2017-2018
Year End Report
Amy Curley Mohave Community College 2017-2018 Office of the President ...... 4 Office of Instruction ...... 7 Curriculum and Assessment ...... 7 Transfer Partnerships ...... 7 Assessment ...... 7 Catalog ...... 8 Center for Teaching and Learning (CELT) ...... 8 Library Services ...... 9 CTE Programs ...... 10 General Education ...... 12 Allied Health Programs ...... 22 General Highlights ...... 28 Office of Student Services ...... 31 Executive Summary ...... 31 Recruitment ...... 35 Marketing ...... 43 MCC Connect ...... 51 Enrollment Management ...... 58 Financial Aid ...... 69 Registrar ...... 97 Admissions...... 105 Veterans Services ...... 120 Student Success and Retention...... 127 Advising ...... 135 Student Life and Leadership ...... 144 Financial Services ...... 145 Executive Summary ...... 145 Payroll ...... 145 Accounts Payable ...... 145 Accounting and Finance ...... 146 Bursar ...... 146 Procurement ...... 146 Budgeting ...... 147 Human Resources ...... 148 Executive Summary ...... 148 Recruiting ...... 148 Competency Maps ...... 148 Wellness Program Success ...... 148 Student Job Boards ...... 148 Staff Performance Appraisals...... 148 Diversity ...... 149 Information Technology Unit ...... 150 Executive Summary ...... 150 Major Projects ...... 150 Major Projects in Progress or planned for 2018-19 ...... 152 Organizational Structure ...... 153 Compliance and Accreditation ...... 157 Compliance ...... 157 Title IX Summary ...... 157 Clery Summary ...... 160 ADA/Section 504 Summary ...... 160 Accreditation ...... 163 Higher Learning Commission (HLC) ...... 163 Specialized Accreditation ...... 165 Strategic Planning/Program Measurement ...... 165 Bullhead City Campus ...... 166 Executive Summary ...... 166 Student Life: ...... 166 Partnerships and Community Engagement: ...... 167 Campus Safety and Emergency Preparedness: ...... 167 Facilities Projects and Improvements: ...... 168 Major Initiatives ...... 170 Expectation for 2018-2019 ...... 171 Lake Havasu Campus...... 172 Executive Summary ...... 172 Campus Facilities ...... 172 Crisis Management and Security ...... 174 Community Engagement, Outreach and Events ...... 175 Strategic Plan Objectives and Strategies ...... 175 Liaison with community education and corporate outreach ...... 176 MCC Foundation guidance, leadership ...... 176 Student Life and Leadership ...... 176 A Vision Forward ...... 177 Neal Campus Kingman ...... 178 Facilities Projects and Improvements ...... 178 Student Life ...... 181 Campus Safety and Crisis Management ...... 185 North Mohave Campus ...... 187 Executive Summary ...... 187 Facilities...... 187 Outreach to local high schools ...... 188 Crisis Management ...... 188 Image within the Community ...... 189 Transformation of Local Community ...... 189
Office of the President
The following is a report of enrollment and institutional efficiency and effectiveness as required by the policies of Mohave Community College Board of Governors. This information is submitted by the President to the Board at its last regularly scheduled meeting of the 2017-18 fiscal year. The enrollment data has not been audited and does not represent additions or deletions occurring between today's date and June 30, 2018. The final report will be sent to individual board members by U.S. mail when the enrollment data is finalized.
The report does not fully represent the state of the college nor does it fully represent the accomplishments of the 2017-18 fiscal and academic year. After the close of books and completion of the academic year, a state of the college report will be presented to board, and citizens of Mohave County, which will explain in greater detail that information which is summarized below.
Mohave Community College Governing Board Policy 5.020.01 President’s Annual Report This report be delivered to the Board at the end of each fiscal year prior to the President receiving a salary payment for June. The chancellor shall submit to each Board member prior to June 30 a written report, under oath, for the June 30 estimated numbers for the past year: 1. Total full-time equivalent students. 2. Actual total number of students. 3. Number of teachers regularly employed 4. Total number of students not residing within the district.
The report should additionally advise the Board on the efficiency and effectiveness of all college operations.
All numbers are Unaudited and not final enrollment report
2017-2018 2016-2017 2015-2016 2014-2015
1. FTSE: 2,226 2,161 2,271 2,437
2. Unduplicated Head Count: 5,737 8,573 7,297 7,294
3. Faculty:
Full Time: 83 81 79 80
Associate/Facilitators: 217 207 230 264
4. Students not in the district: 559 1,047 786 722
1. FTSE by Campus:
NCK 430.60 401.43 444.33 516.83
LHC 356.80 390.53 433.67 491.83
BHC 547.57 570.70 581.53 610.70
NMC 94.67 79.83 68.53 85.73
DE 796.57 718.80 742.63 731.57
Total 2,226.20 2161.29 2270.70 2,436.67
2. Unduplicated Head Count:
NCK 1419 1418 1,595 1,845
LHC 1110 1303 1,414 1,495
BHC 1631 1749 1,830 1,903
NMC 310 275 284 287
DE 3180 6692 5,339 4,774
3. Faculty: Full Time:
NCK 12 26 13 20
LHC 13 22 16 15
BHC 21 33 19 22
NMC 9 14 5 8
DE 19 32 14 22
3. Faculty: Associate:
NCK 84 58 72 86
LHC 60 64 65 68
BHC 76 77 80 83
NMC 20 16 18 22
DE 108 101 143 146
4.Students not in the district:
NCK 24 16 23 20
LHC 63 99 83 98
BHC 105 121 125 111
NMC 147 138 136 159
DE 386 948 669 549
Office of Instruction
Curriculum and Assessment MCC faculty and staff participated in 38 statewide Articulation Task Force (ATF) meetings, and Jennifer Shumway facilitated 2 articulation task force meetings for AZ Transfer and attended the required retreat for facilitators and participated as a member of the Gen Ed ATF. 31 ATF reports were prepared and processed.
In coordination with faculty, staff, and MPIO, program flyers and guided pathways were updated for 2018-19.
The following items were prepared for Curriculum, Academic Standards & Assessment Committee (CASA):
110 course packages 76 course retirements 16 program retirements 14 new degree/certificates 15 program modifications
Transfer Partnerships 20 partnerships are in place including the three state universities. 5 new agreements were signed, two concurrent enrollments for Nursing. 1 updated agreement with Southern Utah University. 31 new pathways complete. 6 total partner presentations including the three state universities. 10 attended or presented at Nursing Transfer Fair. 10 attended Overall Transfer Fair. Updated transfer partner webpage to include links and pathway information. Informational business card created to direct students to the transfer partner page for more information. MCC transfer partners were invited to attend the 2018 Graduation Ceremony.
Assessment The faculty continues to improve and see results from planned course and program assessment. The following were completed in that effort:
5 Program review report completed 21 2016-17 Cycle of Learning reports 21 2016-17 Cycle of Learning reports feedback rubrics provided to faculty 37 Program Outcome maps now complete
A need arose to unify the language within assessment templates and to more easily communicate MCC assessment results. The following template was updated: Updated Academic Periodic Program Review Template
Catalog In coordination with all areas of the college, the catalog was revised, updated, and reviewed in preparation for the 2018-19 academic year.
Center for Teaching and Learning (CELT) CELT coordinated and hosted a 3-day workshop with representatives from Jacksonville State University in August. The representatives shared information on how their university implemented EdReady as a placement exam and as a 100 level math course.
During the summer of the 2016/2017 academic school year, CELT redesigned space in all three southern campus library buildings to hold the new TRM classrooms. Also on each of these campuses, a conference room was created to allow math tutoring support for online / distance education students. Three rooms on the North Mohave campus also received technology upgrades to better accommodate students participating in MCC online classes or those requiring online tutoring/support.
CELT provided consultation during the technology installation on North Mohave Campus.
Responsibilities for CELT and MCC Online were combined during the spring 2018 semester. The Associate Dean collaborated with the office of Instruction and the special distance education consultant, Diana Stithem, to develop a three-year plan that included faculty development and department growth.
MCC has adopted the Online Learning Consortium (OLC) Quality Scorecard Suite to provide necessary criteria and benchmarking tools to ensure online learning excellence for the entire institution. The Open SUNY Course Quality Review (OSCQR) rubric is included as part of this scorecard suite. Together these tools will replace Quality Matters as the MCC institutional guide for developing/maintaining quality online courses.
Instructional videos created by faculty can easily be closed captioned and included in Schoology course shells. MCC online instructors now have access to Screencast-o-Matic recording software. Initial training on the software will be offered by CELT during the summer semester (2017/2018) and will continue into the fall semester (2018/2019).
CELT continues to provide faculty with relevant professional development opportunities. These opportunities include in-person and small group training, online support, and access to national teaching conferences and instructional webinars.
The annual Latte event was held on the Lake Havasu City campus with Dr. James McCoy as the keynote speaker. The theme of the presentation was The Power of Student Stories. A screening of the video No Greater Odds was shown. Library Services Library staff had another busy and productive year. Many new resources were added, staff participated in Campus activities, sponsored College outreach events, and collaborated with other community college libraries in the Arizona Community College Library Consortium (ACCLC).
Because of the Consortium membership, the Library increased digital holdings threefold, adding 48 databases to MCC’s collection. It was accomplished at a savings of almost $15,000 from the 2017-2018 budget cycle. New titles include Films on Demand, Chilton Library, Academic OneFile, the Culinary Arts Collection, Diversity Studies, and the ever-popular Gale’s In Context Suite. Per the Nursing Department’s request, staff also added Nursing Reference Center Plus to help the program keep up to date with changes in evidence-based practices, as well as state board and accrediting body requirements.
Library staff presented 100 information literacy instruction sessions to MCC classes, covering research in a range of subject areas. Working with faculty, library staff tailor each instruction session to provide students with the necessary skills to successfully complete their assignments. As MCC’s distance educations programs continue to grow in size and enrollment, Library staff adapted services to meet online demand by providing information literacy sessions on ground, virtually, and on demand.
Library staff worked hard to expand services to the Nursing program. Each campus held a series of “lunch and learns” focused on helping nursing students succeed in the classroom and the job market. Library staff used Zoom in order to broadcast the sessions to the North Mohave Campus. The sessions included how to search library databases, write APA formatted papers, write resumes and cover letters, and interview for jobs. Kingman staff also implemented weekly library hours at the DAC. A staff member brought NCLEX and topic study guides, handouts on research skills, and a laptop in order to work with students in the lounge area. Students were able to check out and return books and receive help with research in a location convenient for them. Library staff was also able to check-in with faculty regularly, which led to increased use of library services in the classroom such as course research guides and library instruction sessions.
Library personnel continues to take advantage of professional development opportunities by attending state and national conferences. Denise Gullikson, Bullhead Campus Librarian, attended the AzLA Conference in Mesa and received an Arizona State Library Continuing Education Scholarship to attend the 18th DLS (Distance Library Services) Conference in San Antonio. Denise and Erin Roper, Kingman Campus Librarian, attended the ACCLC planning meeting in Phoenix in August 2017. All three Librarians are attending the ACCLC Annual Meeting in Flagstaff in May, where they will continue to work closely with other Arizona community college librarians in developing new pricing models for digital resources and professional training.
Library staff contributed to their campus and local communities by participating in and/or holding several events throughout the school year. All three libraries hosted guest speakers from the AZ Speaks series, sponsored by AZ Humanities. The libraries also conducted a college-wide reading event of The House on Mango Street that culminated with a literary book critique by Dr. Jennifer Woolston. The Bullhead Library collaborated with the Department of Social & Behavioral Sciences to present their first MCC Culture & Education Panel Discussion on the Perspectives and Experiences of First-Generation Students. Library staff volunteered their time and unique talents for the Campuses’ MCC Shines, Bullhead’s Pumpkin Fest, Havasu’s Spooktacular, MCC’s Thriller Flash Mob, Denim Day and No More Week events. Campus Librarians also volunteered as student club advisors for PTK and S.T.E.A.M.
Kingman library staff, in conjunction with Kingman and Bullhead City faculty, published fall and spring issues of Ovis, the new online journal for MCC artists and writers (ovis.mohave.edu). The issues contained student and staff work including poetry, prose, photography and visual art. The monthly Writer’s Lunch in Kingman also continues to be popular and students enjoy the opportunity to engage with faculty and other aspiring student authors.
