maintain sound institutional management practices.
4. Provide and promote cultural enrichment opportunities.
5. Strengthen assessment of all areas of the College.
6. Engage in cooperative and mutually supportive relationships with businesses, institutions, and other organizations within the service area.
7. Increase positive awareness of all College programs and services throughout the service area.
8. Incorporate a global perspective and appreciation for diversity within the College community.
9. Ensure the quality of buildings, grounds, and vehicles in support of the teaching/learning mission.
10. Increase external funding sources to ensure the quality and vitality of instructional programs and support services.
11. Create an environment that promotes the growth and well-being of all members of the College community.

Through this strategic planning process, major objectives are identified, and action plans are established to meet these objectives. Broad-based planning has resulted in significant gains that have become overall strengths of MACC. Such planning will continue to evolve as it builds on the quality of the past and forms a vision of the future of MACC.

Moberly Area Community College has solicited college-wide and community-wide involvement in developing its mission statement, institutional purposes, and goals. The mission statement is published in the College Catalog, Policy Handbook, and course schedule; is placed on the College website; and is prominently displayed in every building. In an Institutional Assessment Survey conducted in fall 1999, employees ranked MACC above average in "fulfillment of comprehensive community college responsibilities," indicating an overall satisfaction with how the College is fulfilling its mission and purposes.

MACC recognizes that "academic freedom in its teaching aspect is fundamental for the protection of rights of the teacher in teaching and of the student to freedom in learning" (Policy Handbook I.020). MACC promotes freedom of inquiry while encouraging responsible application. Should faculty or students feel that MACC has infringed upon their rights, they may follow the procedures outlined in the Employee/Student Due Process Grievance Procedure (Policy Handbook, Tab 1).

Moberly Area Community College is committed to excellence in teaching, as evidenced by

• Faculty evaluations
• Faculty credentials

• Approximately 77% of full-time faculty have a master’s degree or higher.
• Faculty have expertise within their fields, have related work experience outside of education, and are vocationally certified as appropriate.
• MACC faculty are selected for state and national awards.

• Scheduled faculty office hours, with a minimum of ten hours/week for on-campus full-time faculty
• Limited class sizes
• Employment of active learning strategies by faculty
• Requirement of three professional development sessions for all MACC personnel
• Encouragement in professional organizations and attendance at related conferences
• Rewarding of outstanding efforts in teaching through Governor’s Award, the MACC Innovation Award, and the Parrish Award ($2,500 cash)
• Demonstrations and reports to the Board from faculty about classroom instruction and student learning
• Faculty presentations at state and national conferences
• Faculty research concerning student learning
• "Funding For Results" grant monies available in support of teaching/learning
• Academic support from the Learning Center
• Faculty recruitment practices

MACC is committed to excellence in student learning, as evidenced by

• Ongoing assessment activities
• Placement testing
• ACT/CAAP Linkage Report
• Student satisfaction surveys
• Job placement surveys
• Academic scholarships
• Honorary academic organization, Phi Theta Kappa
• President’s List and Dean’s List
• CAAP test for all graduates
• Advisory committee input concerning student learning
• Annual review of assessment plans and results
• Course syllabi emphasizing learner outcomes
• Master Plan goals and objectives in relation to assessment
• Addressing of special needs

• Moberly Area Community College has clear and publicly stated purposes consistent with its mission and appropriate to an institution of higher education. By participating in a thorough self-study, it is evident that Moberly Area Community College is guided and directed by its mission statement.
• The Master Plan helps guide the College in evaluating the institutional purposes. Institutional goals are established, and the Central Planning Council evaluates the extent to which those goals are met. The Master Plan is continuously updated, with a full review every two years. The objectives and activities of the Master Plan are guided and driven by the College’s mission and purposes.
• The College uses a variety of methods to determine that the purposes of the institution are met. Academic excellence is supported by evaluations of both instructors and students. Instructors are evaluated for their effectiveness in the classroom and for their professional growth and development. Students are assessed for academic competence both upon entry into the College and at the end of their course of study. Support services as well periodically conduct their own departmental evaluations, and their goals are incorporated into the Master Plan.
• Moberly Area Community College is constantly revising its course offerings in both the academic and technical areas. Feedback is received from those who participate in the coursework, from area businesses who ask the College to develop the training necessary to enhance the performance of their employees, and from local needs assessments conducted by the College.
• Decisions at the College are made under the guidance of the Master Plan, and are, therefore, appropriate to the College mission and purposes. While the Master Plan is a tool used to help determine the future, it is not inflexible. It does allow for decision-makers to respond to the changing needs of Moberly Area Community College.
• As a public institution of higher education serving sixteen counties, Moberly Area Community College identifies students, other educational institutions, business and industry, labor, governmental entities, private agencies, civic groups, and organizations for educational, cultural, and economic development in the service region as constituents. Moberly Area Community College views these community partners as vital to the College’s mission. Input is solicited from focus groups representing campus faculty, adjunct faculty, campus staff and administrators as well as focus groups representing the community, the Board of Trustees, and the students. This input gives direction to the revision of Moberly Area Community College’s mission statement. The entire faculty, staff, administration, and Board of Trustees were invited to make suggestions for revisions to the latest mission statement.
• Efforts are made to keep the constituents informed of MACC’s institutional and educational goals. Moberly Area Community College’s mission statement is framed and posted in each building. College faculty, staff, and administrators have a laminated wallet size copy, and the statement is published on the College website, in the College Catalog, in the Policy Handbook, and in schedule booklets. The Master Plan is available on the College website as well.

• The College should continue to monitor the mission, purposes, Master Plan, and Institutional Effectiveness Plan to ensure a clear, coherent relationship.
• Rapid growth has created a need for more personnel and resources to effectively carry out the College’s mission and purposes.

Federal Perkins funding and several Federal Title IV financial aid programs are administered through Moberly Area Community College for the benefit of the students and other constituents served. These programs are administered under guidelines established by the U.S. Department of Labor (DOL), U.S. Department of Education (DOE), and the Veteran’s Administration (VA).

Federal Perkins funding is used to fund several workforce development and occupational-related initiatives at the College. Tech Prep, School-To-Career, and development of workforce readiness training and occupational education programs are governed by federal and state guidelines and regulations. Funding for these programs comes through the Department of Elementary and Secondary Education (DESE), but the funding and guidelines originate with the U.S. Department of Labor (DOL) and Department of Education (DOE) as a result of federal legislation.

Student financial aid programs falling under federal regulations and guidelines include Pell Grants, GI Bill/VA Educational Benefits, Student Loans, Work-Study, and Supplemental Opportunity Grants. More information regarding the above funding is located in Chapter Eight: Financial Resources.

With federal student loans, one important item monitored under federal guidelines is an institution’s student loan default rate. Currently, Moberly Area Community College’s default rate of 9.3% is well under the established cut-off rate of 25% set by U.S. Department of Education regulations. MACC’s Financial Aid Office is certified by the U.S. Department of Education. Verifying documentation is located in the Resource Room.

The state of Missouri has several state agencies and departments that influence the governance of the College and its education and training programs.

The Coordinating Board for Higher Education (CBHE) has the responsibility of overseeing state-supported (public) higher education as well as some coordinating functions with private institutions. The governor-appointed Board operates through a professional administrative staff headed by the Commissioner of Higher Education, an Associate Commissioner of Higher Education, and an Assistant Commissioner for Community Colleges and Postsecondary Technical Education.

This administrative staff collects and analyzes data, approves new programs for state institutions, and makes recommendations through the Commissioner to the Coordinating Board concerning policies and procedures. It also prepares a recommended budget for expenditures and is responsible for the dissemination of state-appropriated funds to postsecondary institutions according to state law and Coordinating Board for Higher Education policy.

The Coordinating Board for Higher Education oversees the twelve community college districts and one state technical college under the new statewide plan for higher education. Under this plan, community college districts are assigned "service regions." The community college service regions are for the orderly administration of the Community College New Jobs Training Program, Business and Industry Customized Training, House Bill 1456 Funding for Higher Education Extension Centers, and Regional Technical Education Councils (RTEC) funding for postsecondary technical education.

CBHE directly affects MACC in the following ways:

• Of the total revenue for FY2001, MACC received approximately 20% ($3.1 million) from state aid for in-district instruction; approximately 9% ($1.4 million) for capital improvements; approximately 5% ($739,512) in off-campus House Bill 1456 funding; and approximately 9% ($1.3 million) for postsecondary technical education and equipment throughout its service region.
• All new degree and certificate programs and substantial changes to existing programs must be reviewed and approved by CBHE.
• State aid funding formulas, House Bill 1456 funding for out-of-district instruction, Capital Improvement Funds, and RTEC funding for postsecondary technical education are administered through CBHE.
• CBHE collects data through a formal state reporting system and often requires additional information through ad hoc reports.
• CBHE facilitates planning efforts for higher education and postsecondary technical education.
• CBHE is responsible for facilitating educational activities such as statewide transfer articulation between universities and colleges.
• CBHE serves as a consulting agency on various matters concerning higher education with the Missouri legislature and the various universities and colleges with the state.
• CBHE coordinates and approves the education course and program delivery system for the entire state.
• CBHE certifies the Financial Aid Office for compliance to all rules and regulations related to state loans and tuition assistance programs funded by the state of Missouri.

Approximately 42% of FY2001 total revenue was based on state aid from CBHE. As a result, CBHE has substantial influence on the governance and decision-making process of MACC.

Along with CBHE, the State Department of Elementary and Secondary Education (DESE) also significantly influences the governance of MACC. This state agency, which is the administrative arm of the Missouri School Board and headed by the Commissioner of Education, is responsible for governing adult and postsecondary occupational, technical, and industrial education programs; related funding for instructors and equipment; teacher education; and pre-professional programs.

DESE conducts five-year vocational onsite evaluations of career and technical education programs, oversees the A+ program, and certifies vocational instructors and administrative staff employed in reimbursable programs. It also processes documents for funding career and technical education, A+ Student Scholarships, and Missouri Customized Classroom Training projects. MACC Career Center programs fall under DESE.

In FY2001 of MACC’s budget, DESE’S contribution was approximately 1.4% ($190,479) of the total revenue budgeted in vocational enhancements and instructor/ administrator reimbursements. Additionally, DESE approved funding of $32,200 for four out of seven employers that MACC submitted for Missouri Customized Classroom Training funds in FY2001. Approximately 3% ($368,053) of Federal Perkins Funds passed through DESE during FY2001 to MACC for various workforce development programs and services.

Overall, DESE has significant influence in the governance of MACC’s vocational programs offered through the Career Center. In terms of governance, DESE has substantial influence over funding related to vocational administrators, vocational instructors, skill-based curriculum and competencies, Missouri Customized Training, and enhancement grants for purchasing vocational instructional equipment and services.

Finally, the Division of Workforce Development (DWD) in the Department of Economic Development has governance authority over two programs offered through the Office of Continuing Education for business and industry: the Community College New Jobs Training Program and the Missouri Customized Training from DWD using Missouri Job Development Funds (MJDF). Both are workforce development programs for new or expanding employers.

In FY2001, the Continuing Education Office administered two Community College New Jobs Training Projects—ConAgra Frozen Foods and GE Capital VFS. Both projects combined totaled more than one million dollars in New Jobs Certificates Issued to create a multi-year classroom training Trust Fund for training over 200 new employees. As a result of expansion, these two employers added approximately 100 new jobs each.

In addition to DESE, DWD also funds Missouri Customized Training projects to help offset the training expenses of new or expanding employers or of existing employers needing training to stay competitive in today’s global economy. In FY2001, DWD funded four out of seven project proposals through the Business and Industry training program of the MACC Continuing Education Office. Along with the funding, DWD exerts a great deal of governance over MACC in relation to reporting, administering, and conducting the customized training under the state’s customized training agreement and regulations.

Through both DWD programs, in FY01 the Continuing Education Office in conjunction with the Fiscal Affairs Office administered almost $1.2 million in special training projects for businesses and industries throughout the sixteen-county service region. DWD regulations and policies are strict and are enforced by legislative statues related to the Missouri Department of Economic Development.

The Board of Trustees is the primary governing body for MACC as provided for legislatively by Missouri public law (RSMO 178.770 to 178.890). This six-member Board meets regularly and sets policy, which dictates operational procedures and policies. Policies are published and reviewed on a regular basis. The latest version of the published Board policies was approved on March 27, 2000. The document is available in various locations throughout the College and may be found in the President’s Office, offices of deans and directors, division chairpersons, and the College library.

The six members of the MACC Board of Trustees are elected for six-year terms with two being elected each even-numbered year. The first election occurred in 1982 when the College formed its own district, and subsequent elections have been held on even-numbered years.

The Board is organized with a president, a vice-president, and a secretary. Their duties are specifically designated in the Policy Handbook, as are the powers and duties of the Board as a whole. Additionally, a treasurer of the Board is elected annually and need not be a member of the Board. A recording secretary is employed who serves as an assistant secretary to handle secretarial and clerical duties.

The Board was specifically cited as an institutional strength by the 1992 evaluation team. MACC’s current Board members have approximately 56 years of board experience combined. They have diverse professional experience and are active members of the community. The dedication and knowledge of the Board continues to be an exceptional asset in the total operational functions of the College.

Board of Trustee members continue to be active participants in the Missouri Community College Association (MCCA). Board members regularly serve on committees of this state organization and take an active role in supporting community college legislation. Board members are also active in the Association of Community College Trustees at the national level, regularly attending the national conferences.

The Board of Trustees is kept informed of College activities through a monthly newsletter, an extensively documented monthly board meeting agenda, ad hoc planning sessions, access to the MACC website, telephone contact with the President of the College, and their own contact and involvement with the public and community. Each regular public Board meeting is preceded by a monthly work session.

Notice of Board meetings are posted 24 hours in advance on a designated College bulletin board. Constituents who wish to bring an issue before the Board may request this issue as an agenda item with advanced notice. Time is then allocated at the meeting for the item. Board meetings are regularly covered by local media, including KWIX/KRES/KIRK radio and the Monitor Index, and other entities, such as the League of Women Voters. A summary of Board minutes is e-mailed to all College employees the following day. Minutes of all public meetings are kept as required by law and are available in the President’s Office and are currently located in the Resource Room. Minutes from executive sessions of the Board are maintained in the President’s Office.

MACC Board policies and procedures are found in the Policy Handbook under Section E.

The President serves as chief executive officer of the College and makes policy recommendations to the Board on matters affecting the College and its personnel. The President reports directly to the Board of Trustees. She oversees all budget planning and decisions, executes and administers College policies, and assumes all duties for management of the College.

The President presides over weekly President’s Council meetings that include the Dean of Academic Affair; Dean of Vocational/Technical Education; Dean of Student Services; Director of Fiscal Affairs; Business Manager; Director of Off-Campus/ Instructional Technology; Director of Institutional Development, Marketing, and Public Relations; Assistant to the President; and Faculty Forum Chairperson. These meetings are an avenue of input into the shared governance of the College.

