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Institutional Assessment

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

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

Program Reviews

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

Faculty Evaluation

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

Administrative Evaluation

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

Evaluation of Support Services

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

Strategic Planning

Strategic planning at Moberly Area Community College is an ongoing activity involving all constituents of the College: faculty, staff, students, administration, and members of the community. A Strategic Planning Committee, consisting of faculty, staff, and administrators across MACC locations is formed to ensure that all constituents have an avenue for input into the strategic planning process. This committee is responsible for organizing and directing planning efforts, and formalizing an official Strategic Plan for approval by the Board of Trustees.

Throughout the strategic planning process, faculty, staff, administration, students, area educators, adjunct faculty, alumni, college advisory boards, and community members are given the opportunity to have input. Other sources utilized throughout the planning process include Mission and Vision documentation, academic and support services assessment data, and regular interaction with students, faculty, staff, and community members. The review process also considers national, state, and local which impact the College.

Results of the above planning strategies are reviewed by MACC administration, which helps to establish priorities for inclusion in the Strategic Plan, suggest corrective actions, assign implementation to specific staff, and identify resources needed. The finalized Strategic Plan document is ultimately presented to the Board of Trustees for review and approval. After formal approval, the President distributes the plan college-wide and implementation begins. Semi-annual progress reports ensure the completion of plan objectives in a timely fashion. The President shares broad progress updates twice a year with the college community.

MACC’s strategic planning process is perpetual in nature. The planning cycle for the next plan (2018-2021) began in September 2017.  The new plan will be introduced to the college in August 2018.

The President is ultimately responsible for the implementation of the goals and strategies in the Strategic Plan. Although the President is not indicated as having primary responsibility for each strategy, those persons assigned primary responsibility are required to report to the President or his designee on progress toward strategies and goals.


MACC 2015-2018 Strategic Plan

MACC 2011-2016 Master Plan

MACC 2009-2014 Master Plan

Mission Documentation

Vision Documentation

Master Plan Quarterly Updates

Mission Assessment and Evaluation

Institutional Data and Statistics

College Profile

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

MACC Overview (1 page)small pdf icon

MACC Overview (2 pages)small pdf icon

Graduation & Transfer Rates

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

Graduation Rate (Fall 2013 Cohort) small pdf icon

5-Year Completion Comparison small pdf icon

Licensure/Pass Rates

Career & Technical Education Pass Rates small pdf icon


Continuous Improvement Report - 2015-2016 small pdf icon

Student Profile

Fall 2017 Student Profile small pdf icon

Fall 2016 Student Profile small pdf icon

Retention Rates

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

Data After Graduation

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

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


Equity in Athletics Disclosure Act

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

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

Crime Statistics

Campus Crime Statistics



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

(Adobe© Acrobat© Reader Required.) 





Assessment of Student Learning

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

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

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

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

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

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

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


Students Mentored by Academic Retention Teams

Statement of Institutional Commitment to Retention

Moberly Area Community College is committed to providing a learning environment and support system that encourage students to achieve their educational goals. Whether a student is engaged in a single course or a full program of study, MACC is dedicated to student success.


Retention rate: The percentage of first-time, full-time certificate or degree-seeking freshmen in the fall who return the following fall semester, less any graduates or other acceptable exclusions (i.e. death, serious illness/injury).

Student retention: The return of both part-time and full-time certificate or degree-seeking students from fall to fall as measured at census date.

Basic Assumptions

  • Student-faculty interaction has a strong impact on student satisfaction and retention.
  • Contacting the student within the first few weeks of classes is the key time frame in assisting and retaining students.
  • Attendance and grade point averages correlate with retention.
  • Suspended and probationary students are at risk of dropping out and need targeted retention strategies.

Brief History

In spring 2009, MACC’s retention committee piloted a Campus-wide retention program, Students Monitored by Academic Retention Teams (SMART), focusing on at-risk students. SMART is an intervention strategy designed to assist students who are exhibiting academic deficiencies or other behaviors impeding their success in the classroom. Faculty members were asked to identify at-risk students in their classes and then submit an electronic referral form noting specific concerns for each student. Upon the instructor's submission of this form, the identified student was contacted by an advisor via phone within 48 hours of the initial faculty request to discuss issues jeopardizing his or her academic performance, to strategize potential solutions, and to identify useful resources. After a student received assistance, a follow-up email was sent to the reporting faculty member outlining the assistance offered and strategies recommended to the student. Initial feedback from this program was very positive and led to the permanent adoption of this program for the fall 2009 semester.

Additional Retention Strategies employed by MACC

  • Use of COMPASS/ACT scores in determining appropriate course placement
  • Appropriate and targeted academic advising
  • Comprehensive orientation sessions for new students
  • Utilization of active learning strategies in classroom instruction
  • Continuous assessment of student learning through various methods

Performance indicators of retention efforts at MACC

  • GPA trends of students participating in the SMART program
  • Positive faculty feedback of the SMART program
  • Higher course retention within classes impacted by the change in COMPASS placement scores
  • Increased semester-to-semester and fall-to-fall persistence rates for all students
  • An increase in classroom participation of students involved in the SMART program and those impacted by the change in placement scores
  • Retention rates above the state and the national averages for community colleges