MCC Libraries serve their local campus communities through the provision of resources and services that meet patron demands. During the 2017- 2018 school year, over 12,173 physical items, 896 e-books, and 68,683 database articles were accessed by library patrons. The Librarians also presented at the LATTE event December 2017, showcasing the Library’s new electronic resource Films on Demand.
MCC Libraries continues to innovate new ways to deliver instruction in information literacy and critical thinking skills to MCC students. The Libraries mission is to empower MCC students to use information effectively, in all its formats, and support the intellectual and professional needs of the MCC faculty. CTE Programs All Career and Technical Education programs were promoted throughout the year at the following events:
Mohave County Fair County High School Career Fairs CRUHSD Expo ConCom Event at BHC Tours and campus visits WAVE/JTED Parent Meetings
Auto Collision (ACT) The Competency-based program began this year. It began with seven students. Almost immediately, it was determined that the setup of the program was too cumbersome, so the program has undergone modifications with the hope of beginning the new program in either fall or spring 2018. Auto Collision began accepting and teaching high school students in an early morning program. This class had approximately 10 students enrolled from both Mohave High and River Valley High. The class was highly successful, and a commitment to include high school juniors for next year has already been made. The Auto Collision program participated in a Mohave High career day event. Visited Gordy’s Autobody for an estimating demonstration Presentation from Shane Anondson from PPX
Automotive Services (ASE) Automotive Service will be rolling out its competency-based program fall of 2018. Automotive Service also began accepting high school students in an early morning program and had ten students from Mohave High and River Valley High. It is anticipated that Mohave Accelerated will also have a student in 2018-19 participating in the early morning program.
Community Education (CM)
Participated at Winterfest-LHC Participated at Balloonfest-LHC Attended morning chamber exchange networking event Participated at Art-A-Fair -Community Education info table promoting non-credit art courses
Concurrent/Dual Enrollment Associate Deans continue to work with area school districts and are in the final stages of creating an AGEC pathway to provide high school students the opportunity to graduate high school with an AGEC associate degree. Work also continues to make more efficient the sharing of textbook information, enrollment, and the posting of grades. Staff works closely with Campus Deans to provide courses for Summer Bridge. Corporate Education (CRP) Grand Canyon Resort o Contracted annual training until August 2018 Insteel: Wire and Products o Designed a training the trainer course o Conducted the training o Conducted 1st Aid Training. McKee’s Foods o Conducted Excel training Assist Caregiver Courses o Graduated 3 People from the Assisted Caregivers Courses March 2018
Culinary Arts (CUL) Culinary program was involved in several events this year:
Fall Semi-Annual VIP Luncheon Pumpkinfest MCC Shines - December Laughlin Career Day CRUHSD Expo MALC began offering Dual Enrollment in 2017-18 and had six students. Culinary will begin to be offered at the prison facility through GEO Group. The college continues to work to make this happen.
Electrical (ELC) Through work with community partners in Lake Havasu, the electrical program is looking toward a rebirth in 2018-19. Much of the preparatory work began this year. Heating, Ventilation & Air Conditioning (HVAC) HVAC is prepared to begin their competency-based program in 2018-19. As part of the preparation for the new program, an assortment of new training equipment and HVAC units are being obtained.
Perkins The Chief Academic Officer and Associate Dean for CTE works closely with the Chief Business Officer to secure and utilize Perkins funding equitable across the disciplines. Plans are being completed to be more strategic in using funds to bolster programs on a rotating basis. Small Business Development Center (SBDC) Has assisted in 5 new business starts, 7 new jobs, $91,000 in Capital Formation Lisa Card steps in as the new Director of SBDC.
Truck Driver Training (TDT) The new truck driving program already has two completers and four students on the path to complete by the end of June. A re-design of the program is taking place to accommodate the 16- week semester requirements. Welding (WLD) Remodel of 104 and the welding yard has been completed. The competency-based program is complete and ready for fall. Undergoing final approval from Higher Learning Commission and Department of Education. Skills Centers are under construction now and will be complete before the end of June. Had guest speaker and mock interviews with Dennis Johnson, Owner/operator of Paradigm Metals
General Education
Art & Humanities (ART, HUM)
Recruiting In all of the ART & HUM courses at MCC with a visit, hand out and talk. Local High Schools & Jr Highs visits & presentations. College, community & K-12 art events put on by the Art Club, advertising art careers, MCC courses and programs.
BHC, LHC, NCK - Careers in Art booth & presentations at the MCC Career Expo BHC - Fox Creek Jr High & MALC, MHS and RVHS presentations to students interested in a career in art or design BHC - Art Club puts on a Tristate HS Art Competition (4 local HS) with an Award Ceremony for teachers, students, and their parents, recruiting information and handouts for the MCC art courses and art degree seekers as well as career options in the art and design fields. BHC - Membership and participation in the local community artist group the River Valley Artists Guild (RVAG) recruiting for both credit and noncredit art courses. LHC - Participated in Fall and Spring Back to School Bash staffing the program information tables and displaying student work. NCK – Visited Kim Alzheimer’s art and photography classes at Kingman High School. Presentation with MCC students there to discuss the Art and Visual Communications programs at the college.
Clubs: Faculty Advisor
BHC Art Club and Comic Book Club o BHC Art Club Meetings = to coordinate fundraising, 3 events, and trips o BHC Comic Book Club Meetings o BHC Fundraising events = Coordinate and manage the 18th annual Holiday Art, Craft and Gift Sale that raises money for awards in the MCC Art Student Competition and the Tri-State High School Art Competition. o BHC Club Cash Awards = $1000.00 MCC Student Art Competition; about $800.00 to local HS students and faculty who participate in the Tri-State HS Art Competition o BHC Art Club Grant Awards = Coordinate the donation to the Art Club totaling $6000.00 every year. These grants are given out each year to local K-12 teachers in the Tri-State area for educational and innovative art education. The Art Club juries the applications and awards the money through the MCC Foundation. o BHC Collaboration with the Art Club and the River Valley Artists Guild for the Tri-State HS show, competition, judging and award ceremony LHC Art Club o LHC Meetings and Open Lab sessions in Ceramics to produce work for “Empty Bowls” Service Project in cooperation with LHC Food Bank. (studio gas was shut off early in the Spring semester. Unable to complete the firing of bowls), events canceled) o LHC Metcalf Park Art Sale fundraiser preparations. Event canceled. (Prohibited from completing small found object welded assemblage sculptures for the sale because “there are no sculpture classes or students enrolled in sculpture”) o LHC Art commissions referred art students to community members wanting to hire students for several jobs that would help build their resumes. o LHC Fundraising events - Art sale at Public Library canceled. (Event not approved until the controversy over LHC City Sales Tax Licence was finally resolved, the week prior to the scheduled sale – the current license held by LHC Student Art League was deemed legitimate. By then, four days prior to the planned event, there was no time to publicize the event or hold the reservation of the Public Library patio and Community Room.) NCK Art Club o NCK Meetings - twice a month to plan events. o NCK The Art Club participates in the Pumpkin-Fest o NCK Art Club participates in the MCC Shines painting the faces of the community children. o NCK 2 student art shows one in the fall and one in the spring. o NCK 2 rock-painting events open to the community and the rock-painting clubs. This has been very popular o NCK Art Club Annual fundraiser - Festival of the Arts in Kingman on Mother’s Day weekend.
College and Community Service
BHC o Lead Faculty Art and Humanities Department o Vice President for the Faculty Council o Curriculum and researching for a new Art Business Certificate in coordination with Candace Hofstadter and Eric Jones business faculty o Developed of a line of courses for auditing students, in order to see the enrollment prior to cancellation of courses. These students do not use financial aid and pay full price o Student Art Exhibitions once a year, MCC Art Competition, Tristate High School Art Competition o Ceremonies = Judging and facilitating Award Ceremonies = $1150.00 MCC Student Art Competition Awards and art opening event; about $1000.00 in gift cards & art supplies to local HS students and faculty who participate in the Tri- State HS Art Show and Competition o Collaboration with the local River Valley Artist Guild for the HS art show, competition, awards and ceremony o BHC Art commissions = I connected several art students with community members wanting to hire students for several jobs that help build their resumes. o Judging art exhibitions put on by local art groups and a T-shirt art competition at Fox Creek Jr. High o Mentoring the new BHC Education Faculty member Mitzi Esgro o Attending art openings for local artists and RVAG art shows LHC o Creation of a large sculpture for the LHC campus o LHC gallery shows o Student Art Exhibition in October after the remodeling of 203 (gallery) was completed. o Mentored, evaluated, and helped organize portfolios for students competing for art scholarships. o Referred and wrote letters of recommendation for students. NCK o Field trip to True West Magazine in Cave Creek, AZ to meet with the magazine owner Bob Bose Bell. The club did this twice once in the fall and once in the spring. o Guest Speaker Bob Bose Bell in October in Kingman. Bose Bell came to speak the students about being a working artist. o 3 photography field trips - London Bridge in LHC, Downtown Kingman and Riverside Resort and Casino’s car exhibitions and evening neon lights.
Professional Development
BHC, LHC, and NCK researching and creating new assignments using the most current techniques and technologies for studio art courses BHC Entering the local Black Mountain Art Exhibition LHC Researched and created streaming content for online Art History.
Business (BUE, BUS) Accomplishments of the Business Department Faculty:
MCC's Online Business Degree was ranked 3rd in the nation in the top 20 list for "Great Value College in America", according to GreatValueColleges.net. This ranking was reported in their national publication and on their site, and also reported in all local Mohave county newspapers. BUS department continues to be a profitable department for the college with their revenues exceeding expenses for the fiscal year. BUS department continues to have growing enrollment numbers and an increase in the number of students declared with BUS degree/certificate from the 2016-17 academic year (353 total) to the 2017-18 academic year (421 total). Successful BUS/CIS advisory meeting was held via Zoom for the first time in October, the department continues to compile mail addresses of more employers for next year Textbooks were switched in 4 courses to more affordable options, saving students over $300 in textbook costs. "VITA" Volunteer Income Tax Assistance took place on Havasu campus with student & business faculty volunteers, as they have for the past 3 years. College-Wide Business Club was started this semester, events are being planned for fall 2018. Business faculty took a corporate tour of Zappos headquarters in Las Vegas and are planning to bring students along for a tour next year. (Zappos is ranked as one of the 100 Best Companies to Work For in the U.S.) ATF meetings were attended for both ECON and BUS at the Universities in Phoenix. Accounting Faculty, Bhaskar Singh, will attend TACTYC (Teachers of Accounting at Two Year Colleges) conference on May 17-19, 2018. Business Student from Kingman Campus did an internship at JC Penney. Continuous involvement in the WAFC (Western Association of Food Chains) and their annual advisory meetings to promote and grow the Retail Management Certificate at MCC. Business Faculty visited local area grocery stores in each of their cities to promote the Retail Management Certificate MCC recruiters from all 3 southern campuses were invited to meet the corporate HR reps for Safeway, Smiths, and Smart & Final in Las Vegas and help this summer with recruiting new students for the fall semester. Last summer recruiters tested the corporate recruiting in the Bullhead City area and this year recruiters will expand that to all 3 southern campus areas. Business Faculty members have been actively engaged in recruiting area high school students through attending various events this year: o KUSD Parent & Student night for WAVE/JTED, o KAOL Parent & Student night for WAVE/TED, o Boys and Girls Club of Kingman on Fridays when kids are out of school o BMAS WAVE/JTED Advisory Meeting for Kingman School District o College & Career Fair at the AVI Resort o Mohave HS Career night o MALC HS Classroom visit o BHC Campus ConCom, o Bullhead city campus WAVE/JTED Parent & Student Night o Lake Havasu High School Business Program Advisory meeting o Interact Rotary Club meeting for Lake Havasu k-12 schools Business work-study student (Scott Stiever) has been gathering benchmarking research on 78 of the top community colleges in the US and identifying best practices in their business programs. Stiever has also been instrumental in developing a professional SharePoint page for the department to share these results with the rest of the college. The department hopes that other programs will follow its lead and conduct benchmarking research to improve its specific programs as well. Computer Information Systems & Computer Science (CIS, CSC) CIS is developing another course to use a low-cost textbook – CIS 143 Web Page Design I. This addition brings 8 courses in the program to be classified as OER classes. Books chosen for the fall semester 2018 are using ISBN numbers for the electronic version of these books when available to also save students money in these classes. Course packages were updated to keep curriculum current in the technology area. In conjunction with Business, CIS held its first online Annual Advisory Meeting across all four campuses with area employers attending each. The meeting was very positive and the attendees generally liked the online format. Attended and represented MCC at both the CIS ATF and CS ATF at the Universities. The Computer Clubs have held several technology recycling events in their communities. These events have partnered with the City of Kingman Public Works department and Goodwill Industries. The community really appreciates the club members removing hard drives so they can safely recycle their systems. The CIS department was represented at JTED parent’s nights and the ConCom at the Bullhead campus.