The Deans operate directly under the President:

• The Dean of Academic Affairs is the chief academic officer of the College. This person assumes primary responsibility for the supervision and evaluation of all academic programs, personnel, and other areas designated by the President. Departments and activities falling under the supervision of the Dean of Academic Affairs include Learning Center, Library, Distance Learning, Study Abroad Program, Off-Campus Instruction, Americans with Disabilities, and Special Projects.
• The Dean of Vocational/Technical Education assumes primary responsibility for the supervision and evaluation of all vocational programs and personnel and other areas as designated by the President. Departments and activities falling under the supervision of the Dean of Vocational/Technical Education include New Traditions, Career Evaluation, Placement, Continuing Education, Adult Education and Literacy, Special Vocational Programs, Off-Campus Instruction, and Special Projects.
• The Dean of Student Services assumes primary responsibility for the supervision and evaluation of institutional student services, personnel, and other areas so designated by the President. Departments and activities falling under the supervision of the Dean of Student Services include Assessment/Counseling/ Advisement, Admission/Registration/Records, Student Activities, Student Housing, Off-Campus Enrollment, Athletic Programs, Security, and Special Projects.

There are four division chairs: Business/Technologies, Allied Health, Humanities/Fine Arts, and Science/Mathematics. These chairs report directly to their respective dean, the Dean of Academic Affairs or the Dean of Vocational/Technical Education. Division chair meetings are conducted on a regular basis with both deans serving as co-chairs of the committee.

The four major divisions include the following disciplines/programs:

• Allied Health: Practical Nursing, Associate Degree Nursing, Health/Physical Education
• Humanities/Fine Arts: History, English, Speech, Drama, Art, Music, Humanities, Developmental Programs
• Science/Mathematics: Science, Sociology, Mathematics, Psychology, and Developmental Programs
• Business/Technologies: Business Accounting Technology, Business and Office Technology, Computer Information Systems, Drafting and Design Technology, Early Childhood, Graphic Arts Technology, Industrial Electronics/Electricity Technology, Industrial Technology, Law Enforcement, Marketing/Management, and Welding and Metals Technology

Deans’ Councils were formed in fall 2001. The Dean of Academic Affairs’ Council consists of the Dean of Academic Affairs, Director of Academic Services, Director of Learning Center, Director of Library Services, Director of Off-Campus Services and Instructional Technology, Chair of Humanities and Fine Arts Division, and Chair of Science and Mathematics Division. The Dean of Vocational/Technical Education’s Council consists of the Dean of Vocational/Technical Education, Director of Vocational Services, Director of Continuing Education, Director of Regional Technical Education Council, Coordinator of Tech Prep, Coordinator of Law Enforcement, Coordinator of Placement Services, Coordinator of Adult Education and Literacy, Chair of Business/Technologies Division, and Chair of Allied Health.

A Faculty Forum was organized in 2001. The Forum consists of all full-time faculty members. Its primary responsibility is to advance the mission of MACC, specifically to foster excellence in learning. Eight faculty are elected by the faculty body to serve as faculty representatives. Forum representatives work to formulate and review policies and procedures that affect the faculty. The faculty chair of the Faculty Forum sits on President’s Council and functions as faculty voice. Faculty Forum by-laws are located in the Resource Room.

The Curriculum Committee meets monthly to review, analyze, and recommend curriculum proposals to the President. Membership includes the Dean of Academic Affairs, Dean of Vocational/Technical Education, Dean of Student Services, one Learning Center representative, one faculty representative from each instructional division, and two students. The Dean of Academic Affairs and the Dean of Vocational/Technical Education serve as co-chairs and are non-voting members.

The Director of Fiscal Affairs has a significant role in the financial governance of MACC. Programs and activities falling under his supervision include Financial Analysis/Projections, Financial Checks/Balances, Budget Preparation, Financial Aid, Scholarships/Endowments, Insurance Programs, Personnel/Payroll Office, and Special Projects. The Director of Fiscal Affairs reports directly to the President.

In addition to President’s Council, three additional standing committees at MACC reflect the shared governance concept. These are President’s Faculty and Staff Advisory Council, President’s Classified Staff Advisory Council, and President’s Student Advisory Council. Each of these committees meets twice per semester with the President to discuss concerns and issues related to the College. Minutes from these meetings are available in the Resource Room.

Other committees taking an active role at MACC include the following:

• Assessment Advisory Committee: oversees the assessment activities of the College and the subcommittees including Assessment of Support Services, Assessment of General Education, and Assessment of Vocational/Technical Programs. Minutes of these committees are available in the Resource Room.
• Retention Committee: plans and oversees student retention strategies of the College.
• Marketing Committee: plans and oversees marketing efforts of the College.
• Master Plan Central Planning Council: plans and oversees updating the College Master Plan.
• Technology Committee: plans and oversees technology-related activities of the College.
• Scholarship Committees: select scholarship award recipients.
• Moberly Area Community College Association Committees: oversee various activities related to Missouri Community College Association and MACCA membership.

Students as well have a role in the decision-making process at MACC. Student input is solicited through assessment of support services surveys, faculty evaluations, and graduate follow-up surveys. MACC has an active Student Government Association whose members often serve on the President’s Student Advisory Council. This advisory council meets with the President twice per semester, and students are encouraged to freely express their opinions and give input into the decisions made at MACC. Presidential Ambassadors also meet with the President twice per semester with a similar agenda. Additionally, two student representatives serve on the Curriculum Committee. Minutes of the above meetings are located in the Resource Room.

Faculty at MACC encourage students to take an active role in their education. Many instructors devote significant amounts of time to classroom discussions and exploration of current topics. The Journalism class publishes a student newspaper, The Greyhound Express, which provides another avenue for student input and involvement.

• Moberly Area Community College strictly adheres to policies of all applicable external governing bodies.
• Moberly Area Community College is governed by a knowledgeable, pro-active, and involved Board of Trustees who are responsive to the needs of the College and the communities it serves.
• The organizational structure of the College has been designed to effectively carry out the responsibilities of the College. Responsibilities and duties of the administration and Board have been clearly defined.
• The President of the College encourages input and has facilitated that input through various presidential advisory committees.
• College-wide communication has been enhanced through e-mail updates from the President and summaries of Board minutes e-mailed to the College.
• The College enjoys a positive relationship with other area educational institutions, businesses, and industries throughout its service region.

• Survey results from the Institutional Assessment Survey conducted in fall 1999 indicated the "participatory decision-making" was slightly below satisfactory at MACC. Of the three groups participating in the Institutional Assessment Survey, faculty ranked "participatory decision-making" the lowest.
• Faculty members desire more input into their own faculty leadership. Currently, the administration appoints division chairs and committee members. The new Faculty Forum approved as a pilot for the 2001-2002 year allows for faculty-selected representatives and a Chair who now sits on President’s Council.
• "Internal communication" was also ranked slightly below satisfactory in the Institutional Assessment Survey. Internal communication structures need to be further developed, particularly as enrollment and off-campus sites grow. This concern is being addressed by meetings between support services offices. It is anticipated that the newly formed Deans’ Councils will also enhance communication structures.
• Wider student involvement would enhance the governance process and should be encouraged. The College has recently added more student positions to the President’s Student Advisory Committee. Off-campus students have been actively recruited, and off-campus directors are constructing student input groups.

In 1993, the College created the Personnel Department and named a Director of Personnel. This department is responsible for maintaining job descriptions, advertising for jobs, conducting applicant testing as needed, preparing and maintaining employee files, conducting exit interviews, assuring compliance with employee-related laws, maintaining sexual harassment and drug policies, providing benefit orientation, monitoring the employee mentoring program, and performing payroll responsibilities.

Full-time employees are able to receive the following benefits:

• Major medical coverage is available through the College’s self-funded plan. Insurance premiums are 100% covered by the College for all eligible employees. A salary protector option is available to employees who are already covered by their spouses’ group health insurance program.
• Employees and their spouse may attend up to nine credit hours of MACC college-level classes per semester with a waiver of incidental fees and tuition.
• Reimbursement up to $120 per credit hour is available as the professional growth rate for coursework beyond the associate’s or bachelor’s degree. This rate was increased from $80 during the 2000-2001 year. Reimbursement is limited to six credit hours for every four years.
• All full-time employees are members of either the Public School Retirement System of Missouri or the Non-Teacher School Employee Retirement System of Missouri. Employee contributions are matched by the College.
• Employees accrue 1 1/3 sick days per month to a maximum of 72 days. Three of these days may be used as personal leave days each year. The College also has a sabbatical leave policy.
• Employees with 12-month contracts are entitled to 10 paid vacation days after 11½ months of employment. One additional day is accrued for each consecutive year of service beyond 5 consecutive years, with a maximum of 15 days total per year.
• There are 11 designated paid holidays in the calendar year.
• Employees are entitled to free admission to College events, such as music department concerts, drama department productions, and home basketball games.
• Employees receive a 20% discount on memorabilia sold in the campus bookstore.

Employee benefits are detailed in the MACC Policy Handbook, Section G.

Because a mentor can be important to the success and well-being of new employees, the College developed mentoring guidelines to provide a framework and starting point for developing successful mentoring relationships. These relationships strive to create one-on-one, supportive environments for the exchange of knowledge and experience.

Mentor assignments are recommended by the new employee’s supervisor. Mentors ensure the following items are addressed with each new employee:

• Campus tour and introduction to staff and campus services, including Bookstore and Central Processing Center, access to copy machines, Library and related services, Business Office, Personnel Office and paycheck procedures, Faculty/Staff Lounges, Institutional Services, and Child Care Center.
• Discussion of basic procedures, including paychecks, office supplies, mail, telephone, meetings, holidays, forms, College vehicles, e-mail, and the CARS system.
• Review of MACC Policy Handbook, including mission statement, organizational structure, benefits, sabbatical leave policy, parking, drug/alcohol policy, and sexual harassment policy.
• Review of other departments’ operations manual if applicable.
• Review of annual calendar and monthly activity time frame.
• Review of MACC Master Plan.
• Discussion of MACC values, including emphasis on student needs, respect for colleagues, communication, and professionalism.

For an institution to remain viable in a rapidly changing world, it must keep pace with that change. Moberly Area Community College recognizes that learning is a lifelong process. Employees of the College are encouraged to continue to develop current skills, learn new ones, and grow professionally.

Funds are allocated within each department for conference, travel, and professional development activities. Faculty and staff are encouraged to attend regional and national conferences in their disciplines/areas. During the 2000-2001 year, 44 full-time faculty members attended 113 conferences/workshops for professional development. Many employees take advantage of the tuition benefit and professional growth opportunity policy for continued development as well.

MACC supports a systematic approach to staff development. A Staff Development Coordinator organizes activities throughout the academic year. Faculty and staff are required to attend at least three staff development sessions per year. The current Staff Development Coordinator also maintains the position of Instructional Technology Support Staff/Technician, which enables the College to give a strong focus to technology development. Sessions often target training needs specific to the College. Staff development sessions during 2000-2001 included CARS training, advisor training, self defense, conflict resolution, web page creation, diversity and gender equity, fitness room, stress management, LANCE/MOBIUS training, master planning, retirement, Polycom training, service learning, sexual harassment, MACC forms, and scanner and digital camera usage. Most sessions were facilitated by MACC employees.

The College has been supportive of staff/professional development as indicated by budget allocations for this area. Both the Dean of Academic Affairs and the Dean of Vocational/Technical Education receive $1,800 per semester as a speaker budget for professional development. This is in addition to the departmental budget allocations for staff/professional development. An additional travel budget for faculty exists as well for conference travel that exceeds their regular budget. The budget supporting staff/professional development travel has increased 60% in the last five years.

The College endeavors to recognize and reward the achievements and service of each individual. Employees are recognized for years of service at an annual Employee Appreciation Banquet. Employees receive diamond inlaid pins/pendants for five, ten, fifteen, and twenty years of service. When employees reach the twenty-five year milestone, they receive a watch. The College also has recognized innovative efforts of its employees at the Banquet as well. Selected by a committee of his/her peers, one person receives the MACC Innovation Award during the Banquet ceremony.

Retiring employees are also recognized. Retirement teas are held in their honor shortly before their retirement. Each retiree also receives a rocking chair and plaque as a gesture of appreciation. Employee retirements are included in Board agendas, and the president of the Board officially extends his appreciation to each employee.

Administrators, supervisors, and committees nominate faculty and staff for local, state, and national awards. For example, each year one faculty member is nominated for the Governor’s Award for Excellence in Teaching. A plaque recognizing past recipients of this award is displayed in the auditorium. One faculty member is also chosen each year to receive the Parrish award, a cash award of $2,500.

Employees are recognized and their efforts also rewarded through an annual "fall party" held in October when the employee and spouse/guest are treated to a dinner paid for by the College. An annual Christmas party is held each year at the College for all employees and their guest. Names are drawn for several hundred dollars worth of gifts and cash. Employees also receive a choice of a turkey or tin of gourmet cookies at Christmas.

When large groups come together for meetings, names are drawn at the end of the meeting for gifts, such as sweatshirts and book bags, from the campus bookstore.

The President sends birthday cards and Christmas cards each year to every full-time employee.

In October 2001, there were 343 full-time and part-time employees on the MACC payroll. In addition, 40 work-study students were also employed. Of the 343 employees, approximately 60% are female. Of total employees in October 2001, 193 are considered full- and regular part-time employees. Of this number, 5% are considered administration (members of President’s Council), 29% as certified instructors, 21% as certified support staff, and 46% as classified support staff.

The average age of all employees is 46. Most employees (97%) are white. Racial distribution numbers are representative of the minority population in northeast Missouri. According to the 2000 census data, in Congressional District 9, which parallels most of MACC’s service region, 93.2% of the population is Caucasian, 4% African-American, 0.3% American Indian/Alaskan Native, 0.9% Asian, and 1.6% other. However, MACC recognizes and appreciates what diversity can bring to its team. The current Master Plan references this. Goal 9 states, "Incorporate a global perspective and appreciation for diversity within the College community." Objective 2 under this goal works toward the recruitment of a diverse faculty and staff.

The Board of Trustees is comprised of six members elected from the district at large. Board members are representative of the public’s interest. Trustees are elected for terms of six years, with two members being elected in each even-numbered year.

The current Board consists of four male and two female members. They include a marketing director, investment broker, manager, retired surgeon, retired educator, and retired phone company worker. Board members take a vested interest in the College, frequently serving on other committees, such as the salary committee and insurance committee. Board minutes reflect the comprehensive nature of the Board’s governing ability.

The members of President’s Council are the College’s administrative team. The administration demonstrates active commitment to and enthusiasm for the College and its service region. The President, Dean of Academic Affairs, Dean of Vocational/Technical Education, and Dean of Student Services are the administrative officers of the College. The current President has served as President since 1996 and has been employed by the College since 1986. The College has experienced rapid growth under her leadership. This growth has included increasing student enrollment, payroll expansion, out-of-district expansion, and construction of new facilities. The Dean of Academic Affairs and the Dean of Vocational/Technical Education both began employment in mid 2001. The Dean of Student Services has served in his position since 1993. Each administrator is on a full 12-month contract. These positions are eligible to participate in the Public School Retirement System of Missouri.

