Institutional effectiveness at Moberly Area Community College is a recurring process of data collection, assessment, analysis, and action in support of the College’s mission and institutional purposes. Measures of institutional effectiveness are varied and comprehensive in scope. Information generated through the assessment processes ultimately provides the College and its constituents with a fuller understanding of its success in fostering excellence in learning and provides for informed decision-making.
With accountability at the forefront of higher education, assessment has become the integral core of institutional effectiveness. Assessment provides an opportunity for feedback, reflection, and improvement of teaching, learning, and support services across multiple levels, including the classroom, program, and institution level. The Missouri Assessment Consortium identifies three major purposes of assessment:
• Improvement of student learning and instruction
• Achievement of institutional mission
• Accountability for achievement of educational goals
Although assessment is integrated into the full scope of services offered by MACC, including academic services, administration, student affairs, institutional planning, and resource allocation, the focus of institutional assessment efforts is on student learning. Institutions are increasingly called upon by various constituents, including students, parents, legislators, and taxpayers, to validate the quality of education offered within their doors.
MACC is committed to continuous improvement of its instructional programs and support services to make students’ academic and personal experiences at MACC worthwhile and fulfilling. The links on this page provide an overview of the key data components collected and processes involved in institutional effectiveness at Moberly Area Community College.
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 Accuplacer or ACT tests for placement purposes. Challenge tests also allow eligible students to complete an appeal process to place into college-level math and English courses.
MACC graduates are assessed by several different means including program-specific Technical Skills Attainment (TSA) exams, the Missouri General Education Assessment (MoGEA) exam, and the Health Education Systems Incorporated (HESI) exam. In addition, critical thinking skills are assessed in selected general education courses.
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.
MACC supports and encourages the professional growth of our students, faculty, staff, and researchers from outside of our institution. We want to ensure that human subjects (living individuals) and their personally identifiable information (PII) are protected at all times in any research project.
For more information visit the Human Subjects Research page.
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:
All academic, developmental, career/technical, and continuing education programs are evaluated by the 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.
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.
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 the 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 the administration and are used to determine areas for improvement and create departmental goals.
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.
Fall 2017 Student Profile
Fall 2018 Student Profile
Fall 2019 Student Profile
Fall 2020 Student Profile
Fall 2021 Student Profile
Fall 2022 Student Profile
Graduation & Transfer Rates
The 150% graduation rate for first-time, full-time students entering in Fall 2017 was 34%. The 3-year transfer-out rate (of non-graduates) to 4-year institutions was 17%.
4-Year_Graduation__Transfer_Rates Graduation Rate – Fall 2017 Cohort
57% of full-time, first-time degree/certificate-seeking students who enrolled in Fall 2019 returned in Fall 2020. 34% of part-time, first-time degree/certificate–seeking students who enrolled in Fall 2019 returned in 2020.
Data After Graduation
93% overall job placement rate for Career & Technical Education (CTE) graduates. 88% of CTE graduates were employed or continued their education in a related field.
2019-2020 CTE Graduate Placement Rates
MACC’s licensure and certification exam pass rates for Career & Technical Education completers is 93%
Career & Technical Education Pass Rates
Equity in Athletics Disclosure Act
The 3-year graduation rate for first-time, full-time student-athletes entering in Fall 2017 was 42%. The 3-year transfer-out rate (of non-grads) for student-athletes entering the same time was 33%.
Graduation Transfer Rate of Student Athletes Fall 2017 Cohort
Additional consumer information and disclosures may be found on the MACC consumer information page.
Please contact the Office of Institutional Reporting & Compliance at 660-263-4100 ext. 11208 if you have questions or other data requests.
Strategic planning at Moberly Area Community College is a dynamic effort involving constituents of the College. The planning process for the current strategic plan began in Fall 2020 and continued through Summer 2021. The planning cycle culminated in August 2021 with approval from the Board of Trustees and implementation of MACC’s 2021-2025 Strategic Plan.
The Strategic Planning Committee invited employees to give feedback. Other sources of input included student and employee survey results, relevant institutional data, and regular interaction with various stakeholders. The review process also considered national, state, and local trends in education, as well as social, economic, and political factors that impact the College.
Please wait while flipbook is loading. For more related info, FAQs and issues please refer to DearFlip WordPress Flipbook Plugin Help documentation.
Institutional Research Office
MACC – Moberly
Andrew J Komar Hall – Room 306
Monday-Friday 8 a.m. to 5 p.m
Meghan Holleran, Director of Institutional Reporting & Compliance, firstname.lastname@example.org or 660-263-4100 x 11208.