Education & Early Childhood Education (EDU, ECE) The Education Department has had a year of change, growth, and new opportunities on the horizon both at MCC and in the state. Arizona teachers have recently been in the spotlight lobbying for state budget appropriations to increase salaries. The intent is to keep teachers in the classroom and encourage careers in education. Another initiative by Gov. Ducey and the three Arizona universities is the establishment of the Arizona Teachers Academy. Each university has instituted their own requirements for awarding funds to students pursuing a degree in the teaching field. Once a student has received FAFSA and Pell monies, the remainder of a student’s financial needs while at an Arizona university will be met with funds from the Arizona Teachers Academy. One of the stipulations for funding is that the graduate must teach in Arizona at a Title I school for the number of years they received funding. There is an application process and not all applicants will be awarded money since funds are limited. Curriculum
Faculty understand the importance of staying connected with MCC transfer partners through ATF meetings and keeping abreast of state certification requirements and federal early childhood regulations; the department has restructured the education degree programs offered at MCC.
ECE Associate’s Degree: The department has restructured the Elementary Education with an Emphasis in Early Childhood Education degree into a stand-alone Early Childhood Education associate’s degree. The degree will meet the needs of Preschool and Day Care Centers following First Things First recommendation that employees earn an associate’s degree in Early Childhood Education.
EDU Associate’s Degree: The department has streamlined the education degree from three separate degrees: Emphasis in Early Childhood Education, Elementary Education, and Secondary Education into an Education Associate’s Degree that provides the foundation for a BA or BS degree in elementary or secondary education at the three state universities.
The EDU faculty have met monthly in order to collaborate and construct professional development activities, coordinate courses offered each semester, and revise the degree programs offered at MCC.
Encouraging student engagement and developing relationships is a major focus. Beginning in January, the education faculty organized four professional development meetings to share strategies used in the classroom and learn new techniques to engage students in the hopes of establishing an environment that builds relationships and promotes learning. The professional development meetings encompassed collaborative learning and engagement strategies, communication and building relationships, positive learning environments, and an awareness of the needs of MCC’s underserved population.
December 20th, the education faculty organized a professional development seminar for the Nursing Department emphasizing strategies for student engagement, assessment, and best practices in instruction.
The education department has also restructured the course shell for STU 103. Collaboration with faculty members that teach the course is a priority when the fall 2018 semester begins.
On April 13th, Education faculty had the opportunity to present to the Board of Governors information on the professional development meetings held on each campus. The board also received information on CELT’s mission and goals and the increased focus on improving online instruction by creating a social presence, making online relevant and building rubrics for assessment.
Continue working to make connections in the communities with past and present students, prospective students and local stakeholders. Speaking at high school career centers and have made connections with education professions classes in area high schools. o 5 Aug 2017 - Express Registration for MCC o 29 Aug 2017 - Lake Havasu City Chamber of Commerce dinner honoring educators o 15-17 Sep 2017 - Mohave County Fair o 17 Oct 2017 - CRUHSD event o 2 Nov 2017 - La Paz/Mohave County Professional Development Special Cohort Gathering o 29 Mar 2018 - CONCOM event o 19 Apr 2018 - Third annual “Play is Learning” Kids Fair
It has been a busy year and the prospects for the department and the college are exciting and encouraging. FIRST THINGS FIRST (FTF) - CHILDHOOD DEVELOPMENT ASSOCIATE COHORT COLLABORATION
A collaboration between Mohave Community College and the Association for Supportive Child Care, the professional development strategy partner of the First Things First La Paz/Mohave Regional Partnership Council, was a significant factor in the Council receiving The Eddie Basha Regional Partnership Council Excellence Award for Leadership and Service. The annual award recognizes one of 28 regional councils from across Arizona for inspiring its local community to come together and promote positive and lasting change on behalf of young children, thereby enriching all of Arizona.
Through this joint collaboration, the Council and MCC provided a clear pathway for early child care professionals to earn a Childhood Development Associate (CDA) credential. At the time of the award, more than 234 CDA credits through MCC had been earned by individuals pursuing their CDA credentials. Early childcare professionals participated in the program at each of MCC’s four campuses: Lake Havasu City, Bullhead City, Kingman and Colorado City.
English & Communications (ENG, COM) Attended and represented MCC at both the state English ATF and Communication ATF meetings. Revised and updated the following MCC Course Packages: o American Literature II o British Literature II o Report Writing o Creative Writing o Introduction to Communication o Interpersonal Communication Completed Cycle of Learning report with a positive evaluation (all assessment areas judged as “mature”). Kingman English faculty (John Hansen, Peter Roth, John Kitts) served as faculty advisors for the Kingman Alpha Chi Omega chapter of Phi Theta Kappa, leading the local chapter in two successful induction ceremonies and winning a state award for outstanding new member enlistment along with guiding the chapter in a number of service projects including Caroling/Christmas Gift-giving at Desert Highlands Care Center and helping Santa with children’s pictures at Winter Wonderland, a major annual Kingman Park and Recreations activity for local families. Implemented Writing across the Curriculum Project for the department after English faculty served on the project committee and provided leadership in creating assessments and assessment forms. Served as editors for the first two issues of Mohave Community College’s OVIS Creative Writing Journal sponsored by the MCC Library, including English faculty Peter Roth serving as host of the first two issue launch readings, which were well attended. English faculty John Hansen published the article “Defying Stereotypes: To Assimilate or Not Assimilate? In Asian Avenue Magazine, vol. 12, no. 5, 2017, pp. 10-11 as well as contributed to the newest edition of a major literature textbook Making Literature Matter: An Anthology for Readers and Writers, 7th ed., edited by John Schilb and John Clifford, Macmillan Learning, 2018. English faculty John Hansen’s paper “Decolonization in Education” was presented at the American Comparative Literature Association at the University of California, Los Angeles, in March of 2018. Mathematics & Engineering (MAT & EGR) 10-12 Nov 2017 – Three members of the math department attended the American Mathematical Association of Two-Year Colleges (AMATYC) annual conference in San Diego, CA, attending a variety of professional development conference sessions aimed at improving mathematics instruction. 3 Nov 2017 – Math faculty participated as graders/evaluators in the third annual ASU STEM Elementary School Math Challenge at ASU Lake Havasu Campus. 5 Apr 2018 – Math faculty attended the AMATYC/NSF funded Learning Deeply: Mathematics Inquiry-Based Learning Workshop hosted by Pima Community College 6 Apr 2018 – Math faculty attended the Spring Conference of ArizMATYC/MAA (Arizona affiliate of AMATYC, and Southwest Section of the Mathematical Association of America) 13 Apr 2018 - Math faculty hosted the Mathlympics high school mathematics competition on Kingman Campus. 11 May 2018 – Math faculty participated as graders/evaluators in the first annual Middle School Math Challenge at ASU Lake Havasu Campus. Math and Engineering Faculty aided the creation of and advising of the new STEAM (Science, Technology, Engineering, Art, and Mathematics) student club at Mohave Community College
Paralegal (PAR) Paralegal EDU, a website developed to serve as a dedicated resource for aspiring and existing Paralegals to help students identify high-quality programs available in their area, featured MCC’s entry-level certificate program as one of our top recommendations for 2018. “After looking at hundreds of programs available at accredited schools, we feel yours deserved to be recognized among the best of the best, so we’ve named you as our number one recommendation for students in your state.” The SR Education Group, an education research publisher founded in 2004, included MCC’s Paralegal program in the 2018 Most Affordable Online Colleges for Associate in Paralegal explaining “[the] ranking represents online schools across the nation that are making an effort to provide economical options for students. The SR Education Group manually researched the tuition of every college offering fully online degrees to determine and rank the most affordable choices. Mohave Community College made the ranking at 20th for Associate Degrees in Paralegal.” Precollege Studies & English Language Acquisition (PCS, ELA) PCS and Enrollment Services streamlined enrollment procedures, which has reduced the amount of time students need to visit the campus prior to starting classes. BHC increased their number of students dramatically and opened several additional course sections. Marilyn Cox, NMC, was featured in the Southern Utah News for her work helping students obtain their GED in the community. PCS Faculty from all campuses attended the Coalition of Adult Basic Education, which is a national conference consisting of different strands geared to the many facets of adult basic education. Sciences (AST, BIO, CHM, ENV, GLG, GHY, PHY) Anthony Hollow, Trina Heppard, Angel Soto and Vanja Velickovska were heavily involved with the Com Con event on BHC not only in the planning the stages but also performing demos (the honor goes to both Anthony and Trina). Life and physical science staff have been present at all major college events (i.e. Pumpkin Fest, Lake Days in Havasu, MCC Shines, the Mohave County Fair, and CRUSHD).
Faculty members have given numerous guided tours to students from local high schools in recruiting efforts. Faculty are making it a point to reach out to local schools for talks and demonstrations for students in their own classrooms. As a result, Vanja Velickovska has been asked to give a guest lecture at River Valley High School on dinosaurs and paleontology in the fall. Tonya Baxley has lead MCC Days at the local Boys and Girls Club of Kingman as part of community outreach and will be teaching at a local youth event called Kamp Girl Power as well.
Cesar Fuentes has been selected as a member of the HAPS Animal Use Committee. Cesar will be attending the HAPS National Conference at the end of the spring semester and will be working with the committee to come up with recommendations aimed at the selection of proper animal species which can replace commonly used animals, such as cats and fetal pigs.
Finally, four of the five BIO prefix classes have now adopted low cost/OER textbook significantly decreasing the cost of materials for those courses. Some have seen a decrease of well over $100. The fifth course (microbiology) has an open source textbook that will be piloted in fall along with a new OER manual to reach the OER 20/20 goal. Substance Abuse Counseling (SAC) Officially 100% Substance Abuse Counseling, this year was focused on managing students and rolling out the curriculum. All eight SAC courses were offered for the first time this spring, based upon student need. After the first four semesters of the SAC associate of arts degree, two students have completed all the coursework, with one of them completing it in three semesters. Both will be graduating this May. Instructors also focused on facilitating the completion of coursework for the remaining students declared in CHD.
Due to the growth of the SAC program, an Academic Success Coach has been brought to guide and support students through their degree. Both Resident Faculty and the Academic Success Coach will be on 12 month term appointments to facilitate student completion, and for the first time, SAC courses will be offered in summer sessions. All eight SAC courses will now be offered each fall, spring and summer sessions and students will have year-round support.
Resident Faculty continues participation on the Board of Directors for Mohave Mental Health, serving as the Secretary/Treasurer. SAC participated in staffing the MCC booth at the county fair in the fall, and the BHC campus ConCom event in the spring. This spring the department also created a SAC Facebook page for alumni and current students to engage with one another and share community information. Transitional English & Transitional Math (TRE, TRM) Transitional English kept to its original mission providing college preparation instruction in grammar, sentence structure and paragraph construction.
Transitional Math continues to its restructuring utilizing EdReady software to assist students and faculty to move through pre-college math at a pace suitable to each student. With the assistance of Student Success staff students a majority of students moved through TRM 090 and TRM 091 with much success. Students were working at their own pace on their own or with assistance from faculty and Student Success staff. Much data has been accumulated on success rates for both ground and online offerings and adjustments in instruction are being implemented over the summer and for next fall to further improve success rates. Allied Health Programs
Dental Hygiene / Dental Assisting The dental programs clinic underwent a remodel in May 2017 which removed the pony walls between each operatory. This change of workspace came with several challenges, especially in regards to exposing radiographs. The program purchased three new portable Nomad x-ray units and provided additional safety training for employees and students. The clinic changes motivated other improvements in the clinic, especially concerning electronic record keeping. The development of fillable pdf forms significantly reduced the use of paper in the clinic.