Moberly Area Community College is lead by an administrative team with strong academic credentials. The President of Moberly Area Community College, Dr. Evelyn Jorgenson, holds a Doctor of Philosophy degree in Adult and Higher Education. The Dean of Academic Affairs, Dr. Valerie D’Ortona, holds a Doctor of Philosophy in Educational Leadership and a Masters in Counselor Education.  The Dean of Vocational/Technical Education, Mr. Ben Taylor holds Masters degrees in Industrial Education and Educational Administration. Dr. James Grant, the Dean of Student Services, holds a Doctor of Education degree in Historical, Social, and Cultural Foundations of Education.

In June 2001, the Board of Trustees approved an administrative evaluation process as part of the College’s Institutional Effectiveness Plan. It is the purpose of the process to evaluate the effectiveness of administrative staff on ten management competency indicators. As part of the process, an Administrative Evaluation Committee solicits faculty and staff input through surveys regarding the administrator’s performance in the areas of leadership, organization, budget management, interpersonal relationships, problem solving, communicative skills, professional growth, teamwork, support, and initiative. The evaluation process is related to Goal 5 of the Master Plan, which states, "Strengthen assessment in all areas of the College." Activities falling under this goal include, "Formalize and adopt plan for evaluation of administration." A copy of the Administrative Evaluation Process may be found in the Resource Room.

In fall 2001, the evaluation process was initiated for the President and the Dean of Student Services. Due to their recent employment with the College, the Dean of Academic Affairs and the Dean of Vocational/Technical Education will be evaluated in fall 2002. In addition to faculty and staff surveys, each administrator also completes a self-evaluation as part of the process. All results are tabulated by the Administrative Evaluation Committee, who then gives the summarized results and typed comments to the appropriate person in the feedback loop as well as to the individual being evaluated. The evaluation results of the deans are given to the President, and the results of the President’s evaluation are forwarded to the Board of Trustees. Results are discussed during the regular evaluation conferences scheduled throughout January and maintained in employee files.

Other President’s Council members are also evaluated through the same process. Members evaluated in fall 2001 also included the Assistant to the President, Director of Fiscal Affairs, Director of Instructional Technology/Off-Campus Programs, and Business Manager. The Director of Institutional Development, Marketing, and Public Relations will be evaluated in fall 2002 due to her recent employment in summer 2001.

The administration is comprised of six females and three males. All members of this group are white. The average age of the administration is 45.

Certified instructional staff refers to any employee whose primary responsibility is to provide instructional services for the College. These positions are eligible to participate in the Public School Retirement System of Missouri and attend regularly scheduled College faculty meetings. Although a teacher shortage exists in Missouri, the College prides itself on the excellent faculty it employs.

There are currently 51 full-time faculty at Moberly Area Community College. Each faculty member is required to have an official transcript as well as current vocational teaching certification on file with the Personnel Office. The faculty is composed of 8 members with Doctorate degrees, 31 with Master’s degrees, 8 with Bachelor’s degrees, 2 with Associate’s degrees, and 1 with professional certification. All full-time faculty in the Associate of Arts degree hold masters degrees or higher. Table 7-1 shows a breakdown of highest degrees attained by division.

Faculty salaries are based on a 9¼ month contract. A full-time teaching load for instructors consists of fifteen lecture or equivalent hours/week. In some cases instructors are required to teach additional hours. Instructional salaries are adjusted for overload hours at the rate of $450 per credit hour. Table 7-3 outlines MACC’s salary schedule.

Up to five years experience may be awarded to the initial contract of new certified contracted employees at the rate of $600 per year.

Table 7-3 compares average faculty salaries of Missouri’s public two-year colleges. MACC recognizes the importance of improving faculty salaries. This goal is particularly challenging, due in part to the fact that MACC has the smallest taxing district in the state. (See page 73 for taxing district.)

Instructors are required to meet all scheduled classes, hold a minimum of ten office hours per week, and be on campus or at an out-of-district site each college day. Instructors prepare course outlines, maintain textbook information, submit requests for instructional materials, serve on committees, keep grade and attendance records, and participate in professional growth activities. Student learning, of course, is a key responsibility of faculty. MACC instructors place a strong emphasis on student learning and employ active learning strategies.

There are three types of faculty appointments to full-time certified instructional staff positions:

• Temporary appointment: A temporary appointment will be made for one year or less but may be renewed, as needed, at the discretion of the Board. This classification is to be used for programs funded by grants, awards, or other temporary funding sources; for a temporary replacement for a full-time faculty member on a leave of absence; or for other similar circumstances.
• Annual appointment: An annual appointment will be made for the initial employment when the position can be regarded as a permanent position. An annual appointment may be renewed or terminated at the end of the contract year. After instructors have been employed full-time for a period of five consecutive years, they may apply for a multi-year contract.
• Multi-year appointment: A multi-year appointment will be a three-year, full-time appointment of full-time instructional staff who have met the criteria of having successfully completed full-time annual appointments for five consecutive years.

Full-time faculty contracts are subject to annual renewal and require Trustee election by April 15 of each year. Faculty contracts are kept on file in the Personnel Office.

The attainment of three consecutive multi-year contracts may result in the designation of "Distinguished Educator" and an additional step on the salary schedule. The designation of "Distinguished Educator," upon Dean and faculty committee recommendation, is awarded to those faculty members who have exhibited professional excellence and outstanding abilities.

Written evaluations of faculty members are made by the appropriate dean at least once each year. New faculty receive two evaluation visits. Each visit is followed with a consultation. Written documentation of each evaluation is kept on file in the respective dean’s office. Each instructor signs a copy of the evaluation results.

Faculty are evaluated in two broad areas—instruction and professional development and practice. Evaluation of instruction is based on yearly teaching portfolios (implemented in 1993), student evaluations, peer evaluations, observation, and instructional goals.

Faculty portfolios provide an important evaluation tool. These portfolios are completed yearly by faculty and are maintained in the offices of the Dean of Academic Affairs and the Dean of Vocational/Technical Education. When complete, the portfolio contains student evaluations of class activities, a summary of overall student ratings and comments, a self-evaluation, professional goals, instructor evaluation of progress toward goals, a list of scholarly activities, first day handouts, semester evaluations, and other materials provided by the individual faculty members. A blank portfolio is located in the Resource Room.

Students evaluate instruction in twenty areas. Using a scale of 1 – 5, students rank the instructor in areas such as preparedness, encouragement of active participation, enthusiasm, fairness, teaching methods, and clarity of objectives.

Evaluation of professional development and practice are based on professional and scholarly goals, publications, participation in service research, conferences, speeches, and other evidence of continued growth and practice in the faculty’s discipline.

Among the 51 full-time faculty members, 27 are women and 24 are men. Forty-seven (92%) are white, three (6%) are Asian, and one (2%) is American Indian/Alaskan Native. These numbers are representative of the minority population in northeast Missouri. The average age of full-time faculty is 44.

MACC employs 159 part-time faculty who have primarily instructional responsibilities. In addition, approximately 21 other full-time personnel at MACC also teach part-time. Adjunct instructors are employed per course as enrollment warrants, thus the number of adjuncts varies from semester to semester. Student enrollment growth and off-campus development have contributed to the increased number of adjunct instructors employed by MACC.

Adjunct instructor qualifications are the same as those for full-time instructors. Instructors must provide current college transcripts of their academic credentials. Table 7-4 summarizes part-time faculty academic credentials by highest degree attained. All adjunct instructors teaching college-level courses in the Associate of Arts program with the exception of health classes hold a master’s degree or higher.

Part-time instruction is compensated at the rate of $450 per credit hour. This rate was increased in 2000-2001 from $425 per credit hour. Adjunct faculty teaching nine or more credit hours during the spring and fall semesters will be paid an additional $300 for the maintenance of three office hours per week for the 16-week teaching assignment. The adjunct pay rate continues to be addressed by the MACC Master Plan under Goal 11, Objective 3. MACC is working to improve the adjunct teaching experience.

Adjunct faculty play a significant role at MACC. These faculty enable MACC to offer courses at times and locations convenient to students. Many of these faculty provide important links to the communities in the College’s service region. Many vocational faculty also possess workforce experience relevant to the instruction they provide.

Part-time faculty duties and responsibilities are detailed in the Policy Handbook, Section I.110. Continuing part-time faculty attend certified staff meetings, participate in commencement activities, maintain office hours, and participate in committee assignments and other professional growth activities as required by the administration. With a large pool of fluctuating adjunct instructors, maintaining consistency in instruction is a challenge. MACC strives to link adjunct instructors with mentor teachers on campus. Additionally, all adjunct faculty are invited to attend fall and spring informational sessions. Topics covered during these sessions include College policies and procedures, census, grading, assessment, services, deadlines, paperwork, etc. All adjunct faculty are given campus e-mail addresses as well to facilitate communication.

Many of the adjunct instructors teach dual credit courses throughout area high schools. In order to promote consistency, MACC conducts a dual credit faculty orientation at the start of each semester and hosts a dual credit luncheon every fall semester. These sessions provide an opportunity for dual credit instructors to interface with full-time MACC instructors. A "Read-Around" is being planned for the spring semester to bring dual credit faculty, adjunct faculty, and full-time faculty together for a discussion of writing assessment. A master course syllabus is provided to each dual credit instructor. Dual credit instructors are expected to follow the course syllabus. In cases in which dual credit instructors must use different texts, these texts must be submitted to the appropriate dean for approval. Dual credit instructors must also submit copies of first-day handouts and the final examination to the appropriate dean.

The Office of Off-Campus Services maintains an active relationship with MACC dual credit instructors. In a recent self-study of this office, surveys completed by dual credit instructors reveal MACC’s dual credit services to be a strength of the College. Dual credit faculty ranked the overall services of the Off-Campus Office at 3.48 on a scale of 1 to 4, with 4 equaling "very satisfied."

There are two types of appointments to part-time certified instructional staff:

• Continuing part-time appointment: A continuing part-time appointment applies to certified instructional staff who are less than full-time.
• Temporary part-time appointment: A temporary part-time appointment applies to certified instructional staff employed on a short-term assignment. These assignments are usually on an individual course basis.

Contracts are offered to part-time faculty on a per semester basis. Contracts are heavily dependent on student numbers. These contracts are made with the understanding that faculty are employed for a specific course, and there is no guarantee of future employment.

The selection and supervision of part-time faculty is the responsibility of the appropriate dean. Student evaluations of adjunct instructors are also completed. Off-campus site coordinators strive to work closely with adjunct faculty teaching at their sites. Off-campus coordinators conduct informal evaluations of adjunct faculty. The appropriate dean or Director of Off-Campus Services conducts an evaluation when a concern exists. However, challenges remain in evaluating such a large, diverse, and dynamic pool. The College has targeted the evaluation of all instructors in its latest Master Plan. Goal 5, Objective 7 states, "Strengthen the evaluation of all MACC faculty, including part-time instructors." Academic units heads have been charged with developing a written plan describing the manner, frequency, and follow-up of evaluation of part-time and off-campus instructors and with strengthening the feedback loop.

The number of adjuncts varies from semester to semester. During the fall 2001 semester there were 159 adjunct instructors at MACC, of whom 86 (54%) were women and 73 (46%) men. Of these, 95% were white and 5% minority. The average age of part-time faculty is 49.

Certified support staff refers to an employee whose primary responsibility is to provide support services for the teaching and learning mission of the College. These positions include directors, coordinators, supervisors, and department heads. Job descriptions exist for each certified staff position. Certified support staff participate in the Public School Retirement System of Missouri and attend regularly scheduled classified staff meetings.

Of all MACC full-time and regular part-time employees, 40 people fall into the classification of certified support staff. Of this number, 95% are full-time and 5% part-time. Females account for 70% of this classification. Currently, all certified support staff are white, and the average age is 41.

Most certified support staff are not issued contracts.

Certified support staff are evaluated annually by the appropriate supervisor. Although no formal policy exists regarding promotion or transfer, staff may apply for other jobs within the College as they become available.

Classified support staff refers to all positions that cannot be categorized as certified positions of the Public School Retirement System of Missouri. These include secretarial, clerical, and maintenance/custodial positions. Job descriptions for each of these positions are maintained in the Personnel Office. Classified staff are included in staff development activities and are encouraged to attend workshops sponsored by the Missouri Community College Association. This staff is eligible to participate in the Non-Teacher Retirement System of Missouri and attend all regularly scheduled classified staff meetings.

Of all full-time and regular part-time employees, 88 people fall into the category of classified support staff. Of this number, 62% are full-time and 38% part-time. Females account for 69% of this classification. Employee racial make-up is 97% white. The average age of classified support staff is 42.

The average pay for full-time classified staff is $18,948, with a range from $12,000 to $36,800. Although some classified staff are salaried, the majority are paid an hourly wage.

Classified support staff are not issued contracts.

Classified staff are evaluated annually by the appropriate supervisor. As with certified support staff, classified staff may apply for other jobs within the College as they become available to be considered for transfer or promotion.

In the last decade and within the last five years in particular, MACC has experienced tremendous growth in enrollment. In fall 2001, the total student headcount numbered 3,269, an increase of 11% over the previous fall headcount. The student body consists of 1,186 males (36%) and 2,083 females (64%). Of the total number of students, 28% are freshmen, 20% are sophomores, 21% are dual credit students, 7% are non-degree seekers, 2% are classified as visitors, 1% are career focus students, and 1% are special enrollments with degrees. Approximately 56% of MACC students in fall 2001 attended on a part-time basis. With the exception of growth, there have been no other discernable student enrollment trends in the last five years.

The average age of all students is 23.7. The average age of College students (less dual credit students) is 25.5. Approximately one third of the student body is age 18 or under, and approximately one fourth is age 19-20. However, non-traditional students account for a significant portion of the student body as well. Approximately 25% are age 26 or older. Many are students who have turned to MACC for job retraining.

The ethnicity of the student body is 92% white, 4% African-American, 1% Hispanic, <1% Asian, <1% Native American/Alaskan, <1% non-resident alien, and 1% of unknown ethnic descent. These numbers are representative of the racial distribution in MACC’s service region. The diverse backgrounds of the students with respect to age, socio-economic status, and life experiences add significantly to the MACC educational experience.

In fall 2001, there were eight international students enrolled. These students were from Japan, Malawi, Bulgaria, China, and Indonesia.

MACC takes seriously its commitment to serve its entire service region. Off-campus students account for approximately half of the student body. The following is a breakdown of student headcount by site. (These numbers may be duplicated by students attending more than one site.)

• Moberly Area Community College at Moberly 1,493
• Columbia Site 407
• Advanced Technology Center (Mexico Site) 401
• Kirksville Site 299
• Hannibal Site 150
• Macon Area Vocational/Technical School (Macon Site) 86
• Jim Sears Northeast Technical Center (Edina Site) 25

The Mexico, Columbia, Kirksville, and Hannibal sites are full service sites. Each site has a coordinator to ensure a quality educational experience for the students at that site. The Hannibal and Columbia sites have evening supervisors as well.

Moberly Area Community College is a partner in the Tri-State Community College Training Consortium with John Wood Community College in Illinois and Southeastern Community College in Iowa. As of fall 2001, 154 MACC students were enrolled in online courses.

In general, students seem to be satisfied with the services provided by MACC. Proof of this statement may be found in student satisfaction surveys regarding support services, instructor evaluations, and graduate follow-up survey results. In a recent project conducted for a Social Psychology course, students found MACC instructors willing to provide instructional assistance outside regular classroom time far beyond what a published study showed was typical of four-year instructors (Faculty Helpfulness to Students: A Comparison of Compliance Techniques, Harari, Mohr, and Hosey, 1980). Of the faculty at MACC, students found 100% were willing to spend 15-20 extra minutes assisting students, compared to only 59% of faculty in the original study. Perhaps even more revealing, 40% of MACC instructors agreed to spend two extra hours each week helping a student. This replicated study is one more instance of the incredible willingness of MACC instructors to further student learning.

• The College has a qualified faculty who are dedicated to student learning.
• MACC has a strong administration along with a strong cadre of support staff.
• The College has policies and procedures in place to encourage professional growth and staff development.
• Procedures are in place to recognize and reward exemplary performance of faculty and staff in relation to the College’s mission and student learning.
• The College has enthusiastically embraced its growth. Faculty and staff have stepped up to the challenge of additional responsibilities to provide students with educational opportunities.
• Diversity in students’ ages and backgrounds enhance the quality of classroom discussion.

• Full-time faculty ranked their satisfaction with "monetary compensation" at 2.37 on a scale of 1 to 5 (5 = excellent) on the Institutional Assessment Survey. Maintenance and secretarial personnel rated their satisfaction with "monetary compensation" at 2.11. MACC realizes the importance of improving salaries and will continue to give attention to this challenge.
• A need for additional qualified faculty and staff exists college-wide. MACC is addressing the faculty shortage by hosting meetings on-campus to promote interest in teaching positions.
• Reliance on adjunct faculty presents a challenge in maintaining consistency of instruction. The College is pursuing avenues to more collaboration and interaction between full-time and part-time instructors.

The Board of Trustees oversees the maintenance of the institution's funds. Monthly financial reports detailing revenues, expenditures, investments, and requests for large expenditures, are presented to the Board during a public meeting for approval.

The annual budget is developed through a "zero-based" process, initiated by budget requests from all areas of the institution. Appropriate deans review all requests. At this point, required items related to the College Master Plan are considered and adjustments made. The Director of Fiscal Affairs, directed by the President, then prepares the proposed budget for approval by the Board of Trustees. The budget is implemented in July, with a review conducted in February. Budget information is available to selected College staff through an online accounting system that provides current information on account balances, including encumbrances and expenditures.

Moberly Area Community College is required by state law RSMo 165.121 to conduct an annual audit through an independent certified public accountant in accordance with generally accepted auditing standards and guidelines established by the Governmental Accounting Standards Board. The College's audit firm provides external independent validation that the financial statements accurately reflect the financial condition of the institution. Additionally, the auditors review internal control procedures and measure compliance with applicable state and federal regulations. Moberly Area Community College's audited financial statements are prepared through the use of Generally Accepted Accounting Principles (GAAP) and fairly represent the financial condition of the College.

The most notable audit item is that MACC does not account for fixed assets or depreciated assets. In other words, items like buildings, bookcases, and computers are not included in the balance sheet. MACC does keep an inventory of assets and does have most purchase information. However, the assets are not recorded in the financial records. In the past, MACC has not been required to account for fixed assets.

MACC strives to purchase goods, services, supplies, and equipment at the lowest possible cost in accordance with Board of Trustees policy L.160. In summary, MACC requires a bid for any materials or equipment purchase in excess of $1,999.99. Three sealed bids are required for any items costing between $2,000 and $12,499.99. Further, as required by RSMo Section 177.086, all construction in excess of $12,500 requires public advertisement and bids.

The rapid growth of MACC over the last five years would not have been possible without a corresponding growth in financial resources. Because of the revenue growth, MACC has been able to keep pace with a growing student body, ever-increasing services, and expanding facilities. During fiscal year 1992, MACC's revenue amounted to $6,624,714. Revenue has grown to $15,703,023. The three primary sources of revenue for MACC are tuition/fees, government appropriations, and state aid. Together these represent 70% of total revenue in fiscal year 2001. However, many government appropriations are restricted for specific purposes. Table 8-1 summarizes the growth in revenue from all sources for the past ten years. (The column labeled "Percent Change" demonstrates the percentage change over the previous year.)

MACC has maintained an affordable tuition rate, providing educational opportunities across the economic divide. The Board of Trustees must approve all tuition increases. Tuition increases take effect during the summer semester of the academic year. Fees have increased over the last ten years for in-district students by $18. Tuition and fees for out-of-district students have increased by $20 and for out-of-state students $20. Students currently pay a tuition/fee rate of $43/hour for in-district, $69/hour for out-of-district, and $116/hour for out-of-state. Table 8-2 summarizes MACC’s tuition revenue and demonstrates that tuition dollars have represented only around 25% of total revenue for the past ten years. (The column labeled "Percent Change" demonstrates the percentage change over the previous year, and the column labeled "Percent of Total Revenues" demonstrates the percentage of total revenue the line item represents for that fiscal year.)

Government appropriations primarily consist of RTEC (Regional Technical Education Council), Tech Prep, Funding For Results, Adult Education and Literacy, and facilities maintenance dollars. The jump in funding from fiscal year 1997 to fiscal year 1998 and the jump in funding from fiscal year 1998 to fiscal year 1999 is essentially funding for the RTEC program. Table 8-3 summarizes government appropriations for the last ten years.

MACC receives what is termed regular state aid, House Bill 1456 state aid, and Workforce Prep state aid. The large increase in state aid between fiscal year 1997 and fiscal year 1998 is House Bill 1456 funding for the Mexico campus and the Kirksville campus. State aid for the 2001-2002 school year has decreased significantly due to state budget constraints. Table 8-4 is a summary of revenue from state aid.

MACC's taxing district is the Moberly community only. MACC has the smallest taxing district of all public community colleges in the state of Missouri. Diagram 8-1 outlines each community college’s taxing district.

The assessed valuation of taxable property is $127,096,809. The current tax levy is $.3321 taxed per $100 of assessed value. The tax levy was last raised significantly in 1995 from $.23 to $.33. This raise was to generate funding to build the Activity Center. There was a slight increase in 2001. Because of the stability and moderation of tax levy changes, the revenue from local taxes remains fairly constant. Table 8-5 summarizes that revenue.

This number includes three grants: Pell Grant, Federal Supplemental Educational Opportunity Grant, and the Federal College Work-Study Grant. Table 8-6 is a summary of revenue from federal and state grants.

Revenues associated with the bookstore, cafeteria, child care center, and housing are recorded in this category. Expenditures in these areas account for around 85-90% of revenues. Table 8-7 summarizes this revenue.

In order to give a complete reporting of revenue, the tables below represent investment income and "other." "Other" consists of student activities (such as Basketball and Phi Theta Kappa), small gifts and grants, and other small sources of income.

MACC maintains a conservative expenditure pattern. Expenditures reflect both growth in the student body and revenue growth, but expenditures do not exceed revenues. For the year ended June 30, 2001, MACC’s current fund balance amounted to $5,549,582 (fixed assets are not included in this number). MACC is committed to the current College growth but is also aware that future challenges may require reserved dollars. This philosophy has proven beneficial and prudent in the 2001-2002 fiscal year because of the significant decline in state aid. Table 8-10 summarizes total expenditures.

Capital Improvements represent a varying degree of expenditures based on major additions or building projects. Table 8-12 demonstrates the capital expenditures.

Despite the growing student body, student services expenditures, which include Student Services, Financial Aid, and Student Activities, have remained reasonable and constant at 8.31% of total expenditures. Table 8-13 demonstrates this.

MACC has entered into four leases for property: Activity Center, modular units in Kirksville, classroom and office space at Hannibal Regional Office Center, and classroom and office space at Community United Methodist Church in Columbia. The most significant lease is for the Activity Center with lease payments in FY 2001 of $380,290. This lease matures to a lump sum in 2003 for $3,467,120. It will be refinanced at or before that date.

• Moberly Area Community College has sufficient financial resources to accomplish its mission and support its educational programs and services. The fiscal viability of the institution resides in its budgetary system, revenue sources, controlled expenditures, and internal accounting control.

• Despite intense competition for state and federal dollars, MACC’s administration has managed to keep a steady commitment from legislators to the College’s educational endeavors in an unsteady political environment.
• Conservative spending keeps MACC’s fund balance at a level that reflects a commitment to the future and to financial stability.

• Despite fluctuating government aid, MACC has maintained a consistent expenditure pattern that reflects growth.
• Online access to budgets promotes fiscal responsibility and allows MACC employees to monitor spending closely.
• MACC is committed to maintaining an affordable tuition rate.

• Normally three percent of state aid is withheld by the Governor until the end of the fiscal year to aid in cash flow at the state level. However, because of state budgeting issues during FY 2002, 10% of state aid will be withheld and this number could increase during the current college year. These monies are not expected to be recovered. It is also expected that withholdings will increase again for the FY 2003. This has caused unexpected reductions in certain budgeted line items.

• Because MACC relies on certain restricted funding sources like RTEC, financial support is often focused on programs that are funded while other programs with the highest enrollment obtain the funding necessary for growth more slowly.

• Employees rated the "purchasing process" below average on the Institutional Assessment Survey. The College requires a requisition form and proper signatures for all purchases. Although MACC utilizes a "paper form" system, the College is working on an online requisition system that may expedite purchases.
• Instituting a system to record and depreciate fixed assets is an accounting challenge for the 2001-2002 college year.

The mission, purposes, and goals of MACC commit the institution to providing services of top quality to its service region. Goal 9 of the MACC Master Plan states, "Ensure the quality of buildings, grounds and vehicles in support of the teaching/learning mission." Several objectives pertaining to plant and facilities development decisions are included in the Master Plan. The physical resources and grounds are important to the overall mission of the College.

Moberly Area Community College has continued with on-campus building expansion projects and has provided new satellite facilities as well in order to meet the growing student population. Since the last North Central site visit in 1992 when the campus consisted of approximately 160,000 square feet of space in three buildings, three new buildings have been constructed on campus, and existing buildings and several instructional areas in other buildings have been remodeled.

The Main Building, which was constructed in 1932, housed high school grades 11 and 12 and junior college grades 13 and 14 until 1968 when a separate high school building was built. The facility has been used for only postsecondary classes since that time. A Fine Arts wing addition to the Main Building houses the Drama and Music departments, various academic classrooms, multi-purpose auditorium and theater room. The recent renovation of the old gymnasium on the northern wing provided space for the Fine Arts and Graphic Arts departments.

In order to update science laboratories that were housed in the original building and also to provide additional classroom and Student Services space, Andrew Komar, Jr. Hall was built in 1993. This three-story brick structure was constructed through the MACC Facility Development Corporation Authority, Incorporated and is completely debt-free.

A new bookstore/central processing facility was added in 1996, and the original bookstore facility was remade into the existing Multimedia/ITV Center. Two separate areas in the Multimedia building provide computers and the technology needed in order to train students, and an ITV classroom provides instruction to students at MACC’s off-site locations.

The Activity Center, built in 1998 with the assistance of the MACC Facility Development Authority, Incorporated, provides numerous activities for students, staff, and community members. Basketball games are held in this facility, which has seating for 2,500 spectators. Additional seating of 900 is available for concerts and stage events. Included in the Activity Center are a fitness room, walking concourse, stage, dressing rooms, conference and classroom facilities, administrative offices, and kitchen/concession areas. Departments within MACC as well as external agencies hold conferences, workshops, expositions, and classes in this facility.

During the 2000-2001 year, new campus signage was installed on the main campus. Table 9-1 provides an overview and summary statements for each building located on the Moberly campus.

MACC employees seem to be well satisfied with most of the physical facilities on campus. On the Institutional Assessment Survey, employees consistently rated "adequacy of facilities" above average. The weakest scoring item on the survey concerning physical facilities was "student housing," which garnered a below average score. This is attributable to the lack of student housing. MACC is a commuter college, with 99% of its students commuting.

Moberly Area Community College has been authorized by the Coordinating Board for Higher Education to deliver educational services that are accessible to all citizens in its sixteen-county service region in northeast Missouri. As a result of a cooperative effort of MACC, Linn State Technical College, University of Missouri Outreach and Extension, and the City of Mexico, the Advanced Technology Center in Mexico, Missouri, was completed in the spring of 1999. The 40,000 square foot facility houses classrooms and instructional labs, administrative offices, a resource room, student commons, faculty offices and workroom, and a Telecommunications Community Resource Center. Classes are offered at the Advanced Technology Center by MACC, Linn State Technical College, and the University of Missouri.

For a number of years Moberly Area Community College has offered classes at off-site high schools and vocational schools, such as its off-campus site located at the Macon Area Vocational Technical School, in Macon, Missouri. In recent years, the need to provide services to under-served, isolated regions of the state has come to the attention of key legislators, and funding for these areas has been provided through direct allocations as well as various House Bill appropriations.

In 1996 a survey was conducted to assess educational needs of the rural area of the northeast section of Missouri. At that time, it was determined that this area of the state was under-served. In 1998 an appropriation was given to MACC to construct a building in the northeast part of Missouri in order to offer classes to secondary and postsecondary students of this region’s population. In the spring of 2001, this 10,000 square foot building, the Jim Sears Northeast Technical Center, was completed in Edina, Missouri, which is located in Knox County.

In the summer of 2000, three modular classroom units were leased and set up temporarily on land purchased in Kirksville, Missouri, in order to offer daytime as well as evening classes which had previously been offered at the vocational school in Kirksville. On the twenty acres of land purchased by MACC, a 30,000 square foot permanent facility was constructed and opened in early 2002.

In addition, during the summer of 2000, facilities were leased in Columbia and Hannibal, Missouri. These facilities were remodeled by the lessors, and classes for the College began in fall 2000.

Between October 1994 and October 1995, the following projects were completed in order to bring the College into compliance with the Americans With Disabilities Act:

• Remodeled restrooms – removed old partitions and installed new ones to allow for required size of handicapped stall, installed grab bars around stools, replaced stools where necessary, replaced sinks and purchased new sinks with compliant faucet handles, replaced mirrors, moved soap and paper towel dispensers
• Installed required signage – removed existing signage throughout campus buildings and replaced with compliant format and Braille at the proper locations and height, established handicapped parking leading to accessible entrances, and installed signage
• Changed fire extinguishers/cabinets – removed/replaced existing fire extinguishers and cabinets in order to recess into walls at the proper heights and locations
• Installed visual alarms – purchased and installed strobe/horn system alarms for visually and hearing impaired students/staff
• Changed door handle – upgraded door handles to compliant levers in all buildings
• Changed hand rails – removed/moved hand rails in order to comply with proper height and location requirements in buildings and exterior locations along ramps

Currently, no additional ADA modifications are needed. The cost to complete ADA compliance modifications totaled $40,097.20. Other requested accommodations have been granted as well, including various classroom desk tables, special chairs, and computer equipment.

Each year tours are made of all facilities for repairs, remodeling, and upgrading that may fall under the funds available for State Maintenance and Repair appropriations. In addition to major projects, in-house tours are conducted on a regular basis to assure that routine repairs to facilities are made in a timely manner.