The path between dental assisting and dental hygiene remains strong, with several dental hygiene applicants taking advantage of the option of completing radiography and dental materials prior to enrolling in the hygiene program.
A highlight of the dental hygiene program was student participation in the Legacy Foundation Backpack Buddies event. Dental hygiene students taught several thousand youngsters how to care for their teeth using tooth models at Mohave High School’s auditorium. A reflection paper completed the service-learning project, which was highly regarded by Legacy Foundation personnel.
The job outlook for both assistants and hygienists is growing. The 2017 graduates are fully employed and enjoying the benefits of their education. Emergency Medical Services (EMS) The EMS program at continued implementing changes as a result of CAAHEP accreditation recommendations and Arizona Bureau of EMS recommendations. EMS Director continues to advocate for student success.
EMS 222 Courses
Fall semester 2017 resulted in the enrollment of 59 students in the EMS 222 course, with the following campus breakdown: Location Enrollment Completion Completion Rate Bullhead City 20 16 80% Lake Havasu City 25 16 64% Kingman 14 11 79% National EMT certification completion rates: Bullhead City 13 5 38% Lake Havasu City 12 9 75% Kingman 7 6 86%
Spring semester 2018 resulted in the enrollment of 39 students in the EMS 222 course, with the following campus breakdown: Location Enrollment Completion Completion Rate Bullhead City 12 11 92% Lake Havasu City 13 3 23% Kingman 15 12 80%
NREMT Computer Adaptive Testing (CAT) is currently in process for this group and certification results are not available.
Applications are currently being accepted for EMS 222 courses for fall 2018. EMS 240-244 Courses
Paramedic program X completed their training in December 2017. 12 students were accepted into the EMS 240-244 course sequence for class X. At the end of EMS 240 with a 100% pass rate for EMS 240. One student elected to withdraw from the program after the first course, requesting to be readmitted with the fall 2017 cohort at the Bullhead City campus due to personal reasons. 11 students continued through EMS 244 with a 100% pass rate, receiving course completion per AZ state rule, and eligibility to sit for the NREMT Paramedic psychomotor and CAT exams. Pass rate on the NREMT psychomotor examination was 100%. Pass rate on the NREMT CAT exam on the first attempt was 82%. Overall pass rate to date was 91%.
Paramedic Cohort XI started August 2017 on the Bullhead City campus. 6 students enrolled, and the student who withdrew in 2017 from Cohort X reentered with EMS 241. All seven students are still enrolled and begin Paramedic V May 29, 2018, and will finish the program in July 2018.
Paramedic Cohort XII started on the Kingman campus January 2018 with 8 students. At the end of Paramedic I, a single student elected not to return with no official reason provided. 7 students are continuing through Paramedic III summer 2018. Anticipated program completion is December 2018 Paramedic Cohort XIII started on the Lake Havasu City campus January 2018 with 3 students. To date, all 3 students have successfully progressed through Paramedic II and will begin Paramedic III summer 2018. Anticipated program completion is December 2018.
Paramedic Cohort XIV started on the North Mohave County campus in January 2018 with 23 students. All students are still in the program and start Paramedic III June 2018. Anticipated program completion is December 2018.
Applications are currently being accepted for a paramedic cohort to begin on the Bullhead City campus fall 2018, with an anticipated enrollment of a minimum of 9 students at that location. CPR Training
At the request of Dr. Gilbert, CPR and First Aid training was conducted in March and April 2018. All staff who attended the entire course completed certification in the American Heart Association’s Heartsaver CPR and First Aid training. Summary
The EMS program continues to position itself to become the premier training facility for Western Arizona. EMS continues to offer staggering start dates, and currently are one of the most affordable programs in Arizona. The department continues offering quality instruction and work with instructors to complete professional development activities teaching to the National EMS education standards. The paramedic program cohort X success rate on the NREMT certification exams is something MCC’s EMS department is extremely proud of
MCC hired a resident faculty/clinical coordinator in June 2017. This position has been restructured to be clinical only beginning July 1, 2018. The College is currently accepting applications for a Resident Faculty position to improve its continuity of instruction. Medical Assisting (MEA) The medical assisting program has undergone significant change during the 2017-2018 academic year. The EMS department and medical assisting departments were merged creating the EMS and Health Services group.
The medical assisting program will be seeking CAAHEP accreditation and will begin a self-study toward accreditation during the 2018-2019 academic year. Prior to this process beginning, the director worked with resident faculty to transition the MEA AAS degree to a one-year MEA certificate, allowing students to complete requirements for medical assistant certification in half the time.
All area hospitals and clinics are citing a critical need for medical assistants, and the two-year degree significantly reduces the number of graduates eligible for employment. Recognizing the programs problematic structure, the one year certificate generates a clear path for either full-time or part-time students to complete the program. The medical assistant certificate and phlebotomy certificate were also offered for the WAVE/JTED program for the next academic year. Due to the change in leadership and the pressing need for program restructure, statistics on completions are not currently available and will be provided at a later date. Nursing (RN, PN, NAP, CNA) The Nursing department was reorganized in June 2017 with the hiring of one director to be responsible for all programs. Each program has a manager who has daily responsibility for their respective area and works with the Director on strategic planning and compliance initiatives.
The summer was spent creating a team and working on the self-study report for the Accreditation Commission for Education in Nursing (ACEN) and Arizona State Board of Nursing site visit. The summer also brought probation for the Practical Nurse (PN) program based on findings from the March 2017 site visit. The probation is for 24 months and was effective September 2017. Quarterly reports are being sent to address specific areas of curriculum, admissions, standardized test results, NCLEX-PN, graduation, and meeting minutes.
The RN program faculty developed ten new courses to be implemented in spring 2020 as the new program. The faculty participated in training on Concept-Based Curriculum, classroom management, accreditation, assessment, attended a test writing workshop along with a rubrics writing workshop.
Nursing assisted with the packing and setting up for the new NMC building.
In February, the ACEN and AZSBON came for their joint site visit. The visit went well with minor findings. The most significant non-compliance was related to outcomes and program evaluation.
Program reviews were due April 16, 2018, and were completed and submitted on time.
The department has been working with DI Associates and ATI on the development of a Systematic Plan of Evaluation. DI Associates and ATI have provided several workshops for Faculty professional development. ATI has been working closely with MCC to understand the full scope of the products and services available. This includes data collection.
There were student and community of interest advisory meetings during the month of April.
Physical Therapy Assistant (PTA)
CURRICULUM PTA program evaluated and updated six course packages over the summer of 2017
PTA 202 Physical Modalities PTA 205 Communication in Physical Therapy PTA 206 Clinical Practicum I PTA 217 Clinical Neurology PTA 280 Clinical Practicum II PTA 290 Clinical Practicum III
The didactic material was reviewed and competencies and objectives were updated to be more consistent with expected standards of practice. Objectives were evaluated and updated to show a progression in understanding. Clinical courses were evaluated and course competencies and objectives were updated to identify a profession from novice to entry-level skills. ASSESSMENT Assessment is an on-going process for the PTA program. In addition to semester reviews of assessment within the PTA program curriculum, the PTA program also participated in a college- wide assessment with writing across the curriculum and reading comprehension among the PTA students. PROGRAM RECRUITMENT/COMMUNITY & EDUCATIONAL EVENTS 12 Apr 2017 - MCC advising days, table with promotional booth 25 Apr 2017 - Student Activities Council Luau Welcome Back Bash on LHC campus, table with promotional material 21 Sep 2017 - SAC Club Rush and Welcome Back Bash on LHC campus, table with promotional material Oct 2017 - CRUHSD event table with promotional material 27 Oct 2017 - Spooktacular Kiddy Carnival. Promotional banner and material 28 Oct 2017 - London Bridge Days Parade. Program banner 7 Dec 2017 - MCC Shines on LHC campus, veterans honored Christmas Tree 23 Jan 2018 to 24 Apr 2018 - PTA program faculty and PTA students have a health and wellness class every Tuesday for staff and students Mar 2018 - ConCom MCC Job Fair Mar 2018 - PTA Club Volleyball Tournament Mar 2018 - PTA Students-Attended Student Conclave Phoenix AZ Mar 2018 - PTA Students and faculty participated in Lake Havasu Triathlon Tamra Coleman presentation of the Role of the PTA-presented to NAU DPT students Mar 2018 - Tamra Coleman participated in two on-site accreditation visits for ABPTFRE orthopedic manual therapy fellowship programs through the APTA
PROGRAM UPDATES PTA program admitted 21 students for the graduating class of 2019. 17 of the 21 students are progressing forward with the program. There are currently 10 students who are attending the terminal clinicals and are expected to graduate in May of 2018, which will enable them to sit for the national practicing therapy exam in July of 2018. Four of the 10 students have been offered employment.
The program had a 100% national board pass rate for the graduating class of 2017 with one of the students receiving a perfect score. 100% of the graduates found employment for those that were certified or licensed to practice as a PTA.
Class of 2010 2011 2012 2013 2014 2015 2016 2017 Licensure Pass Rate 100% 70% 90% 90% 100% 92.3% 100% 100% Graduation Rate 70.6% 60.7% 90.5% 84.6% 77.8% 65% 72.2% 61% Employment 92% 100% 95% 100% 100% 100% 100% 100%
EMPLOYMENT OUTLOOK Continues to look good for graduating physical therapist assistants. The program continues to receive requests regarding job postings and prospective program graduates looking for full-time employment. According to the Bureau of Labor Statistics, there is a 30% expected growth from 2016 to 2026.
Average median pay 46,920 per year for full-time employment Average $22.56 per hour wage https://www.bls.gov/ooh/healthcare/physical-therapist-assistants-and-aides.htm
Radiological Technology (RAD) The Radiologic Technology Program is currently progressing a cohort of 11 students through to completion and 13 more students into their second year of the curriculum. The Program had 12 graduating students in August 2017. All 12 sat for and successfully passed the ARRT certification exam on their initial attempt. Best of all, all 12 graduates obtaining employment within 1 month of graduation.
The program received a 5-year Accreditation from the Joint Review Committee on Education in Radiologic Technology in August 2017. Two sub-standards were out of compliance. A scheduled progress report due August 2018. All is in line to enter said report by June 2018.
In the area of technology, MCC and the Radiologic Technology Program has invested money into needed physics and exposure equipment. The updated Radiologic Technology Lab helps students prepare for the workforce.
The radiologic technology staff attended or were involved with several recruiting activities including CRUSHD, MCC ConCom, and various local schools attending the Bullhead City campus and the Radiologic Technology Lab.
The RAD Program Curriculum changes beginning the 2017-2018 are in full swing. The Program Advisory Committee met in April 2018 and approved the curriculum and its progress. The Community of Interest does a superb job in supporting this Program. As part of this Community of Interest, the students perform a clinical site/clinical instructor survey at the end of each spring and fall semester. The fall 2017 survey report was exceptional in that all clinical sites and clinical instructors received high marks for their efforts with the students.
The Student Radiologic Technology Club (Skeleton Crew) took part in many outreach activities including, but not limited to Pumpkinfest, MCC/Bullhead City Movie Nights, and Boombox Parade. They also sponsored several fundraising events that included the selling of Ice Cream Pies and Dinner at Panda Express.
Finally, the program is continually assessing its success through Program Assessment – both for the college and for the JRCERT. Each year brings new challenges that are met with dedication, determination, and administrative support to the point of continuing Program Success. Surgical Technology (SGT) The employment outlook for SGT graduates remains strong. According to the US Department of Labor, there is a continued expected job growth for surgical technologists of 12 percent from 2016 to 2026, faster than the average for all occupations. Yuma Regional Medical Center is accepting their first Surgical Technology student this August. They are able to accommodate up to five students and housing is an issue. The current student lives in Yuma so not an issue this year. WUFOO was a great tool and helped grow the program by 50%. Started fall semester with 13 students 10 of which have moved on to clinic rotation beginning in August. Nine students from surgical technology class of 2019 will attend the Association of Surgical Technology National conference in June. The department is excited to have so many interested in attending and is eager to meet students from around the country, share stories, learn more about the profession, and represent MCC. Class of 2018 graduating four students, all of whom sit for boards May 8, 2018. One student has already accepted a job, 2 more have interviewed for positions in the local area. Program Director Michelle Diaz attended HLC conference in April 2018. This was an exciting and insightful opportunity. Michelle was able to educate folks about the profession and bring home new ideas. Attending the conference also helped develop relationships with faculty who had never met face to face. Ms. Diaz represented Surgical Technology at first ConCom event Ms. Diaz has been busy in communities spreading the word about Surgical Technology; spoke in March at AM Exchange on LHC campus, also representing MCC on May 10, 2018, as the keynote speaker at early morning Rotary meeting. Ms. Diaz also attends career fairs/career exploration days at Junior High and High Schools Michelle attended Arizona Western College AZ transfer day in October. Taylor Shipman took the position of secretary in surgical technology.