Other regulatory agencies impact the physical facilities at MACC as well. The state of Missouri requires elevator registrations/inspections, boiler registrations/inspections, and hazardous materials inspections. The city of Moberly mandates backflow valve inspections, fire extinguisher inspections, building safety inspections, health department inspections, fire alarm drills, and kitchen hood inspections. The College’s insurance company conducts safety inspections as well to ensure compliance with safety codes.

Visitors and alumni frequently comment that MACC facilities are well maintained and clean. Their comments indicate people have an overall positive feeling about the campus physical facilities. State maintenance and repair monies have been used to ensure a well-maintained campus. Facilities are maintained by a competent custodial and maintenance staff and outside contract cleaning services as needed. MACC’s Institutional Assessment Survey also reveals that MACC personnel are satisfied with campus maintenance. The categories of "maintenance," "custodial," and "groundskeeping" all were rated above satisfactory.

Plant Operations Evaluation

Plant Operations was evaluated in the spring of 2000 using the "MACC Service Area Evaluation" self-study form with input provided by faculty, staff, and students. Eighty-eight surveys were returned from faculty and staff. Using a scale of 2.0 (with 2 equaling satisfied), scores ranged from a low of 1.70 (office and classroom temperature) to a high of 2.00 (parking lot cleanliness, overall cleanliness, and overall appearance).

One hundred forty-two surveys were returned from students. Scores ranged from a low, again, of 1.70 (office and classroom temperature) to a high of 2.00 (office and classroom lighting). Once again, it is apparent that faculty, staff, and students are pleased with the overall maintenance and appearance of the MACC campus.

Although the increase in the budget in Plant Operations over the past few years is minimal in comparison to constantly rising cost, the condition of the facilities and equipment has not suffered, and the department seems to be able to maintain the excellent state of these properties in spite of spiraling costs. The College administration has always been supportive of maintaining the properties in excellent condition. Results of the evaluation of Plant Operations are located in the Resource Room.

In summer 2000, MACC created the position of Coordinator of Campus Security. Previously, campus security was under the Plant Operations department. Moberly Area Community College strives to provide a safe and secure campus, ensuring the physical safety of its students, faculty, and staff. MACC provides open and well-lighted parking lots, employs campus security personnel, and publishes emergency procedures in its Faculty/Staff Handbook. In summer 2001, an institutional crisis management/disaster preparedness plan was developed. The plan was distributed in all faculty packets in fall 2001, distributed to every department, and is displayed in every building at every site.

In addition, MACC provides a secure environment for electronic data storage and communication systems. MACC has adopted a policy for the use of computing resources and has Internet policies and procedures in place. These policies are in the Student Handbook and will be included in the 2002-2004 MACC College Catalog as well.

Campus safety statistics resulting from the Student Right-To-Know Act are available in the Resource Room. This data, which is also included in the Student Handbook, indicates the MACC campus is a safe environment.

As the number of buildings on the MACC campus has increased, so has the available parking. During construction of the women’s dormitory in 1989, 128 additional parking spaces were also provided. In 1991 a 150-vehicle parking lot was constructed. In 1993 another 135 parking spaces were added to the campus. Additionally, MACC students may use the Reed Street parking lot, which is located behind the men’s dormitory, approximately one block away from campus. Handicapped parking facilities meet all ADA standards.

Parking spaces are reserved for all MACC full-time faculty and staff. On the Institutional Assessment Survey, faculty and staff rated "parking" above average. However, students find the parking facilities less appealing. Students have voiced concern over the lack of student parking spaces. Many students seem unaware of the parking facility available on Reed Street.

• A high speed network connects all of the major buildings on the main campus and MACC’s off-campus sites, thus providing high speed Internet access and e-mail communication. Ethernet connections run within the buildings. Most classrooms have an Ethernet connection.
• The College has its own website, which has several pages of links to assist students or prospective students. MACC is also part of the MOREnet network throughout Missouri, which provides access to electronic information, including the Internet.
• MACC utilizes CARS software, which runs on its computer system, the HP9000 series. This comprehensive software package includes menus for Business Office functions, the Registrar, faculty, human resources, budgeting, etc.
• MACC has an ITV (Interactive Television) lab on its main campus, which provides remote access to students at the Hannibal Area Vocation-Technical School. Additional Polycom Viewstations have been purchased and are also used for distance learning or video-conferencing.
• Student computer stations are found in the Learning Center, Library, and Career Center labs. MACC currently has approximately 900 computers college-wide.
• Resource labs have been added at each of the off-campus sites except Macon, which has its own library.
• MACC has purchased large computer monitors for visually-impaired students. Hearing impaired amplifying equipment has also been installed in the multipurpose auditorium.
• A three-year replacement cycle for technology equipment is being worked towards.

The Computer Services department underwent an evaluation in 1999. Results showed that Computer Services staff work well together and function as an efficient unit. Staff view their department as a support system for the foundation of the whole College. An overall concern resulting from the evaluation was the lack of clarity in the role of Computer Services in assisting individual departments. A concern exists over the broad gap between clientele expectations and departmental perception of responsibility for computer operations and maintenance. However, Computer Services has made efforts to notify College personnel of computer-related issues at MACC. The department strives to maintain flexibility in working with College personnel. The need for continued improvement in communication with feedback loops between Computer Services, the departments they serve, and the administration will be pursued by the department in the future.

The department of Instructional Technology shares responsibility with Computer Services in maintaining, updating, and providing instructional support for technology resources. Instructional support staff have worked flexible hours to provide support for evening instructional technology usage. This department is undergoing an evaluation in spring 2002.

On the Institutional Assessment Survey, faculty and staff appear satisfied with "academic computer support" and "adequacy of equipment." Both received above satisfactory ratings.

The Food Services department completed a self-study in 1999 as part of the Institutional Effectiveness Plan at MACC. Results indicate a department that is well aware of its functions within the College community and performs those functions in an organized efficient manner. Employees in this area take pride in their service and approach duties with a sense of purpose. Faculty, staff, and student surveys of this department show that the largest percentage of respondents marked most items as "satisfactory." The condition and maintenance of vending machines were noted as weaknesses as well as the lack of quantity of daily specials. As part of the self-study, it was recommended that defective vending machines be replaced and that the profit/loss statement of the cafeteria be examined and services adjusted appropriately.

• The College’s buildings are well maintained and are in compliance with ADA standards. There is tremendous staff, administration, and board support for maintenance and upkeep.
• The College has positioned itself for future off-campus growth through the construction of the Mexico, Kirksville, and Edina facilities and the leasing of the Hannibal and Columbia facilities.
• MACC has been able to efficiently utilize modern technology to make its educational services more accessible.
• The new Graphic Arts/Fine Arts Center is indicative of tremendous support for these programs, and growth in these programs is anticipated as a result of this project.
• New campus signage has been beneficial for prospective students and other campus visitors.
• The campus is a safe place. Student Right-To-Know data show that no serious criminal incidents and very few minor incidents have occurred over the past ten years.

• A more detailed plan specific to each off-campus site needs to be developed to guide the College’s future efforts. In particular, this plan needs to address safety and security issues.
• There is a lack of classroom, office, and storage space. The College’s Master Plan addresses this concern in Goal 9, objective 2, which directs the College to pursue capital funding to expand the Career Center, and in objective 4, which directs the College to expand facilities as needed. The completion of the new Graphic Arts/Fine Arts Center will also help to ease space concerns. The results of the evaluation of Plant Operations indicated that a total review of storage methods would be helpful in addressing storage concerns.

• At the commencement of the 2001-2002 academic year, few faculty had phones in their offices. Additionally, several pay phones had recently been removed from College buildings. The self-study process revealed a need for improved access to phones for faculty and students. As a result of the self-study process, installation of phones in all faculty offices will be complete by January 2002. A phone for student use has also since been installed in Student Services.
• Adjunct faculty teaching nine hours or more are required to keep office hours. However, the College lacks office space for these instructors.

Two recruiters are employed at MACC. These recruiters visit area high schools and vocational/technical schools in the sixteen-county service area at least twice per year and set up booths at approximately fifteen college fairs throughout the year. The recruiter in Student Services is also available to give campus tours as needed. Other recruitment activities include a high school student visitation day. High school students hear about the College, are entertained by the College Music and/or Drama department, are given a tour of the campus, and are provided lunch. The off-campus office of the MACC campus has aided greatly in recruitment by visiting high schools to enroll students in dual credit classes. Many of these students continue their education at MACC after high school graduation.

High school counselors are invited to a yearly Counselors’ Luncheon, and MACC hosts a Superintendents’ Luncheon for area superintendents. Attendees of these luncheons are updated on future college plans and asked for input on improvement and enhancement of services. Each year public school superintendents in the MACC service area are able to award at least three scholarships to district graduating seniors to attend MACC. These scholarships carry the name of the district superintendent who selects the recipients.

In a departmental evaluation of Student Services conducted in the fall of 2000, recruitment services were ranked 3.63 by students and 3.43 by faculty and staff on a 4.00 scale with 4 being high, indicating an overall satisfaction with recruitment activities at MACC.

Moberly Area Community College is an open enrollment institution with a mission statement designed for individual student success. Since the College serves a diverse student population and there is no required score for entrance, it uses an assessment test to place students into appropriate classes. Students are required to provide ACT or ASSET scores for placement into math and English classes. Depending on their scores, students can be placed into several of the developmental classes designed to help build skills in that area or into college-level math and English. This allows students to be evaluated based on their own particular skill level and placed in classes that will enable them to be their most successful. The College is currently piloting a change in cut-off scores for academic placement. Results will be available at the end of the 2002-2003 academic year.

Because Moberly Area Community College requires test scores for academic placement, the College offers testing at its main location in Moberly, at its six off-campus sites, at the Vandalia prison, and at each of the high schools that participate in dual credit.

The ACT used for testing at MACC is a residual test, used for placement into classes or programs offered only at MACC. The test is offered throughout each semester, and students may contact the Student Services Office to sign up for one of the available times. The MACC residual ACT is available on the main campus and at the Mexico off-campus site. The ASSET test is available at all MACC sites and at each of the dual credit high schools. Students may use this test to place into classes, or they may use it as a second chance to retest (if ACT scores are low) and place into classes. This test is offered before, during, and after registration. Students have unlimited access to this test and are required to take the test if they are degree-seeking, have over fourteen hours accumulated with MACC, are enrolled in fourteen or more hours, or wish to enroll in math or English classes.

Upon completion of a program, students wishing to receive a diploma are required to take the CAAP (Collegiate Assessment of Academic Proficiency) test. This test is a general education exit exam. The ACT and/or ASSET scores act as the preliminary exam for comparison. The CAAP test is given at the end of each of the three semesters and is offered in both morning and evening sections.

In the Student Services departmental evaluation conducted in fall 2000, students rated testing and assessment services 3.48 on a 4.00 scale. Faculty and staff rated the services 3.14. Both groups show satisfaction with the quality of testing and assessment services.

It is the goal of advisors to assist all entering students in meeting their educational goals. To this end, all students are assigned a faculty advisor in their area of study. However, advisor assignments in the Associate of Arts degree program are sometimes inconsistent due to the small number of students and/or faculty in the program. Students may, however, request a particular faculty member whose expertise reflects the student’s ultimate career choice.

The faculty advisor is expected to assist students with academic and career planning. However, the advisor’s list of advisees changes each academic year as students complete degrees or transfer, and often times there is little opportunity to get to know advisees. Most advisement is limited to the planning of classes and preparation for graduation. Advisors utilize scores on the ACT and ASSET tests for placement purposes. Students must make appointments with advisors and request assistance with academic planning prior to the start of the next semester. Students who do not meet with faculty advisors prior to the end of the semester will then meet with advisors in Student Services at registration. Consequently, most faculty advisors meet with only a small percentage of their advisees.

Students nearing graduation may apply to Student Services and receive a degree audit, which indicates clearly what classes must be taken in order to complete requirements for graduation.

"Registration/advisement services" were rated highly by students within the Student Services departmental evaluation. These services were rated 3.71 on a 4.00 scale. Students located at the off-campus sites of Mexico and Kirksville ranked registration and advisement services highly as well in the off-campus surveys completed in spring 2001. Using a 4.00 scale with 4 being high, Mexico students rated these services 3.29, and Kirksville students rated them 3.36. Because academic advising is linked to student success, a goal of the MACC Retention Plan, effective fall 2001, is to strengthen advising. The Retention Plan is located in the Resource Room.

MACC’s Learning Center has three primary functions: tutoring, computer access, and study area. The Learning Center is primarily geared toward general education coursework.

As part of the institutional assessment of support services, the Learning Center was evaluated in spring 2000, using the MACC Service Area Evaluation self-study form and input provided by students, faculty, and staff through a written survey. While the hours of operation have been increased in recent semesters, the student survey indicated a need for more access to the Learning Center, particularly on weekends. A need for more professional development for the Center’s staff was noted, as well as the need for a better method of documenting student use of the Center.

The Center received its highest rating by both students and faculty/staff in the areas of "attitude of staff and tutors" and "convenience." The two groups also awarded their lowest ratings to the same area, "availability of tutors." The Center received very favorable comments overall and is clearly a strength of the institution. The primary areas of need appear to be in hours of operation, continually upgrading hardware and software, improved record-keeping technology, budgeting and planning, and tutors in additional subject areas.

The Special Needs Program was initiated in the fall of 1989. In the fall of 1990, 262 students were identified as prospective "special needs" students. Since that time, the definition of special needs has evolved to become more inclusive. In the spring of 2000, 1,744 students were identified as having special needs. To enhance the quality of the Special Needs program and ensure consistency from semester to semester, two major steps are taken: identification and follow-up as described below.

• IDENTIFICATION: Students are identified as having "special needs" if they are studying at Moberly Area Community College and also meet one of the following criteria:

• Academic disadvantage – any student currently testing into a developmental course at MACC

• Economic disadvantage – any student who is receiving a Pell Grant or who is being funded by certain agencies independent of MACC (i.e. GAMM, JTPA, TRA)

• Learning disability – any student who reports a learning disability with documentation from an appropriate professional

• Physical handicap – any student who demonstrates a physical handicap and is either referred by a state agency such as Vocational Rehabilitation or is self-referred with medical documentation

• Psychological issues – any student who experiences academic problems due to psychological issues and who provides documentation of such issues from mental health professionals

• Limited English proficiency – any student who has limited English proficiency and is experiencing difficulty in the classroom as a result of this limited English proficiency

• FOLLOW-UP: The follow-up process begins with a letter sent to students who self-report, contact a counselor directly, or are identified through other means. Approximately 400 letters are sent each semester to newly identified students. Additional steps are taken after students provide a Student Data Form. If a student does not complete a Student Data Form, services may be initiated by contacting the Special Needs Counselor in person or via referral through other faculty/staff.

1. Information is provided by letter to students determined to be eligible for special needs assistance. Special needs students are informed of services throughout the College that could be particularly useful (i.e. Learning Center, Financial Aid, New Traditions, and Student Services).
2. A Student Data Form is completed which includes pertinent information (i.e. name, address, telephone number, degree program). The student is given the option of signing a release of information. Release forms are used when a student possesses a particular problem that warrants the cooperation of other faculty and/or staff.
3. A file is developed by the Special Needs Counselor in which special needs students identify educational goals. Any specific issues or special accommodations are indicated in this file.
4. A variety of techniques are used. Educational advising is available as well as referral services to other agencies.
5. Accommodations are provided, such as enlarged textbooks, taped textbooks, tape recorders, and deaf interpreting services.

Individual tutoring is provided to students as necessary for academic success. A proctor is used for students who need longer than normal class time to complete testing. Students have the opportunity to tape record lectures. Classmates and/or instructors share their notes with special needs students. Testing is conducted orally as appropriate. Assistive technology services are available, such as enlarged computer monitors.

The Special Needs Counselor networks with area agencies. Since these agencies refer students to MACC, emphasis is placed on establishing positive relationships with their staff, and several agency staff members have visited MACC. In addition, meetings between agency representatives and their clients occur periodically on campus.

In the evaluation of Student Services conducted in fall 2000, "special needs" services were rated at 3.63 on a 4.00 scale (with 4 being high) by students, indicating student satisfaction. Faculty and staff ranked the services lower at 2.78.

The Kate Stamper Wilhite Library has over 19,000 titles available for students, faculty, and staff usage via the MACC WebCat. The Library also contains approximately 140 current serial titles and 1,100 audiovisual materials. Access to over 1,500 full text periodical titles is provided through the electronic databases EBSCO and SIRS. Resource rooms are also located at the off-campus sites in Hannibal, Columbia, Mexico, Edina, and Kirksville.

MACC is part of a statewide academic library consortium known as MOBIUS. Fifty MOBIUS institutions share an automated library system that provides a union catalog of member institution’s material holdings and allows patron-initiated borrowing among member institutions. Access to over 8,000,000 titles in Missouri’s academic libraries is provided through MOBIUS. A MOBIUS delivery service enables library material to be delivered to MOBIUS members with a 48-hour turn-around time.

The MACC Library completed an evaluation consisting of a self-study, student focus group, and user surveys in spring 1999. The Library staff were commended for their understanding of the Library’s mission, function, and services as they relate to the overall mission of the College. Concerns resulting from the evaluation involved additional qualified staffing, budget increases, physical space, and printing capabilities. Despite these concerns, the majority of survey respondents clearly see the Library as an overall strength of MACC.

The Bookstore was evaluated in fall 1999 as part of the Institutional Effectiveness Plan for the assessment of support services. The Bookstore is managed by the Director of Institutional Services. Bookstore staff is supplemented by work-study students, assistance from Central Processing Center staff, a full-time secretary, and temporary help as needed.

According to the departmental evaluation, the MACC Bookstore appears to be very well managed with a small staff, receives positive student ratings, and is an overall strength of the institution. Strengths noted within the evaluation were competitive pricing and fast service. Weaknesses involved the need for used book sales and a Point of Sale system. Since this evaluation was completed, the MACC Bookstore has begun used book sales at both on and off-campus sites, and a Bookstore courier was hired in 2000.

The Dean of Student Services is in charge of all student activities on campus, many of which are through the efforts of the following student organizations and programs:

• Student Government Association
• Phi Theta Kappa
• Art Club
• Brothers Ox
• NGN
• Student Nurse Association
• Student Practical Nurse Association
• Delta Epsilon Chi (Student Business Organization)
• Association for the Education of Young Children (AEYC)
• International Association of Administrative Professionals (IAAP)
• SPARE (Substance Prevention through Awareness, Responsibility, Education)
• Women’s and Men’s Basketball
• Cheerleading

With many commuting students, some organizations are not equally active every semester. Phi Theta Kappa is a particularly strong organization at MACC with members attending regional and national conferences. Some of the yearly events sponsored by this organization include a Christmas gift drive and a faculty/staff appreciation breakfast. PTK also runs a used-book store at the beginning and end of each semester on the MACC campus. Delta Epsilon Chi is another strong organization that has received state and national recognition. The MACC Student Government Association (SGA) is a student-elected council of eleven members. This association coordinates student activities and makes recommendations to President’s Council in matters of student concern.

Student involvement is also encouraged though a bi-annual College picnic. The picnics are held on campus and at various off-campus sites and include food and fun activities for students, faculty, and staff. More students are involved in these than ever before.

The men’s and women’s basketball programs have a strong tradition at MACC. Both programs have experienced tremendous success. The men’s basketball program has enjoyed twenty-four appearances in the national tournament since 1950 and has claimed four national championship titles. Since its inception in 1977, the women’s basketball program has garnered its fair share of trophies as well. The Lady Greyhounds have made ten appearances in the national tournament and have captured one national championship title. A media guide detailing the success of the Greyhounds is located in the Resource Room. The Greyhounds have strong community support. In 2000-2001, the College implemented a successful season basketball package, with various packages available for individuals or businesses and organizations.

Academic success is emphasized for all students at MACC, including athletes. Coaches monitor student athletes’ academic progress through e-mails to College faculty and written progress checks. Additionally, the College has implemented a summer scholarship program in coordination with the Greyhound Booster Club. This scholarship allows student athletes who demonstrated a commitment to their academic studies to take summer classes without any tuition cost. This change directly impacts retention and achievement levels among student athletes.

The Child Care Center is an integral part of services offered to MACC students and is licensed to care for up to 50 children (ages 2 to 14) at one time. Governed by state rules and regulations, the Center provides a hot lunch option for the children, approved snacks, a structured environment, and a variety of enhanced educational opportunities. Children of MACC students and staff are given first choice for child care, followed by "community" children on a space availability basis. MACC Child Care Center staffing includes an instructor/director with an Associate of Applied Science degree in Early Childhood as well as other work related experience and a lead teacher with CDA credentials. The Center also serves as a learning laboratory for MACC students majoring in Early Childhood.

As part of the Institutional Effectiveness Plan, the Child Care Center was evaluated in fall 2001. Surveys were distributed users of the facility. Responses indicate that parents have a high degree of satisfaction with the care provided for their child. With 4 equaling "very satisfied," parents ranked the overall management of the facility at 3.34, nutrition/health/safety at 3.40, sociomoral activities at 3.49, and creative/physical/ cognitive language activities at 3.39. Results of this evaluation are available in the Resource Room.

The Vocational Counseling Services program, formerly known as New Traditions, has been expanded to be more inclusive and to reach additional students. It provides career and educational counseling and support services to students in vocational/technical programs and administers New Traditions scholarships and grants. This program also provides support services to members of special populations, including students with disabilities, limited English proficiency, low income and single parents, displaced homemakers, and nontraditional students. The Vocational Counselor’s office provides community outreach through speeches to community groups and Career Direction Workshops. These services are geared for community members in career transition, welfare-to-work clients, students in adult literacy programs, and members of other special populations, such as ex-offenders.

The Vocational Counselor provides career counseling, vocational assessment, self-management skills training, occupational information, and support services. The Job Placement Coordinator provides job placement assistance, internship assistance, employer information, and job search skills tailored to MACC students enrolled in vocational programs, graduates, and alumni. The Placement Coordinator maintains contact with area businesses and industry. The following services are offered:

• help in identifying interests and skills
• support services for finding solutions to special concerns
• paid tuition for vocational training for qualified applicants
• information on non-traditional careers
• personalized career counseling
• vocational testing/interest and aptitude assessments
• multimedia resources/a lending library of career-related books
• computerized services/career-related software/Internet access
• Adult Education and Literacy/preparation for the GED
• financial aid information
• education or training referrals
• personal growth seminars
• support services
• job-seeking skills workshops
• job placement and follow-up

The maintenance of student records is the responsibility of the Registrar’s office. The Registrar is a certified staff person and reports to the Dean of Student Services. Along with the responsibility of maintaining student records, this office sends out transcripts, evaluates incoming transcripts, sends out grade reports, and assists in the reporting of data to the state and other agencies. The Registrar also assists in registration/enrollment and other office functions as needed.

Due to increases in enrollment, including off-campus students and transfer students, the workload in this office has increased. A full-time support position was added in fall 2000 to assist with the many duties of the Registrar’s office.

Financial assistance at Moberly Area Community College is available in the form of grants, loans, work-study, scholarships, or a combination of these. Most financial assistance is awarded to students who can demonstrate financial need, but specific awards may have additional eligibility requirements.

To be eligible for financial aid at Moberly Area Community College, the applicant must have been accepted for admission or already be enrolled at the College and meet the financial aid satisfactory progress requirements as established by the College.

• Federal Pell Grant
• Federal Work-Study Program
• Federal Supplemental Educational Opportunity Grant
• Federal Family Education Loans Federal Stafford Loans
• Federal Parent (PLUS) Loans
• Hope Scholarship and Lifetime Learning Credits

• Charles Gallagher Student Financial Assistance Program
• Marguerite Ross Barnett Scholarship
• Missouri College Guarantee Program

• Advantage Missouri Program
• Missouri Higher Education Academic Scholarship (‘Bright Flight")

• Vocational Rehabilitation
• Veterans’ Benefits
• Workforce Investment Act
• GAMM Vocational Training Program
• A+ Schools Program
• TRA (Trades Readjustment Act)

• Board of Trustees’ Scholarship
• Presidential Ambassador’s Award
• Superintendent’s Scholarship
• Educational Recognition Scholarship
• Career and Technical Department Scholarships
• Graduating Seniors Summer Start Program
• New Traditions Scholarship
• Adult Basic Education Scholarship
• Athletic Award
• Moberly Area Community College Music Award
• Moberly Area Community College Cheerleader Award
• Moberly Area Community College Student Body President Award
• Journalism Award
• Lab Assistant Award
• Student Basketball Manager Award

• David W. Stamper Memorial Scholarship
• James D. Phelan Scholarship
• Louise Anderson Trust Fund
• Richard J. Chamier Memorial Award
• Dr. W.H. McCormick Award
• The Charles Edward and Margaret Alice Funk Memorial Fund
• Cleo A. Noel, Jr. Scholarship
• Austin and Rilla Mae Pierce Scholarship
• Charles E. and Margaret L. Hartig Scholarship
• Tom L. Hackward Memorial Scholarship
• Moberly Area Community College Alumni Association Scholarship
• Altrusa Club Scholarship
• Moberly Branch AAUW Eula Baker
• Mrs. Louise H. Roach Memorial Scholarship Fund
• Helen Louise Mallett Memorial Scholarship
• Dean R. Boyd Memorial Scholarship
• Jeffrey Alan Twenter Memorial Scholarship Fund
• John Harold and Bernice Hutsell Memorial Award
• Grace Forrest Hahn Scholarship
• Leon Egley and Jason Acton Peace Officers Memorial Scholarship
• Gladys Mikesell Memorial Scholarship

To encourage and support attendance at Moberly Area Community College, benefactors, organizations, and businesses within the area have established both partial and full scholarships.

The Financial Aid Office was evaluated in summer 1998 as a pilot assessment of support services. Overall, a great deal of satisfaction was reflected regarding the performance of the Financial Aid Office. The study indicated that this office had most of the tools it needed to do the job, and people were satisfied with the level of services offered to students. The study revealed a perception that the office is on the leading edge of technology and that the staff functions very well. Based upon the results of the self-study for this department, a fax machine was purchased and installed shortly afterwards in order to protect student privacy.

In summer 1998, the Business Office participated in a pilot of the newly created "MACC Service Area Evaluation" as part of the overall Institutional Effectiveness Plan. Strengths cited as part of the self-study included the Business Office staff and their knowledge of job responsibilities. Weaknesses cited involved the CARS system, manual tracking processes, and the telephone system. Several recommendations were made as a result of the evaluation. MACC has taken steps to address some of the concerns at this point. An additional half-time staff person has been added to the department. CARS training sessions have been implemented, a third party business to manage student payment plans has been contracted, and an online requisition process is being piloted.

International students are admitted and advised by the Dean of Student Services. The Dean of Student Services is the Designated School Official (DSO). Additional options for international students to provide proof of proficiency in the English language have allowed for better academically prepared students. Additionally, given the minimal number of international students attending MACC (under fifteen per semester), all advising and counseling matters are done on an individual basis.

Moberly Area Community College’s Financial Aid Office provides applications for veterans’ benefits to any eligible student. Collaborative efforts with the Student Services Office allow a smooth transition for the purpose of evaluating educational experiences in the Armed Services. Student Services is responsible for verifying successful course completions as outlined by the American Council of Education. These formalized efforts to evaluate non-collegiate-sponsored programs enable MACC students to combine their extra institutional learning with study at college to achieve certificate/degree-related educational objectives.

The women’s dormitory houses thirty female students. The Dorm Supervisor is a twelve-month live-in position. Two student resident assistants (live-in) assist the Dorm Supervisor. Additionally, the Dorm Supervisor directly reports to the Housing Coordinator, who is a classified staff member in Student Services. The Coordinator is responsible for the supervision and coordination of housing duties in conjunction with the Dorm Supervisor, as well as the operational aspects of handling applications, fees, student disputes, and planning.

The men’s dormitory houses thirteen students. The Dorm Supervisor is also the assistant basketball coach. One student resident assists the supervisor. The Dean of Student Services serves as the Housing Coordinator for the men’s dorm, and the overall responsibility for both dorms lies with this dean.

• Student support services uphold the mission of the College and actively support the instructional process.
• MACC has recently changed the placement score cut-off guidelines to better parallel ACT guidelines and to enable students to achieve academic success.
• MACC support services staff have a strong sense of teamwork within their departments.
• The Student Services department provides extensive hours of operation. Other support areas, such as the Learning Center and Library, have increased their hours since the last accreditation visit.

• Technology improvements would benefit all support services departments. Additional multi-line phones would alleviate difficulties with the telephone traffic handled by the Student Services department and Business Office.
• Student Services staff perceive a need for an additional advisor to meet the demand of advising students and additional clerical support in transcript evaluations. However, space available for current staff, records storage, and testing facilities is limited.
• As MACC enrollment increases, so do students with learning needs. A need exists for more Learning Center staff and a more efficient documentation process. As a result of the departmental evaluation, the Learning Center has increased tutor hours, has explored Saturday hours, has received additional funding for conferences, and has implemented an electronic sign-in system.
• Creating the printed class schedule is complicated. The Registrar is working with Computer Services to improve the process.

Moberly Area Community College operates under a philosophy that there exists a core of learning experiences, known as general education, common to all students. The College also recognizes its obligation to provide learning experiences that are specialized and specific, which result in successful career opportunities of the 21^st century. Every function of the College is aimed at improving its instructional programs to make the students’ academic and personal experience at MACC worthwhile and fulfilling.

MACC offers the following programs:

• Associate of Arts Degree
• Associate of Science Degree
• Associate of Applied Science Degree
• Associate Degree in Nursing
• Certificate Programs
• Continuing Education/Career Focus/Customized Training
• Adult Education and Literacy
• Developmental Education
• Dual-Credit

MACC is approved by the Missouri Coordinating Board for Higher Education and NCA to confer the Associate of Arts degree. The A.A. is a two-year degree which indicates the completion of a student’s lower-division general education requirements. It is also a specific transfer degree for entry, at the junior level, into the general range of a four-year college or university. Typically, over half of MACC students enroll in academic programs.