General Highlights
Professional Development CELT continues to provide numerous activities to increase proficiency in online education and they also provide the annual LATTE workshop which this year focused on at risk students and student engagement. The EDU faculty have been offering sessions during lunch hours to increase expertise in pedagogy. Also, CELT and EDU faculty are working this spring and summer to provide faculty training in successful online teaching.
Individual faculty professional development activities are reported within department reports. Associate Dean & Campus Instructional Supervisor Event Participation 5 Jul 2017 – Worked on 2-year rollout plan for Strength Revolution (NCK) 6 Jul 2017 – Start TRM EdReady Project Training (NCK) 24 Jul 2017 – Give Youth a Voice Meeting @ Calico’s Restaurant in Kingman with Bill Ward 27 Jul 2017 – MCC Leadership Academy (NCK) 31 Jul 2017 – Goodwill Meeting (NCK) 16 Aug 2017 – College Career Exploration Day with Kingman Blended Learning Community (NCK) 17-18 Aug 2017 – Jacksonville State University ED READY workshop; How adaptive learning accelerates developmental algebra - JSU model 21 Aug 2017 – No Red Ink Required Software Training (NCK) 23 Aug 2017 – Faculty Orientation - ADs Presented A Faculty Development Workshop On Best Practices In Teaching And Learning 29 Aug 2017 – Chamber of Commerce Dinner Honoring LHC Educators (LHC) 5 Sep 2017 – All Staff Day (NCK) 8 Sep 2017 – WALETA Academy Meeting Regarding MCC and LHC Collaboration in Future Police Academies 14-15 Sep 2017 – BHC and LHC Mohave County Fair MCC Booth 6 Oct 2017 – Opioid Epidemic with Healthcare, Therapeutic & Law Enforcement Perspectives (LHC) 9 Oct 2017 – Nursing Advisory Committee Meeting (LHC) 11 Oct 2017 – Day of the Dead Interdisciplinary Event (BHC) 16 Oct 2017 – Sandra Cinseros Book Talk (NCK); BHC AD delivered talk 17 Oct 2017 – CRUHSD Expo Event (BHC); All instructional leaders assisted 23 Oct 2017 – Sandra Cinseros Book Talk (BHC); BHC AD delivered talk 24 Oct 2017 – EAB Presentation on Preventing Early Attrition (NCK) 24 Oct 2017 – Preventing Early Attrition, Education Advisory Board Presentation at MCC (LHC) 27 Oct 2017 – Pumpkin Fest (BHC) 1 Nov 2017 – Regional SBA Workshop (NMC) 8 Nov 2017 – Arizona State University Open House with MCC, ASU Colleges (LHC) 14 Nov 2017 – MCC Foundation Faculty & Staff Appreciation Lunch (LHC) 30 Nov 2017 – MCC Shines (NMC) 1 Dec 2017 – Phi Theta Kappa Induction (LHC) 2 Dec 2017 – CDA Professional Development Conference 5 Dec 2017 – Invitation to KUSD District #20 for High School Collaboration (NCK) 6-7 Dec 2017 – GEAR Up Conference in Phoenix; BHC AD attended 7 Dec 2017 – MCC Shines (BHC) 9 Dec 2017 – “We the People,” Constitutional Civic Education Competition at LHHS; LHC AD Judge 21 Dec 2017 – LATTE (LHC) 22 Dec 2017 – WALETA Law Academy Class #21 Commencement at LHHS 10 Jan 2018 – Faculty Orientation Meeting; ADs presented a faculty development workshop on Best Practices in planning and documenting professional development 12 Jan 2018 – State of the College Address with Dr. Mike Kearns (NCK) 22 Jan 2018 – KAMMA Meeting at Kingman Airport (NCK) 23 Jan 2018 – MPEP Training (NCK) 26 Jan 2018 – Southern New Hampshire University Transfer Partner Presentation (NCK) 5 Feb 2018 – Masada Career Day (NMC) 28 Feb 2018 – Lunch & Learn (LHC Library Reading Room) 2 Mar 2018 – Grand Canyon University Transfer Presentation (NCK) 9 Mar 2018 – CCSSE & SENSE Professional Development (NCK) 15 Mar 2018 – Dual Enrollment Advisory Committee Meeting (NCK) 15 Mar 2018 – Summer Bridge Presentation at Kingman Academy of Learning (NCK) 29 Mar 2018 – ConCom (BHC); BHC AD leadership as well as NCK AD supported instruction 4 Apr 2018 – Academy & Water Canyon Senior Day (NMC) 6 Apr 2018 – Threat Management Team Training for all AD leadership 10 Apr 2018 – Summer Bridge Presentation at Kingman High School (NCK) 13 Apr 2018 – Ribbon Cutting for 500 Building (NMC) 19 Apr 2018 – El Capitan Senior Day (NMC) 20 Apr 2018 – First Generation Student Panel (BHC) 25 Apr 2018 – RN Advisory Committee Meeting (NMC) 1 May 2018 – LHUSD/TELESIS/WAVE/MCC Fall Parent Meeting (LHC) 2 May 2018 – Student Recognition; Campus Instructional Supervisor represented instruction (NMC) 4 May 2018 – Student Recognition Luncheon (LHC); LHC AD and BHC AD represented instruction 5 May 2018 – Nursing Pinning (NMC) 7 May 2018 – CUL ‘Breakfast Around the World’ (BHC) 7 May 2018 – GED Recognition (NMC) 9 May 2018 – Student Recognition Luncheon (NCK); LHC AD represented instruction 18 May 2018 – El Capitan Graduation (NMC) 21 May 2018 – Water Canyon Graduation (NMC)
Office of Student Services
Executive Summary
The Student Services division at Mohave Community College delivers and promotes programs, services and initiatives designed to support the success of students from recruitment to completion as well as the transition to a transfer institution and/or career. The division is comprised of quality student-focused services including:
Recruitment Marketing and Public Information Enrollment Management o Admissions and Enrollment o Financial Aid o Registrar o Veterans Services Student Success and Retention o Academic and Career Advising o Assessment and Testing Student Life and Leadership Program
Further, MCC Connect, the college’s call center, complements all of these services. It touches and enhances each of the areas listed above by ensuring communication and assistance throughout a student’s MCC experience is accessible, comprehensive and accurate.
Student Services departments have an interdependent relationship with seamless workmanship to have a tremendously positive affect on student recruitment, admissions and enrollment, retention, learning and success, leading to completion. They work together to ensure student support is top-notch, knowing that each area plays an integral part in the student’s success at MCC.
The focus for Student Services during the 2017-18 academic year was multi-faceted with the common thread of student success, leading to completion. The department embraced the vision in the College’s strategic plan, “increasing countywide educational attainment levels and contributing to the economic growth and resilience of Mohave County” and worked diligently to enhance services as well as brainstorm and adopt new practices to further education in MCC’s communities.
There is a lot of pride in the Student Services team and the approach staff has taken in working toward increasing MCC’s attainment level by one percent (approximately 300-plus graduates) each year. It is whole-heartedly a team effort with productive discussion, learning from one another, appreciating different perspectives and sharing the load.
Student Services invests in staff through numerous efforts including yearly employee reviews, departmental weekly meetings, constructive feedback, appreciation, leadership bi-weekly meetings, project opportunities and cross-training, with training and teambuilding meetings eight months a year.
The training and team building events involve a half- to full-day agenda of activities, presentations and information sessions to further educate, grow, guide and collaborate with all Student Services staff college-wide. Staff have given positive reviews of the meetings, often noting they find them valuable in assuring consistency, information, changing needs, communication and networking. Some of the topics this past year included:
Transitional math update Competency-based programs Departmental Meetings PTO and new professional development Student Success Center traffic analysis Power of the Pause Arizona at Work Student testimonials Fall and summer Pell Goodwill Veteran Services Degree Dec 101 Department panels Future Fund scholarship awarding for 2018-19 Business communications
In addition, Student Services leadership introduced the “Power of One” challenge as part of training and team buildings in early fall, coinciding with the strategic plan, to all Student Services staff. The challenge was comprised of staff breaking off into teams, brainstorming and implementing a new or enhanced process or project that would make a difference to at least one student that they saw struggle to complete, knowing that the ripple effect of positively impacting more than one student was guaranteed.
The response was tremendous with the following being submitted and acted on – some are still in progress, while others are completed:
Academic Probation Enhanced Support System Enhance support for academic probation students via an Academic Probation Taskforce, Student Success Agreements, calculating student’s grade point deficiency and ongoing communication and support.
EdReady Referral System Create a referral system for advisors to use when they refer a student to the Student Success Center/EdReady, allowing for subsequent contacts to ensure they are taking advantage of the program.
First Generation Marketing Provide focused marketing to first-generation students at each campus’s Welcome Back Bash (and potentially other events) via a special invite, video, dedicated booth, etc.
GED/CIS 110 or STU 103 Concurrent Enrollment Provide a scholarship opportunity for Precollege Studies (PCS) students to enroll into Computer Information Systems (CIS) 110 concurrently with current PCS 033 (GED Preparation) class, with staff noting many have apprehensions about taking their GED exam on a computer. In addition, for those who do not need CIS 110, the thought was for them to be given the option to alternatively enroll into STU 103 concurrently with PCS 033.
Mentor Program Develop a mentoring program that students on academic probation could opt into, forming a budding relationship between the student and MCC staff member to provide additional support and resources.
Student Support Program Increase Awareness Increase awareness of the student support program through enhanced marketing, training, designated topic months, etc. to ensure students are aware of the program and actively get assistance with life issues.
Through these projects as well as plenty of others, attention was given to various aspects of access, retention and completion while also looking to steadily increase, or at the very least continue to stabilize, enrollment - setting the stage for creativity, innovation and a community-mindset. Entry-level positions were just as involved as directors and managers. Adjustments and enhancements were made as needed to ensure MCC fit the current communities and educational climate, in accordance with best practices and again, MCC’s strategic plan.
Strategic and innovative changes took place with efforts being refined, core services prioritized and redesigned operations to deliver enhanced services to students and to the college community.