In order to facilitate the transfer of students among institutions of higher education in the state, the Coordinating Board for Higher Education has supported the development of a statewide general education policy that is intended to ensure the portability of general education credit among Missouri’s colleges and universities. In June of 2000, CBHE adopted the new "Credit Transfer: Guidelines for Student Transfer and Articulation Among Missouri Colleges and Universities." As a result of this action, all public institutions of higher education in Missouri and each independent or proprietary signatory institution must develop, document, and submit a curricular design and assessment plan indicating how that institution plans to implement the statewide revision of general education with its emphasis toward a competency-based model. Each institution in Missouri must offer a general education program consistent with its mission, yet designed to enable students to achieve statewide general education goals.

Two terms define the aims of the new general education model: goals and competencies. Goals refer to the curricular intent of state policy regarding the academic skills and knowledge content of general education; competencies denote illustrative state-level expectations for student performance in general education. Each institution’s general education program must also specify institution-level student competencies. State-level curricular goals and institution-level student competencies for general education fall into two categories: academic skills and knowledge. The academic skills areas are

• Communicating
• Higher-order thinking
• Managing information
• Valuing

The knowledge areas are

• Social and Behavioral Sciences
• Humanities and Fine Arts
• Mathematics
• Life and Physical Sciences

The statewide policy requires institutions to design and offer a 42-hour block of general education credits distributed across the skill and knowledge areas. MACC has restructured its Associate of Arts degree to include a 42-hour block of credit to meet the requirement of the new policy. The following are the requirements of the general education (A.A.) degree:

Communications 9

English (3)

Exposition (3)

Public Speaking (3)

Humanities 9

Literature course (3)

Courses must be selected from a minimum of two disciplines. No studio classes accepted. Children’s Literature may not be used for the literature requirement. Courses asterisked (*) in the catalog will meet the humanities requirement.

Social or Behavioral Science 9

Am. History to 1865 (3) or

Physical/Biological Science 9

Represent each discipline

Minimum of one course from each area. Minimum of one lab course.

Mathematics 3

College Algebra (3) or

Survey of College Math (3)

Three hours of higher-level math may be substituted.

Life Skills 3

Computer Awareness (2)

Career Management Skills (1)

Two hours of higher-level CIS may be substituted for Computer Awareness

Electives 22

Students who are certified by their sending institutions as having completed a 42-hour block of general education will not be required to complete any additional general education requirements that are part of the corresponding general education block of the institutions to which the students transfer. Students at MACC are encouraged to complete their program of study.

MACC, in cooperation with the Missouri Consortium for Global Education, offers a Semester Abroad program. Students who meet the qualifying criteria may earn college credit for a semester while studying at a foreign university. Since the inception of the program in fall 1998, eleven students have earned college credit from studying abroad in Canterbury, England. Two MACC faculty members have also taken advantage of the program, spending the semester abroad teaching at a foreign university.

In 2000-2001, new courses including travel experience were approved: Cultural Studies in Spanish, Cultural Studies in Theater, and Cultural Studies in Art. In spring 2001, eight MACC students and an instructor traveled throughout Europe. Another trip is being planned for spring 2002 for Cultural Studies in Theater.

This program provides students with the first two years of study toward a Bachelor of Science degree at either the University of Missouri-Columbia or the University of Missouri-Rolla. Students take basic courses common to most engineering disciplines and continue their studies in specialized areas during their remaining years at the four-year institution.

Since the A.S. degree is designed for the pre-engineering student who plans to transfer, the curriculum responds to the expectations of each institution, as outlined in the Engineering Transfer Program Guide developed in cooperation with UMC and the Coordinating Board for Higher Education and the Model Program for Engineering Transfers developed in cooperation with UMR and CBHE. Both documents are located in the Resource Room. A recommended course sequence is detailed in the College Catalog.

The Associate of Applied Science degree is a two-year occupationally-oriented degree. Each A.A.S. degree program requires completion of 64 total credit hours. A core of general education makes up at least 25% of the A.A.S. degree. Certificate programs (2 semesters) require 32 credit hours for completion, with the exception of Practical Nursing, which requires 61 credit hours.

• Business Accounting Technology (A.A.S. only)
• Business and Office Technology (Executive, Medical, and Legal Options)
• Computer Information Systems (Applications, Networking, Business, and Programming Options)
• Early Childhood
• Drafting Design Technology
• Graphic Arts Technology
• Industrial Electronics/Electricity Technology
• Industrial Technology
• Law Enforcement/LETC
• Marketing Management
• Practical Nursing (certificate only)
• Welding and Metals Technology

Recommended course sequences for each program are detailed in the College Catalog.

In recent years, MACC has implemented capstone courses into many of the A.A.S programs, including Business Accounting Technology, Business and Office Technology, Computer Information Systems, Early Childhood, Graphic Arts Technology, and Marketing/Management. Since the last NCA visit in 1992, MACC has implemented three new degree/certificate programs: Graphic Arts Technology, Drafting Design Technology, and Law Enforcement. Options have also been added within Computer Information Systems.

The former Child Care program has been re-titled Early Childhood to better reflect the program’s emphasis. For the past three years, MACC has been awarded the "Improving the Quality of Child Care and Education" grant through the Division of Family and Consumer Sciences Missouri Department of Elementary and Secondary Education. The focus of this grant is to expand and enhance the quality of child care and education programs in Missouri by providing opportunities for a seamless career path in child care and education and by providing opportunities for postsecondary students to seek a nationally recognized credential, the Child Development Associate (CDA).

The MACC Early Childhood Dual Site Grant Coordinator is representing MACC on a team with a member of the Human and Environmental Sciences Department at the University of Missouri-Columbia and a community trainer in the Early Childhood Higher Education Faculty Initiative, a grant funded by the Head Start Bureau. This unique national initiative is designed to enhance the capacity of faculty members from two- and four-year colleges and universities to assist Head Start, child care, and early childhood teachers to successfully complete associate’s and bachelor’s degrees. Among the initiative’s goals are the following: supporting the review and revision of curriculum, improving access and removing barriers to higher education for early childhood teachers and providers, and creating new connections such as articulation between colleges.

Advisory committees exist for all vocational programs and are important to ensure that the educational services offered are meeting the needs of business and industry. These recommendatory committees help plan and develop new programs as well as update and revise current ones. Advisory committees provide valuable expertise in the career field and are an important link between the private sector and the College. Minutes from advisory committee meetings are located in the Resource Room.

MACC, in coordination with the Northeast Missouri Curriculum Consortium, offers a Tech Prep program. Tech Prep is a challenging program of study designed to assure high school students acquire more technically-oriented knowledge and skills. A coordinated sequence of academic and vocational courses prepares students for lifelong learning through employment, advanced study at the community college level, and continued education at a four-year college. Students in Tech Prep complete a solid core of mathematics, science, communications, and technologies that will lead to an associate’s degree in a specific career field. Completers of area vocational-technical programs which are accredited by the Missouri Department of Elementary and Secondary Education may be eligible for admission with advanced standing to selected programs at MACC where equivalency has been documented by skill, competency, certification, and test results provided by the student’s area vocational-technical program.

The MACC Tech Prep program is directed by the Tech Prep Coordinator, who also oversees the School-To-Careers program. Each year MACC hosts a Career Pathways and Guidance Conference and a Tech Prep Luncheon. As part of the program’s activities, area middle school and high school counselors, students, business representatives, and College representatives are brought to the MACC campus, and tours and roundtable sessions are conducted. In the summer, Tech Prep sponsors the Missouri Academy of Technical Scholars (MATS) camp on campus. In October 2001, an MACC Tech Prep team presented "Missouri Academy of Technical Scholars: Hands on College Prep" for the Tech Prep Network at the national Tech Prep conference.

A Tech Prep advisory committee assists in directing the efforts of the Northeast Missouri Curriculum Consortium.

The two-year Associate Degree in Nursing program provides a combination of subject matter and clinical experiences designed to prepare a person to provide high-quality, safe, effective, patient-centered care to individuals or groups of individuals with well-defined health problems. Upon successful completion of the program, the student is eligible to apply to take the National Council of Licensing Examination for Registered Nurses. The program is fully accredited by the Missouri State Board of Nursing.

An accelerated admissions option for licensed practical nurses into the A.D.N. program is also available and is detailed in the College Catalog.

Admission to the A.D.N. program is competitive. Candidates must score 18 or above on the ACT to be admitted, as well as meet other qualifying criteria for admission. Completion of the program requires 74 credit hours. A recommended course sequence is detailed in the College Catalog.

The Practical Nursing program is a one-year certificate program. The purpose of practical nurse education is to help the student acquire attitudes, skills, and knowledge essential to the role of a competent practical nurse. Upon successful completion of the program, graduates are eligible to apply to take the National Council of Licensing Examination for Practical Nurses. The program is also fully accredited by the Missouri State Board of Nursing.

For admission to the Practical Nursing program, applicants must have an ACT composite of 17 or above, as well as meet other qualifying criteria. Completion of the program requires 71 credit hours. A recommended course sequence is detailed in the College Catalog.

Faculty members in the Allied Health division maintain their skills through the teaching of clinicals, membership in professional organizations pertinent to their fields, and professional activities. The MACC Allied Health division has been honored to participate in a research project sponsored by FIPSE (Fund for the Improvement of Post-Secondary Education). The grant period began in 1999 and will end in 2002. The MACC Allied Health Division Chair is the project co-director and has presented project activities at two national conferences. The main purpose of the project is to develop an innovative model for nursing education which focuses on differentiated nursing practice. Some of the grant activities include fostering cooperative learning activities between different levels of nursing education. Toward this end, the A.D.N. students have been collaborating with baccalaureate students from the University of Missouri-Columbia. Together, they have organized health fairs, participated in clinical rotations, discussed the state of professional and technical nursing, and planned post-graduation activities.

The Robert Wood Johnson Foundation funded a grant to look at nursing workforce issues in the northeast region of Missouri. MACC has been an active participant with other nursing programs and hospitals located in this region to evaluate the status of the northeast Missouri nursing workforce. The MACC Allied Health division chair has served as a governor on this taskforce.

A veteran member of the MACC Allied Health faculty was awarded a scholarship from the End-of-Life Nursing Education Consortium (ELNEC) to participate in a three-day ELNEC course. The recipient was one of only a hundred applicants nationally to be selected to participate in the course, which is a national education program to improve end-of-life nursing care. The scholarship was funded by the Robert Wood Johnson Foundation. A news article pertaining to the award is located in the Resource Room.

In accordance with the College’s mission statement, the Continuing Education department at MACC offers a variety of higher education programs and classes to meet the lifelong educational, employment, and personal needs of citizens of the community. Courses are offered on the main campus, at the satellite campuses, and on-site at businesses and industries throughout the service region. Short-courses, workshops, seminars, career preparation, and certification training courses are offered through the Continuing Education department in the following areas:

• American Management Association Certificate in Management Series Workshops/ Seminars
• Child Care and CDA Renewal Training
• Computer Software Workshops
• Health Care Certification Short-Courses and Nursing Workshops
• Industrial Maintenance and Safety Short-Courses
• Personal Development and Enrichment Fun Courses
• Retired Senior Citizen Series
• Off-Campus Seminars/Workshops

For fiscal year 2000-2001, the Continuing Education department enrolled a total of 1,209 participants. Of this number, 300 were participants in Business, Industry, and Agencies non-credit training services, 382 in Community Education non-credit courses, 256 in non-credit Career Focus training, and 271 in customized and contracted training credit courses. Most of these courses focused on technical training or training to improve technology skills. Additionally, the Continuing Education department assisted 328 employee participants of Missouri Customized Training projects or Community College New Jobs who were not enrolled. A Continuing Education flyer detailing courses is located in the Resource Room.

The Continuing Education department offers a popular Retired Senior Citizens Series. These are non-credit courses for community senior citizens offered on a cost-free basis. Courses offered during the 2000-2001 year included CPR, Computer Training for Grandparents, Internet/E-mail Topics for Grandparents, and other technology and interest-related topics.

MACC offers business, industry, and agencies a variety of contracted and customized training services including training needs analysis, assessment and testing, program design and development, project management/coordination, and instruction and evaluation. The Continuing Education department assists new and expanding eligible companies throughout the service region in applying for special training funds from the state of Missouri through programs such as Missouri Customized Training and Community College New Jobs Training. (See chapter six for a more detailed discussion.)

A Continuing Education Advisory Board consisting of community and business leaders provides input into short- and long-term planning goals.

In fall 2001, MACC became one of four ACT Centers across the state of Missouri to provide a regional resource for computer-based training and testing for certification and licensure. The ACT Center provides more accessible, convenient opportunities for workforce development. Computer-based training is available on site at the Advanced Technology Center in Mexico, and computer-based testing is held at the Career Center on the MACC campus.

Training courseware features selected topics in the following categories: adult literacy and employability skills; desktop publishing and graphics; computer software and technician training; programming, networking, and advanced information technology training; industrial technology and safety skills; quality control systems and skills; sales and customer service training; management and leadership development; and professional and personal development/training.

The Adult Education and Literacy program provides learning opportunities for adults who want to improve their basic skills in reading, math, or language; prepare for the GED exam; learn English as a second language; upgrade their job skills; or prepare for college training or education. Classes are free, taught by certified AEL staff, and are located at Moberly Area Community College and the Missouri WINS/Workforce Development Center.

In the 2000-2001 year, the AEL program served 241 students. For many students, the GED is the stepping stone to higher education. In fall of 2001, MACC had 232 enrolled students who were GED completers and who are now pursuing a college degree or certificate. In 2000-2001, there were 38 graduates from MACC’s GED program. Of these students, 8 are now enrolled in the academic or vocational programs at MACC. The AEL program continually strives to increase its ability to assist students in achieving their career and personal goals.

A commitment to an open admissions policy has allowed more citizens access to education within MACC’s service region. Open admissions also necessitates developmental coursework so that academically disadvantaged students may find success in their pursuit of educational goals. Developmental courses are offered in the areas of writing, reading, and math. Students are placed in these courses as determined by scores on the ASSET or ACT test.

Approximately two-thirds of students who take either the ACT or ASSET are required to take one or more developmental courses. Students who successfully complete developmental courses are significantly more likely to succeed in college-level work. More detail on the developmental program is located in chapter twelve. The Resource Room also contains materials about MACC’s developmental education program.

MACC, in cooperation with area school districts, provides opportunities for qualified high school juniors and seniors to take college courses in their local schools. Students can earn simultaneous college and high school credit for these courses. The Office of Off-Campus Services oversees the dual credit program. Dual credit faculty are required to submit their transcripts to the College along with a course syllabus and first-day handouts. These faculty are expected to abide by College policy and must possess the same credentials as full-time faculty at MACC; i.e, general education faculty teaching college-level courses must possess the minimum of a master’s degree.

In fall of 2001, there were 687 unduplicated students enrolled in 117 dual credit sections offered in 19 area high schools generating 3,453 credit hours.

MACC’s dual credit program is governed by the policy guidelines for the delivery and transferability of credit obtained in dual credit programs offered in high schools adopted by CBHE in June 1999. A copy of the policy guidelines is found in the Resource Room. MACC is currently endeavoring to improve the consistency of dual credit offerings with on-campus courses. In 2001-2002, an English instructor with assistance from the Off-Campus Services office is piloting a collaborative session on writing assessment with on- and off-campus writing faculty (specifically targeting dual credit instructors).