Student Services emphasized efficiency, innovation and a student-focused approach throughout 2017-18, with some of the highlights of the year below:
Enrollment Management staff increased MCC’s program certification rate to 99.42% with the National Student Loan Data System (NSLDS) via the Clearinghouse reporting. The Clearinghouse reports program data to NSLDS primarily to measure student usage of the subsidized loan program. MCC Connect implemented a Withdrawal Intervention Program. Specific representatives were assigned the task of monitoring withdrawal requests as they come in and reaching out to the students to discuss the consequences of withdrawal, as well as the options that are available to them should they decide not to withdraw. Streamlined the degree declaration process, particularly with reporting agencies and the financial aid disbursement process, to ensure items are in place and correct to determine financial aid eligible credits. Recruitment hosted an all-inclusive registration event for the high school graduating class of 2018. The “Registration Party” was held at local high schools or MCC campuses to get high school seniors registered for summer and fall classes. The event was full service with admissions, financial aid, and advising staff on hand. More than 180 seniors participated. New relationships launched with Club for Youth, homeschool associations, Seligman High School, Head Start and others. Curriculum checklist for the Arizona General Education Curriculum (AGEC) was created inside the student database. Completed checklists were provided to the guidance counselors at the local high schools for improved dual placement in spring classes. This new tool now helps with academic advising at the college and high school level. Marketing and recruitment collaborated to attend 75+ community events (up from 60+ in 2016/2017) to help get the word out about MCC and the great value offered. Staff was in front of 32,000+ people throughout the year to create awareness of MCC. MCC Connect maintained a high customer service satisfaction rate - 94% of those surveyed were extremely satisfied or satisfied. The College received 1,978 website leads. Of those, 380 of the “leads” are now MCC students, for 19% conversion of leads into students, this is up a percent from the 2017-18 conversion rate. Marketing launched an audience and media research survey to help guide marketing and advertising decisions, gathering input from nearly 500 MCC students. A new ticketing system was established, allowing staff to address several areas or departments, such as room requests for meetings, mass notification requests, student- specific information, and billing questions. Each inquiry is automatically sent to the appropriate department and staff member, all routing is based on the area of concern or type of request. Established a student self-service kiosk for advising services, increasing the efficiency of services and accurate guidance regarding next steps for each student needing assistance. Financial Aid Office disbursed over $10,000,000 as of April 2018. The 2015 draft Cohort Default Rate (CDR) was released on in February 2018 with MCC receiving a draft rate of 17.7%. Default prevention efforts continued with the financial aid team monitoring borrowers in repayment and reaching out by phone and email to counsel those whose payments are delinquent. The team has added postcard and “tube mailers” to these efforts. Increased student exposure to iGrad - a financial literacy tool that allows learners to complete learning modules, read articles and watch videos about topics that interest them. Since its introduction, 833 people have registered to use the tool. The Financial Aid team estimates that the community has spent 422 hours using iGrad since July 2017. Successful audits in Financial Aid, Enrollment Services and Veteran’s Services. AMAZING! Streamlined transcript evaluation request process for newly enrolled transfer students. Upon admission and the completion of the degree declaration form, the Registrar’s Office evaluates the student’s provided official transcript (without the student’s formal request) from their previously attended institution. Math real-time intervention strategies expanded to include MAT 101 (Math Literacy for College Students) and MAT 121 (Intermediate Algebra). Goodwill served 837 job seekers on the Bullhead and Kingman campuses resulting in 1,678 visits to the campuses this year. Tutoring services were expanded to include regularly scheduled tutors for computer information systems and science classes. Student outreach exceeded 3,000 student contacts from Student Success Center staff throughout the year. Successful start advising sessions for new students in their first semester and milestone advising sessions for students’ half-way through their program of study continues to impact hundreds of students each semester. Marketing and Public Information Office (MPIO) assisted the college’s web and application manager with the development of this new, user-friendly application page, which cut down the new student application processing time by more than 50%. Student Success Center collectively monitored and made 2,050 calls just in the Math Literacy and in Intermediate Algebra for the students below 70, frequent attempts to the same students were made to assure them of support.
Each of these initiatives and accomplishments, in addition to others, are detailed and discussed further in the respective sections of this report. Recruitment The recruitment team consists of three recruiters and one director. The team is part of the Customer Service & Recruitment Department that was created in July of 2016. The group is charged with:
Maintaining a positive reputation for Mohave Community College. Recruitment and admission of new college students. Monitoring and improving admissions and registration processes, in collaboration with other departments. Providing outreach and follow-up in numerous capacities. Coordination of all dual enrollment testing and registration on and off-site.
The recruitment team focused on strengthening existing as well as new community relationships to further awareness and engagement in higher educational opportunities in Mohave County. The team sought to enhance existing relationships (listed below) by improving delivery of services via reviewing and strengthening current activities, partner expectations, and department processes.
Existing Partnerships:
WAVE/JTED Local High Schools o Dual Enrollment Students o High School Guidance Counselors o High School Career Counselors o High School Support Staff o Dual Enrollment Faculty New Partnerships: o The Club for Youth o The Homeschool Associations o Seligman High School o Head Start Program Presentations with PCS Department . Oro Grande . Pima
The college’s partnership with Joint Technological Education District (JTED)/Western Arizona Vocational Education (WAVE) funded by Perkins Grant monies continued this year. This program provides a pathway from school to career through concurrent enrollment classes for motivated students. The pathway programs continue to grow, leading high school students from career/technical programs in high school into advanced programs with certificates and degrees at MCC.
During the review process, the team identified many opportunities. The most notable process change was the shared data with WAVE/JTED. Data was shared in the past as laid out in the intergovernmental agreement (IGA); however, the previous process was always manual when sending files back and forth. Now, the recruitment team and WAVE/JTED access the same data system in real time. The enhancement has reduced redundancies and ensured that outdated information is not given to potential students. Additionally, efficiencies were gained; allowing the team to address concerns or questions immediately.
The recruitment team also created a ticketing system for WAVE/JTED staff to use when they needed an area addressed right away. The new ticketing system allows staff to address several areas or departments, such as room requests for meetings, mass notification requests, student- specific information, and billing questions. Each inquiry is automatically sent to the appropriate department and staff member, all routing is based on the area of concern or type of request.
Ticketing System: https://mohave.wufoo.com/forms/wavejted-help/
WAVE/JTED team has been very open to allowing the recruitment team to try new methods to make the registration and check-in process work more smoothly. The most recent example of this was in April 2018 at the Neal Campus - Kingman for parent orientation. These events had previously gone from approximately 5:30 to 8:30 pm, due to all the paperwork and document collection that was needed. Additionally, the day after the event was spent processing documents and scanning them into the system.
At the most recent event, the process was different in several ways: The recruitment staff arranged for the front office SST’s and Operation Specialists to remain open to perform a mass check-in process. Check-in was held in the student services building allowing staff to use their own equipment and check students in completely. This means if a document was received, it was quickly added to the students’ account making the data accurate and up to date in real time.
The efficiencies gained were numerous, eliminating follow up work by staff and, in addition, the event and processing was completed by 7:30 pm. The revised process was requested again by WAVE/JTED and will continue for future events.
The recruitment team identified several opportunities for improvements to the delivery of services at the local high schools. One major improvement proposed was to send mass communications to students about events and general requirements. The recruitment team began using the MCC software Regroup to notify students. The Regroup system sends text messages, emails and live phone calls. WAVE/JTED staff can request a mass notification using the ticketing system mentioned above.
Over this last school year, MCC has received several encouraging messages from the WAVE/JTED team. Amy West, WAVE/JTED Superintendent recently wrote, “Thank you for all of your hard work and dedication to these students getting a head start on their college and career!” and “Thank you for the dialogue and willingness to look at solutions!” The recruitment department also has consistently attended all monthly meetings at the local school districts to ensure collaboration between MCC and WAVE/JTED.
The team has strengthened existing relationships with local high schools. Recruiters keep office hours at the local high schools. This allows the recruiter to not only be a resource for dual enrollment and WAVE/JTED students, but also a resource to the guidance counselors, career counselors, and parents. The hours worked at the local schools allows for rapport and relationship building with high school staff, like the records office or faculty. These relationships are vital to the success of students.
During the review process, the team identified two forms that needed improvements - the Family Educational Rights and Privacy Act (FERPA) form and Under 18 admittance. The FERPA form is optional for students; however if a parent seeks information about a student’s account, no information can be given without a FERPA consent.
The FERPA form allows students to grant their parent or guardian permission to discuss information in the student’s record. The form was often hard to understand causing a delay in the form being completed by the student, and a signature witnessed by an MCC employee was required. Recruitment, Enrollment Management and Information Technology departments collaborated to make the form digital and easier to understand. The form is now located in the student portal, which eliminates the need for a signature to be witnessed.
The Under 18 admittance form was often turned in as incomplete or blank. Some of the most frequently missed fields were the expected graduation date, school attending, and the Student Accountability Information System (SAIS) number. The recruitment team and enrollment management team met to simplify the form. The team proposed the removal of the SAIS number, the number is obtained through official documents and not necessary on the form. In addition, the expected graduation date was moved to the bottom of the form and the MCC staff member is now authorized to complete this portion. One last change to the form was the addition of the checkbox section with all area high schools and homeschool was also added as an option. The new form will be implemented with the start of the 2018-2019 academic year.
The recruitment team has worked closely with the coordinators at the local high schools in Kingman and Bullhead City over the last several years who oversee the Gear Up grant (designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education. The recruiters and Gear Up coordinators worked together to attempt to capture students that were undecided or knew they were not university bound. One idea that was implemented was to have an all-inclusive registration event for the high school graduating class of 2018. The name of this event was “Registration Party”; and it was held at a local high school or MCC campus. The focus was to get high school seniors registered for summer and fall classes at MCC. The event was full service with admissions, financial aid, and advising staff on hand.
The total number of students served during four events was approximately 185 seniors. The Registration Parties were a success with a plan to continue them next year.
While planning the registration parties the recruitment and marketing teams were invited to present to all seniors at Lee Williams, River Valley, Mohave, and Kingman High Schools. The focus of the event was to make graduating seniors aware of the resources available once admitted as a college student. The presentation covered several areas to help students navigate college registration and needs:
Service Descriptions:
Academic Advising – Meeting on ground or online with an academic advisor is one of the best things a student can do to facilitate success at MCC. Advisors help students develop an education plan for goal achievement, select class schedule for an upcoming semester, explore majors or careers connect students to campus resources and provide guidance on how to pay for college.
Financial Aid Assistance – The GEAR UP State Office will conduct a Free Application For Student Aid (FAFSA) completion campaign. Students will be directed to the MCC Student Services if they need in-person help. Students can also call 866.664.2832 for assistance at MCC. Scholarships, additional funding options and payment plans available.
On-Line Orientation – MCC’s orientation provides need-to-know information about Mohave Community College including how to be admitted at MCC and enroll in classes. It can be found at https://rise.articulate.com/share/Y4xHkeVViBpBGEph#/?_k=rbled7.
Parent Connect – MCC has established a specialized phone line with parents in mind, designed to assist them in understanding placement scores, provide information about paying for college and more. Parents are invited to call 800.678.3801 to get their questions answered.
Summer Bridge – MCC holds a summer bridge session to help high school students connect to college early with offerings that include a student success course (STU 103, “Strive and Thrive in College”) as well as a course in psychology and potentially other courses depending on the campus. For more information or to register, go to https://bridge.mohave.edu/
Summer Session – MCC has a robust summer session designed to assist new students with getting a jump-start on the fall semester. Students should meet with an academic advisor before registering.
Tutoring – MCC offers free tutoring on ground and online to assist students in writing, math, and Computer Information Systems as well as program specific topics.
Who is offering the services?
MCC Student Services comprised of advisors, financial aid staff, student success teams, recruiters and call center/frontline staff are ready to assist students interested in attending MCC.
How can students find information about resources at Mohave Community College?
Students are encouraged to stop by their local MCC campus or call 866.664.2832 for help or to request information about resources on campus. MCC recruiters are also available for assistance as well as campus tours and presentations – please feel free to reach out to your local MCC recruiter, contact information found on the right-hand side of this page: https://www.mohave.edu/admission-to-mcc/.
After preparing the information for the presentation, the Marketing Public Information Office created a webpage just for presentations targeting high schools students. The website lays out the above resources with useful links: https://www.mohave.edu/admission-to-mcc/high-school-gear-up-and-mcc/
While the fall semester was in full swing, the recruitment team found a need for a tool to best advise high school students on what classes they need and to provide degree progress to the high school guidance counselors. The current database does not allow dual enrollment students to have a degree declaration due to system limitations. The recruitment team had previously developed an Arizona General Education Curriculum (AGEC) checklist for dual enrollment students. This checklist was a manual spreadsheet that required several minutes of time per student plugging in courses.
The team asked IT to build an AGEC checklist inside the student database. IT was able to meet this request by the end of fall 2017-18. At that time, the recruitment team ran the report for all dual enrollment students that took classes in the fall of 2017-18. The completed checklists were provided to the guidance counselors at local high schools for improved dual placement in spring classes. This new tool now helps with academic advising at the college and high school level. The new AGEC checklist tool is extremely easy to use as it is embedded in the current database. As seen below, with the click of a button a report can be run and have an excel file ready for download. The file can then be shared using the secure file share software.
The tool in the database and the AGEC report after exported to excel:
By addressing the areas that were causing bottlenecks and delays in service, the recruitment team was able to improve the processes and strengthen relationships. As partners see the improvements, the confidence they have in the recruitment team continues to grow.
When recruitment staff is not at the high schools, they focus on creating new relationships in the community to help promote attendance and spotlight MCC’s career and technical education programs. The recruitment team has excelled in this area for 2017-18. The new relationships they have created will add to the new student pipeline for the future.
One of the most recent new partnerships is with a local club in the Kingman area, The Club for Youth https://theclubforyouth.org/. The recruitment team in cooperation with Kingman faculty from MCC have teamed up with the Club to offer program presentations and college awareness. The recruitment team in Kingman has committed to a monthly program exploration.