Three rural community colleges recognized the need to work together to provide training throughout a common economic corridor—the Mississippi River Valley connecting Missouri, Iowa, and Illinois. MACC joined forces with John Wood Community College in Quincy, Illinois, and Southeastern Community College in Burlington, Iowa, to form the Tri-State Community College Training Consortium. The primary issue leading to the formation of the Consortium was the lack of coordinated essential training for the tri-state area. The goal was for the colleges to transcend state boundaries to collaborate, develop, and deliver instruction and training cost-effectively to tri-state business and industry and to encourage economic growth.

The colleges interface with a Workforce Development Taskforce, a sub-committee of the Tri-State Economic Summit comprised of business, industry, labor, and government leaders from the three states. An agreement exists to govern the operation of cooperative training ventures between and among the colleges.

In their most ambitious collaborative effort, the three colleges created an online associate’s degree in Computer Information Systems. By offering courses over the Internet, the physical and political boundaries of states can be effectively transcended. Initial costs of the online venture were supported by a grant from eCollege, which provided the necessary platform. Currently, each college is responsible for 10 courses in the curriculum. In fall 2000, the first semester of the program, 54 unduplicated students registered for MACC courses, and in spring 2001, enrollment for MACC doubled to 110 students. In fall 2001, MACC enrolled 154 online students. Significant enrollment growth is expected to continue.

In 2000-2001, the Tri-State Community College Training Consortium was selected as a finalist for the prestigious Bellwether Awards. The purpose of these awards are to recognize innovation in community colleges across the nation.

Articulation agreements between two-year and four-year institutions allow students to move smoothly from one institution to another to complete a degree program in the shortest possible time and without experiencing loss of credit, duplication of courses, or waste of financial resources. MACC has historically enjoyed strong working relationships with other four-year schools throughout Missouri. Articulation agreements exist between MACC and the following institutions/programs:

• University of Missouri-Columbia and the University of Missouri-Rolla for pre-engineering students (A.S.)
• University of Missouri-Columbia for agricultural education students (A.A.)
• Hannibal-LaGrange College for LETC students (470-hour program), Nursing students (A.D.N.), and A.A.S. graduates who wish to articulate into a B.A.S.
• Central Christian College of the Bible for Religious Studies (A.A.S and A.D.N. students)
• Culver-Stockton College for A.A. students earning a B.A.
• Northwest Missouri State University and Hannibal-LaGrange for Early Childhood students (A.A.S.)
• Columbia College for Business students and students in Individual Studies (A.A.S. and A.A.)
• Kansas State University for Architecture students (A.A.)

In addition to the above transfer agreements, all Missouri public four-year institutions now accept MACC’s 42-hour general education block.

MACC also has numerous articulation agreements with secondary institutions throughout the area. This 2+2 articulation process encourages faculty members from the secondary schools, area vocational technical schools, and MACC technical programs to coordinate curricula at all levels to meet the challenge of improved educational excellence. Articulation goals, guidelines, policies, and procedures have been established to assist in the articulation process between secondary institutions and Moberly Area Community College in order to provide a seamless curriculum. Articulation policies and articulation agreements in place are located in the Resource Room.

All programs of the College are continually evaluated to assure that the courses offered meet the needs of the community and students. As need arises, curriculum proposals are brought to the Curriculum Committee for consideration and action and submitted to President’s Council for approval.

A program review process has also been implemented, with the first reviews commencing in the 2000-2001 school year. The purpose of the program review is to evaluate existing programs, as well as new programs, on a regular basis to determine their educational value and cost effectiveness and to recommend a course of action based on the regular review process. Data analyzed in the process include enrollment trends, cost trends, assessment results, retention trends, placement trends, and other relevant information specific to the program.

MACC’s academic calendar consists of 16-week sessions (plus one additional week for finals) for the fall and spring terms. The faculty schedule includes additional days prior to the start of the fall semester and after the conclusion of finals each semester. Summer session runs for eight weeks, with some classes concluding in four-week sessions. Classes in all sessions exceed the minimum 750 minutes required per credit hour.

MACC makes an effort to provide flexible class scheduling and has a broad range of courses offered at a variety of times and locations. Intercession and Saturday classes are offered. Additionally, MACC offers a wide range of evening classes and offers some courses in an eight-week format for those students desiring a compressed time frame. In 1999-2000, the MACC Career Center piloted a Monday-Wednesday/Tuesday-Thursday format for vocational classes, which was highly popular. The College has continued with this format on the vocational side. This format has been considered on the academic side; however, due to space and scheduling limitations, the College has been unable to implement this format. A course schedule is located in the Resource Room.

As documented in this chapter, MACC is accomplishing its educational and other purposes in order to provide high quality educational programs.

• Transfer and articulation agreements are in place with institutions throughout Missouri and facilitate in the transfer process. In addition, the Coordinating Board for Higher Education has adopted the new transfer and articulation policy that requires institutions to name a 42-hour block that will then transfer to any public institution. Once the policy is implemented, MACC students should transfer to Missouri institutions with greater ease. This new policy will also reduce advising complications.
• As evidenced by its Study Abroad program and new course offerings, MACC recognizes the importance of a global education.
• MACC provides a solid core of general education for an associate’s degree.
• Active advisory committees help direct program and course development and revision in response to community and workplace needs. Through linkages with business and industry, MACC has gained active partners who support the College’s educational offerings and serve on advisory committees. Instructional programs and curricula are relevant to the educational needs of constituents.
• New courses and new degree programs have been developed to meet the needs of a growing and increasingly more diverse student population.
• MACC provides educational opportunities for citizens who would otherwise be denied access to higher education.
• MACC attempts to be responsive to scheduling needs of its student population and works to find feasible alternatives.

• As MACC grows, there is a need for consistency among instruction. Master syllabi are being updated to promote consistency. The College’s Master Plan also addresses this concern in Goal 1, Objective 9, which states, "Develop and implement a plan that would improve the consistency of instruction between all part-time or adjunct faculty and full-time faculty." Specific activities targeting this objective are detailed on page 13 of the Master Plan.
• In a world of rapidly changing technology, it is challenging to keep pace with the need for updating courses and curriculum.

With accountability at the forefront of higher education, assessment has become the integral core of this issue. Postsecondary institutions are to be held accountable not only for the educational components of their statement of mission but also for all the areas that support that education philosophy. They must provide a framework to encourage, cultivate, and nurture student success in pursing their personal, educational, and professional goals. Moberly Area Community College is committed to supporting this framework as a vital part of the total learning experience.

At the time of MACC's reaccredidation in February of 1992, assessment was composed primarily of the ASSET test as an incoming assessment and the CAAP test as an outgoing assessment. The reaccredidation visit included discussion of a more formal and varied assessment plan, but MACC was not required to submit such a plan. Realizing the importance of an institutional commitment to assessment, MACC formed an assessment committee in the fall of 1997. The Assessment Advisory Committee was formed for the purpose of developing an Institutional Effectiveness Plan to monitor MACC's effectiveness in meeting the goals outlined in the mission statement and institutional purposes.

The goal of the committee was to produce a written comprehensive plan containing an assessment of student learning, an assessment of support services, a program review, a faculty evaluation system, and an administrative evaluation system. The operation of the Assessment Advisory Committee was guided by "Opportunities for Improvement: Advice from Consultant Evaluators on Programs to Assess Student Learning," a document produced by the North Central Association in March 1996.

The Assessment Advisory Committee consists of representatives from both the administration and faculty, and it is co-chaired by one faculty member and one administrator. Committee members also serve on subcommittees representing particular areas of assessment. The Assessment Advisory Committee meets regularly to discuss subcommittee developments and to review proposed assessment plans for the various degree programs.

The current structure of the committee is:

Assistant to the President (Co-Chair) Standing Member

Faculty Member (Co-Chair) Three-year Rotation

Business Technologies Division Chair Standing Member

Science/Math Division Chair Standing Member

Humanities/Fine Arts Division Chair Standing Member

Allied Health Division Chair Standing Member

Student Services Representative Two-year Rotation

Student Support Services Representative Two-year Rotation

Student Support Services Representative Two-year Rotation

Academic Faculty Representative (may be co-chair) Two-year Rotation

Academic Faculty Representative Two-year Rotation

Vocational Faculty Representative (may be co-chair) Two-year Rotation

Vocational Faculty Representative Two-year Rotation

Off-Campus Representative Two-year Rotation

Off-Campus Representative Two-year Rotation

Vocational Director/Academic Director Alternate every year

Student Representative Rotate yearly

Dean of Academic Affairs (Ex-Officio) Standing Member

Dean of Vocational/Technical Education (Ex-Officio) Standing Member

MACC pursues this mission by providing educational programs and services, such as general education, college transfer, technical programs, developmental education, and continuing education, that prepare students to fulfill their role in the global community. MACC also offers a variety of support services for students such as academic advisement, articulation, career planning and placement, library and learning resources, financial aid, innovative instruction, and co-curriculum activities, that facilitate the achievement of educational, professional, and personal goals. Creating a plan to assess these purposes set out by the mission statement has been the primary goal of the Assessment Advisory Committee. Table 12-1 presents an overview of assessment measures in place at MACC in relation to the College’s mission statement and Institutional Effectiveness Plan.

Faculty involvement in assessment, administrative encouragement of faculty to implement multiple assessment measures, and the percentage of funds allocated to research, exploration, and invention of assessment measures are indicative of MACC's commitment to assessment. Funds and grant monies are available and have been used for conventions, assessment work by members, staff developments aimed at furthering faculty awareness and knowledge of assessment, faculty exploration of portfolios and a capstone course and a faculty research project. The Assessment Committee currently operates with a yearly budget of $4,000. However, funded assessment activities are embedded in many areas of the College.

Assessment of Student Outcomes is divided into six subcategories including: General Education, Career/Vocational Programs, Associate of Science Degree, Developmental Education, Transfer and Articulation, and Continuing Education.

The General Education Philosophy Committee, a subcommittee of the Assessment Committee, began to meet in the 1998-1999 college year. Their first task was to develop a philosophy of General Education and develop student outcomes. During the 1999-2000 college year, the General Education Philosophy Committee finalized the following statement of philosophy.

To further explicate the philosophy statement, during the 1999-2000 year, the same committee developed the following outcome statements.

I. The student will demonstrate effective written and oral communication skills:

A. The student will identify social and cultural changes over time.

B. The student will compare cultures.

The Coordinating Board of Higher Education (CBHE) for the State of Missouri passed a new guideline for transfer and articulation in June of 2000. This new arrangement (described in chapter eleven) is intended to ease transferability of courses from institution to institution. As a result of the new policy, MACC has been actively reviewing and revising the general education curriculum and individual course skills and knowledge areas. During the spring of 2001, a 42-hour block was reviewed and passed by the Board of Trustees.

After establishment of the 42-hour block, MACC needed to justify its curriculum to the state using CBHE’s matrix listing their skill and competency areas. The Co-Chair of the Assessment Committee took the student outcomes listed above and aligned them with the state skill and knowledge areas. Each MACC instructor of a relevant course was given a blank matrix with MACC's institutional competencies included. The instructors filled out the matrix for their courses and turned them into the Academic Affairs Office. The Co-Chair of the Assessment Committee combined the matrices. MACC's matrix is available in the Resource Room.

The development of the matrix slowed the development of and organizing of assessment plans for the student outcomes. However, those working on general education assessment began to see it as occurring at three levels of the institution: the program level, the division level, and the classroom level. The General Education Yearly Reporting Cycle Flowchart providing as overview of the process is located in the Resource Room.

At this level, the general education philosophy and student outcomes (stated above) are considered in totality. Does the graduate possess the knowledge and skills described in the four student outcomes? This question is answered by two summative assessment measures currently in progress at the College: the capstone course and the CAAP test.

After a great deal of discussion at the General Education Committee meetings and at division meetings, the method of assessment for program level assessment was narrowed to a capstone course or an institutional portfolio. The capstone course was chosen as a culminating experience for MACC students in general education. The course was a one credit hour class. Instructors across the disciplines were asked to review the philosophy statement and outcomes statements generated by the General Education Philosophy Committee (a subcommittee of the Assessment Committee) and submit proposals for a capstone course that collects data and/or artifacts pertaining to three of the four General Education Philosophy Outcome Statements. The Assessment Committee intended to pilot the capstone course in the fall of 2001; however, no students signed up for the course.

Faculty began discussion about whether the course provided the assessment of student learning that was desired. Many faculty members felt that the course might be a disincentive for graduation, that a culminating experience in a transfer degree is inappropriate, and that the course put the burden of assessment on students rather than faculty and administration. The administration recognized that a faculty-driven plan is an imperative in order for program level assessment to be sustainable, and the administration encouraged a faculty vote. The faculty met at the end of the fall 2001 semester to take a full A.A. faculty vote and decide the issue. By a large majority, the vote supported an institutional portfolio.

The institutional portfolio is a non-intrusive assessment measure for both students and faculty. Basically, the General Education Assessment Panel, a subcommittee of the Assessment Committee, will collect a sampling of artifacts generated in various classes that address the MACC student outcomes. Those artifacts will then be holistically scored based on internally developed rubrics. The results of the scoring and other general education assessment measures will be analyzed and reported in a yearly document. Faculty will then use the results to revise classroom practices, budgeting requests, and curricular design.

The holistic scoring will give faculty members multidisciplinary experience, and the generation of the portfolio and the management of the portfolio will rest with the faculty. The portfolio will require no additional class time and is invisible to students.

Although MACC has yet to score the artifacts, the following general plan for scoring has been formulated. Once the artifacts are collected, the General Education Assessment Panel will evaluate the artifacts in terms of the four outcome statements. The Panel will consist of eight rotating members of the A.A. faculty. One member will be assigned the leader position. Scoring rubrics will be used to evaluate and holistically score artifacts. The Panel will also review existent data on the CAAP exam and any retention data available. Upon completion of the reading and review, the Panel will produce a document with a 'tear-off' response form that will be distributed to all faculty and appropriate departments. Faculty responses to the form will be gathered and summarized by the Panel leader and distributed as necessary. The Panel will score artifacts once a year.

As a requirement of graduation, all degree completers must take the CAAP exam before their degree is conferred. The exam is intended to test a general education knowledge base. It was designed for two-year colleges as a measure of knowledge upon graduation. It is primarily administered on stop day at the end of the spring semester and is administered in one time block with several breaks. Few meaningful incentives are offered for excellent performance. No grades are tied to the CAAP exam results, and the results, although available, are not reported back to the student. MACC administers five sections of the exam, including Writing Skills, Mathematics, Reading, Critical Thinking, and Science Reasoning. The following tables summarize MACC's average scores compared to the national averages.

Test Date	Population/Local	Population/National	Mean/Local	Mean/National	Difference
May-01	292	22,442	58.6	61	-2.4
May-00	227	20,877	59.6	61	-1.4
May-99	168	19,162	61.5	61.1	0.4
May-98	232	17,443	59.6	61.3	-1.7
May-97	192	15,352	61.4	61.1	0.3
May-96	187	13,956	62	61	1
May-95	203	14,064	62	61	1