Attention was also turned to homeschooled students. The recruitment team reached out to the homeschool associations in Kingman and Lake Havasu City and as a result, the recruitment team has been able to further introduce homeschooled children and parents to exciting offerings from MCC such as the Early Start Scholarship and Summer Bridge. At this time, MCC currently has two known homeschooled students registered for Summer Bridge classes. While small, the outreach is working and is getting the word out about the amazing opportunities at MCC. Club for Youth Presentation In addition, the recruitment team has invited students and parents to tour campuses, with participants expressing gratitude and interest in what MCC offers. After the tour, the homeschool group followed up with an email and picture to the right. The email stated, “We enjoyed it and learned a lot.”
Hualapai Hills Home School students at NCK campus tour, April 2018
In November of 2017, the recruitment team was invited to Seligman High School to give a presentation. The presentation was about program exploration and benefits of attending MCC. During the presentation, the students took the Holland Career Wheel quiz which ties directly to the programs that the college offers. This quiz gets the participants thinking about what programs best fit for the personality/traits Seligman High School Presentation, November chosen. The entire senior class was present with 17 students in attendance.2017 While speaking with the students it was discovered that two of them had planned on attending MCC to pursue an associate degree in education. The new relationship will continue with annual visits to the Seligman area. Additionally, the recruitment team showed the participants the recruitment video created by the marketing public information team. The video is a powerful recruitment tool that has now been used for several presentations. The video can be seen here on the recruitment webpage: https://www.mohave.edu/admission-to-mcc/high-school-gear-up-and-mcc/
An exciting new partnership was formed with the Head Start Program in Lake Havasu City. In April of 2018, the recruitment team and precollege studies office presented about resources available to community members. The team has committed to a quarterly program presentation.
Several recruitment and outreach activities for 2017-18 continued to focus on the awareness and value MCC offers, directly supporting the Strategic Plan goals. Recruitment is more closely tied to goal #2, “MCC will enhance its value to the community by strengthening its outreach, involvement, and partnerships.” During the last semester, the recruitment team established relationships with community partners and additional schools.
Recruitment continued to work closely with the Marketing and Public Information Office (MPIO) to help achieve shared goals, such as increasing the public’s awareness of MCC. The Customer Service Recruiting Team collaborated with MPIO to attend 75+ community events (up from 60+ in 2016-17) to help get the word out about MCC and the great value offered. It is estimated that the recruitment team and MCC were in front of 32,000 people with the awareness message. The team was able to have conversations with approximately 2,700 people at all of the events.
When a prospective student visits MCC’s website and has an interest in a program, they’re prompted to complete a lead form. The form is then forwarded to the program director by email. The recruitment team also is copied on the email lead and makes a phone call to ensure that the student has timely information about MCC and the program. The leads are handled within hours of being received. This year, MCC has received 1,978 website leads. Of those, 380 of the leads are now MCC students, for 19% conversion of leads into students, this is up from 18% in 2017-18 conversion rate.
The bulk of outreach activities were for community events or program launches. The recruitment team partnered with the various departments and MPIO to have program launch events. Recruitment targeted various programs such as Retail Management Certificate, CTE, Summer Bridge and AGEC courses.
The recruitment team tried a different approach to general community outreach in 2017-18. The team hit the streets with program information and old fashion face-to-face interactions. The outreach was conducted each quarter at local businesses. The team visited 50+ businesses with general information about funding/scholarships available and job-specific classes as well as to build rapport with community members and business owners. The recruitment team also attended benefit fairs at the Colorado Belle, Riverside Resort, and the City of Kingman because of the outreach. Further, the team visited more than 50 businesses throughout Mohave County during the year.
Dual enrollment programs remained a strong outreach tool to high school students who wish to challenge themselves with college-level coursework and get a head start on a college degree or certificate. Overall numbers of dual enrollment students decreased from 803 in the fall of 2016- 2017 to 765 in the fall of 2017-18. This is a slight decrease of about 38 students from last year – resulting in 9,098 credit hours.
Recruiters in Bullhead City and Kingman continued their office hours in the high schools. During scheduled office hours, recruiters meet with students to discuss dual enrollment, concurrent enrollment, post-graduation opportunities at MCC, and summer opportunities. The recruiters encourage discussions about how to pay for college. This includes highlighting MCC’s value proposition, discussing federal financial aid and filling out the FAFSA, and assisting with identifying scholarship opportunities. The recruiter in the Lake Havasu City was previously only at LHHS during lunch hours on Mondays. However, this year the recruiter was able to keep a regular office at LHHS in the career center. While this may seem small, it is a great step in furthering interactions with LHHS students.
The recruitment team hosted and/or participated in events on campus and within various communities. One of the largest events was at the October 2017 college fair hosted by the Colorado River Unified School District (CRUSHD) at the Mojave Event Center. This one-day event attracted students from most Mohave County High Schools to learn about college and career options. MCC used the arena floor to display its array of academic programs. Recruitment and enrollment staff along with many faculty members helped answer student questions throughout the day.
The team coordinated MCC’s participation in career and job fairs in Bullhead, Lake Havasu, and Kingman hosted by the chambers of commerce and other community agencies.
Tuition, fees and how to pay for college continued to be an important part of the recruiting conversation. Members of the recruitment team are well-versed in basic details of payment options so students can get help fund their MCC education. Specifically, financial aid conversations are then carried on more in depth by the financial aid team. As a result, the recruitment team was able to partner with the financial aid team at area high schools to promote FAFSA completion. In the fall of 2017-18, the team held FAFSA Nights and financial aid workshops at area Financial Aid Workshop, Lee Williams high schools using MCC’s mobile learning lab. High School Marketing It is the mission of the Marketing and Public Information Office (MPIO) to share the MCC story and communicate the value of MCC and higher education to the people in Mohave County and surrounding communities. MPIO works to enhance voter and stakeholder confidence in the college and helps coordinate college involvement in the community to promote a positive image of MCC.
Further, the goals identified in the 2016 – 2020 Marketing and Recruitment Plan are: Awareness – Promote a positive image of MCC in the community. Ensure MCC’s known for its high-quality programs, student success services, affordability and positive impact on the community. Enrollment – maintain and continually grow a healthy enrollment pipeline.
In addition, MPIO focused on key marketing messages and themes:
Award Winning Education (New based on national ranking results) Accelerated Career Education University transfers save thousands Flexible schedules Accredited, University Quality Classes Free Student Success Services Affordable Tuition
During 2017-18, the MPIO team of four received 654 college-wide project requests and improved the completion rate of those projects to 98%. In 2016 - 17, MPIO received 527 requests; the completion rate was 92%. While accomplishing this, the team also finished several new college projects, including the creation of an automated marketing system and a successful audience research initiative.
In addition, MPIO assisted with the creation of a new, large college event called, “ConCom” which connected the community to the college and hosted more than 500 high school students as well as numerous businesses and services that are beneficial to students and the community, on the Bullhead City Campus.
Further, MPIO continued successful engagement with local media sending out 113 news releases from June 2017-May 2018, with the majority receiving press coverage as well as being published on social media. The MPIO webpage www.mohave.edu/marketing was also improved to raise awareness about services the office can provide college employees and the public.
The bulk of the MPIO responsibilities fall into four distinct categories – marketing agency, newsroom, production house and public relations firm. Each area requires many specialized skills and talents such as design and production work.
MPIO Duty Summary
MPIO functions as the college in-house marketing agency, newsroom, production house and public relations firm. The number of responsibilities under each category increased over the past year and the team improved office performance and product quality.
MPIO developed an automated marketing system that incorporates three of the college’s backend software systems to deliver automated text and email marketing messages to prospective students. MPIO creates the messages, sets the dates the messages will be sent and has the ability to monitor whether the prospects become students. Example:
The new automated system requires only one employee to activate it and can deliver as many messages as MPIO would like to share over any timeline. As of May 2018, the office is sending nine digital marketing messages to prospects over the course of 32 days. Messages are sent to prospects who respond to the college Accelerated Career Education campaign, as well as those who request more information through the MCC website. The MPIO team professionally produces graphics and videos for the messages, which include information about the benefits of earning an associate degree or certificate, college programs, how to become an MCC student, college contacts who can assist with enrollment and advising questions, testimonials from students and alumni.
Part of the automated marketing effort requires MPIO to update the www.mohave.edu landing pages. Information and photos on several mohave.edu pages where prospects are directed for information have been updated for the first round of automated messages. The pages are now more user-friendly, as well as visually appealing. All messages include links to the new student application page. MPIO assisted the college’s web and application manager with the development of this new, user-friendly application page, which cut down the new student application processing time by more than 50%. WOW!
MPIO also manages content for the college website and social media pages. The latest research from Educational Advisory Board (EAB) and Pew Research Center show 95% of prospective students will first visit a college website when researching which school to attend. Eighty-five percent of respondents say their second stop is the college social media pages. MPIO works daily to ensure the newly designed college website, www.mohave.edu, has updated, accurate, user- friendly and visually appealing content that helps tell the story of the benefits and opportunities the college offers.
An indicator of the continuing success of the new website is the low bounce rate. Bounce rate is the time a viewer spends on the webpage and the action they take. A low bounce rate shows the viewer is engaged with the website. A high bounce rate indicates the viewer came to the page and quickly exited or “bounced out” without taking any action. As one can see in the data graphic below, in 2017-18 the new www.mohave.edu averaged a 25% bounce. The old website had an average bounce rate of 75%. According to Google, a bounce rate below 40% is excellent, and anything above 70% is disappointing.
Mohave.edu also had more than one million page views from June 2017 – May 2018. There were 169,147 users and 31% of those are new users.
As mentioned, along with the website, MPIO continues to see improved engagement on the college social media pages. During the past year, the number of Facebook fans increased by 827, pushing the college over the 5,000 mark. Posts also increased on the three primary social media pages as seen in the diagram below.
May 2016-May 2017 (Grey) vs May 2017-May 2018 (Blue)
In 2017-18, MPIO launched an audience and media research survey to help guide marketing and advertising decisions. Mohave County is in a rural area and as a result, there is scant market research on media and audience viewing, listening and engagement habits. To overcome this large obstacle the survey gathered input from nearly 500 MCC students. Among the extensive survey results were several notable insights.
MCC Student Social Media Use
90 80 70 60 50 40 30 20 10 0 Facebook YouTube Instagram Snapchat Twitter
MPIO Student Marketing Survey, 2017-18
Facebook continues to dominate among all age groups surveyed: 16-24, 25-54, 55+. Interestingly, YouTube made a strong showing in the social media and music platform categories among MCC students in the 16-24 and 25-54 age groups. MPIO will be working to increase the college presence on YouTube. Instagram is popular among 16-24 and those 25-54.
For Snapchat, 97% of respondents using the app are under the age of 24. The Snapchat platform is mainly used as a photo and video texting app among friends, and is not a tool that offers a wide range of advertising opportunities for the college, but does offer a venue to expand the brand to those under age 24. Recognizing Snapchat’s potential value, MPIO created and now manages a college account on the app. Twitter is used mainly by students in the 25-54 age group and the app is increasing its marketing options for business and institutions. MCC Student TV Provider 40
30
20
10
0 Suddenlink DirecTV Dish Antenna Other
MPIO Student Marketing Survey, 2017-18
Mohave County is located between two television Designated Market Areas (DMA), where over the air antenna use is not reliable for most viewers. As a result, cable and satellite platforms dominate the region. It would not be cost-effective for the college to advertise on local television stations in the Phoenix or Las Vegas DMA. However, MPIO has successfully added cable advertising into the marketing matrix. MPIO will continue efforts to work with DirecTV to establish affordable contract ad rates.
MCC Student Music Platform Use 60
50
40
30
20
10
0 Pandora YouTube KNKK KFLG KGMN
MPIO Student Marketing Survey, 2017-18
Pandora and YouTube were the clear choices among 16-24, and most in the 25-54 age group. All respondents reported listening to the radio as well. The top radio station is pop music station KNKK, followed by country stations KFLG and KGMN. MPIO will use the results in determining ad placements. Online vs Print Newspapers 35 30 25 20 15 10 5 0 Online Print
MPIO Student Marketing Survey, 2017-18
Thirty-four percent of MCC students reported reading the online version of local newspapers compared to 26% who read the traditional paper version. Nearly all students in the 55+ group read the print version, only one-quarter of the students in the 16-24 group reported reading the paper version of the newspaper, while most newspaper readers in the 25-54 group reported reading both online and print versions.
College advertising is spread across a mix of traditional and digital platforms. In 2017-18, MPIO budgeted for 55% digital and 45% traditional media buys. These marketing campaigns help promote a positive image of MCC and raise awareness of its strengths. MPIO increased the college presence on mobile devices, Google, Facebook, YouTube, Instagram, Snapchat, Twitter, cable television, radio, newspaper, and special publications. Based on the survey results outlined above, MPIO plans to move to a 50-50 split between digital and traditional campaign spending in 2018-2019.
MPIO created 29 event, recruitment, commercial and program videos in 2017-18. This included five high-quality program videos for Welding, Surgical Technology, Automotive Service, Education, and Medical Assisting. The program videos are profiled on the program web pages. A six-minute informational video for recruitment can be found at https://www.mohave.edu/about. Other new videos include additions to the “I am MCC” section of the website and many videos that are aired online and on television to promote the positive benefits the College offers students and the community. Research shows video consumption online is increasing, so the MCC videos are valuable recruiting tools.
MPIO is also continuing to work with recruiters to increase outreach to high school students, teachers, counselors, and parents. MPIO’s primary objective on this front is to assist recruiting in an effort to increase enrollment among students seeking value through MCC dual enrollment program.
MPIO has successfully placed banners, posters, and billboards at high schools in the community college district to help raise awareness of the college strengths and benefits for students. Two examples of the larger billboard style messaging can be viewed below - Mohave Accelerate Learning Center (MALC) and Lee Williams High School.
MALC High School Hallway - Layout
Lee Williams High School Football Stadium MCC Connect MCC Connect is a centralized team composed of Student Services Technicians (SST’s) from all of Mohave Community Colleges southern campuses. MCC Connect team’s primary objective is to help students, faculty, administrators, staff and the public by providing accurate, reliable information to every question asked and implied, through a variety of modalities including phone, online/live chat (including video) and in-person communication. In fact, all phone calls into any of the campuses are answered by MCC Connect, which also provides extended night and weekend access to callers.
MCC Connect supports all three goals of the strategic plan as follows:
Educational Attainment and Student Success - institutionalize a philosophy of student success. Each person who calls MCC Connect is provided with personalized, individual attention in order to achieve their educational goals. Representatives receive ongoing training in order to assist callers with new and revised information about programs, admission requirements, financial aid processes and document requirements, help with enrollment (including prescriptive advising), assistance with graduation applications, and ordering transcripts. Staff work closely with the Financial Aid & Enrollment Management departments to address student issues and concerns and provide a response within a reasonable timeframe.
This culture of learning extends to assistance with self-service password reset setup, navigating technology, finding what one might be looking for on the website, and even assisting members of the community with their needs when possible.
This supports the strategic plan by teaching students where to access correct information, MCC processes, and policies.
Strengthen student support services to facilitate student completion
All MCC connect representatives are trained to assist students with enrollment by providing most pre-requisite overrides. This allows students to enroll in classes without having to travel to campus, or wait for an advisor to call.
MCC Connect continues the Free Application for Federal Student Aid (FAFSA) outreach that was started in 2016. The Financial Aid Department provides MCC Connect with a list of all students that have completed a FAFSA. MCC Connect staff attempt outreach to each person, reviewing the account thoroughly, and walking the student through verification and what is required for their financial aid. There is also an added benefit to this outreach, as the staff is able to identify students who have not started or completed the admission process and get the student focused on that as well.
After the fall push of July and August, the team reviewed the incoming call stats to determine how to reduce the number of callers that have to be transferred to another area or callers that hang up (abandon). The team proposed a new call tree to allow for redistribution and convenience to the caller, and ultimately less abandoned calls. The new approach now allows callers to self-serve. The change to the queue was completed in December 2017. The new call tree allows a caller to choose several different departments, dial an extension directory, leave a voicemail message, or wait on the line for an MCC Connect representative, and more.
In addition, the new queue offers callers many more options reducing the long wait times. The new call queue was in place for the spring 2017-18 semester startup. A comparison between the call numbers from the spring 2016-17 and spring 2017-18 startup is below.
Call Data 2017 2018 Calls Handled 7473 5334 Calls Handled by Other or Voicemail 271 699 Calls Abandoned 1295 728 Abandon Rate 14.32% 10.76% Average Speed of Answer 2:13 1:39
This has gone a long way toward reducing the number of abandoned calls and also appears to reduce the number of repeat callers because callers who just need to be transferred are no longer “stuck” waiting on hold for a representative to finish helping the previous caller.
While the focus was to reduce the number of callers that have to be transferred and reduce the number of abandoned calls, the team also proposed a change in how many hours were distributed during the peak or busiest times. The new plan was to have the maximum number of MCC Connect staff available for phone calls during the historically busiest times.
Those times are 9 am to 6 pm Monday through Friday. MCC Connect’s normal business hours are 7 am to 8 pm Monday through Friday. This new proposal means that phone calls would only be answered between 9 am to 6 pm timeframe. Normal operating hours spread the workforce over a greater area causing more abandon calls at peak times.
The MCC Connect Team piloted the new proposed schedule in the spring start up during January of 2018. The plan was that at 6 pm when the call queue closed, staff would not leave until all abandon calls and voicemails were returned. As reported above, the abandon rate was nearly 4% less from January of 2017. Additionally, the amount of time for a call to be answered was improved by 45 seconds. The quicker a call is answered means the caller is less likely to abandon, and less likely to become a repeat caller.
In March 2018, the department implemented a Withdrawal Intervention Program. Specific staff were assigned the task of monitoring withdrawal requests as they came in and reached out to students to discuss the consequences of withdrawal. In addition, options were discussed should they not want to withdraw.
For the spring 2017-18 semester, staff intervened or attempted to intervene with 132 students, and were able to “save” five students. This is a 3.7% success rate, which was close to the goal of 4%, but since the implementation of the program, the staff has been making continuous adjustment and improvements. The success rate could improve starting with the next round of withdrawals this summer. The added benefit of this outreach is that staff is also proactively reaching out to students whose withdrawal request was denied, explaining the reason, and advising the student of what is needed to correct the request if applicable. This program was inspired by the new “Power of One” initiative that was started in fall 2017. The withdrawal period started on January 24, 2018. The pilot started well into the spring semester on March 23, 2018, running until April 23, 2018. The first full withdrawal period will be in summer.
MCC Connect continues to support team members who are recruiting students. Staff regularly participate in recruiting events on and off campus, as well as assisting with high school student initiatives such as Registration Night & FAFSA Night.
MCC Connect worked closely with Information Technology (IT) to develop a Nolij snapshot replacement, which was created in-house by the IT department. As MCC Connect helped in the creation and testing, the replacement quickly became the resource of choice. The new tool allowed for password reset and account inquiry all in the same system. The ease of use and central location of information reduces the amount of time that it takes to serve the caller. Another benefit to the new tool is that errors are indented and highlighted visually displaying within seconds of what is needed and with a click of a button, the issue is resolved.
This system continues to evolve and allows staff to note accounts all at the same time which is extremely helpful and time-saving when mass notifications are sent to hundreds of students at a time. Staff is now able to see at a glance if a student has a FERPA release/restriction, if the student has holds that need to be addressed, the status & requirements of their financial aid account, and any notes from other student services departments. Staff is also now able to enter multiple “visit reasons” at once, as well as tracking “anonymous” callers which are callers looking for general information that does not require access to a student account/prospective students who do not have an account yet. All of these items further data-driven decision making.
This presents a more accurate picture when trying to determine the reasons for calls.
Call Stats April 1, 2017 – April 1, 2018 Total Calls 61,008 Total Abandon Rate 10.8% Total Voicemails 2,081 Reason for Call Number of Calls Percent Financial Aid Assistance 8,723 14.3% JICS Portal Navigation 5,377 8.8% Technical Assistance 4,015 6.5% Academic Advising 2,208 3.6% Transcript Inquiry 2,193 3.5% Admission Assistance 2,016 3.3% Customer Service Survey MCC Connect conducted the sixth annual customer service survey in the spring of 2018. To assess the effectiveness of MCC Connect, 10% of the students who called between March 1st and March 31st were surveyed for a total of 257 students. The survey calls were placed approximately two days after the student had initiated a call to MCC. MCC Connect Customer Survey Results The survey results indicated a high level of overall satisfaction with the MCC Connect experience:
86% of those surveyed were extremely satisfied and 8% being satisfied with the service. 96.5 of those surveyed noted the representatives demonstrated good listening 96.5% of respondents felt that the representatives they spoke with were knowledgeable and adequately/accurately answered their questions/addressed their concerns.
An area of concern from this survey was the question, “Was your call on (date) the first time you called about this issue (Yes/No)? The response to this question dropped from 81% of respondents answering yes to 77.8%. This was likely due to a couple of issues:
A delayed or lack response to tickets submitted on behalf of students. A lack of updates provided to students while staff was waiting for a response to their tickets.
As a result, MCC Connect representatives have been reminded to “check in” with the student every few days until a resolution is provided. They will also be bringing tickets that have been awaiting a response for over three business days to the attention of management.
Issues resolved on this call stayed about the same at 87.9% vs 88% from last year. This shows that MCC Connect continues to resolve issues at about the same rate as before, but that the time between the initial report of the issue, and the resolution may have increased to the point that the student felt it was necessary to follow up before staff was able to resolve the issue.
The area with the largest difference in results from last year, is the question in the survey, “Thinking about the level of effort you had to personally put forth to accomplish your request how difficult was it to accomplish?” The scale used is from 5 to 1, 5 being easy and 1 very difficult. Per the results, the easy response went from 79% in 2017 to 75.5% in 2018, while somewhat easy stayed the same, neutral increased by 1.1%, somewhat difficult increased by 1.2%, and very difficult increased by .7%. This is likely due to students learning how to use the self-service systems when they can.
MCC Connect Customer Survey Results 98% 99% 98% 100% 97% 96% 97% 87% 88% 88% 90% 86% 86% 84% 81% 78% 78% 79% 80% 76% 71% 70%
60%
50%
40%
30%
20%
10%
0%
The data gathered was used to identify areas for improvement such as customer service basics, professional courtesy, listening and being empathetic. These areas directly affect callers and students. This should aid in improving overall delivery of service. Customer Service Training In May, staff in the Customer Service and Recruitment Department rolled out part 1 of 3 customer service training, The Basics of Providing Awesome Service. The training will conclude by June 30, 2018.
Part 1 – o Professional Courtesy o Offer Assistance and Follow-up o Be Attentive and Listen Effectively o Be Resourceful and Solve Problems Creatively o Be Empathetic and Present Options o What is Help?
Part 2 – o How to Use New Resources o You are Empowered Part 3 – o Dealing with Difficult Situations
During part two of this training, staff will be introduced to new tools, resources, and support.
The new system has an embedded tool called, “Additional Documents Required.” This form will list most of the documents students need to submit for admissions and financial aid, as well as a section where staff can add miscellaneous requirements. The idea is to give students something they can refer to with instructions on how to access or submit these documents.
It will greatly help to reduce the need for students to have to repeatedly call back to find out their “next step” as students tend to call when they are driving, don’t have a pen and paper, or are not near a computer. Further, this form can be sent to the student’s personal email of any student who has filled out an admission application over last few years. Customer Service & Recruitment – Front Office The front office staff on each campus in Student Services are part of the Customer Service & Recruitment team. Each southern location has one Office Manager, two Student Services Technicians (SST) and one Operation Specialist. This group is responsible for assisting students and the public. The assistance they provide includes helping with admissions, registration, testing, and advising.
The front office staff has strived to improve the service offered on campus. The team has worked closely with the Information Technology (IT) and Marketing Public Information Office (MPIO) to improve the look and flow of the admission and registration process. In the 2017-18 school year, the team met to discuss issues with the flow of student traffic waiting to be served. In an effort to the reduce wait times, the team proposed creating a self-service kiosk for advising services. The team compiled a series of questions that the student would need to answer in order to triage for an advising appointment.
In March 2018, the IT team completed the test kiosk and piloted the program on Neal Campus - Kingman. As the system was used, many enhancements were made making it a full-service triage kiosk for advising. Currently, the kiosk is in use at the Bullhead City, Lake Havasu City, and Kingman campuses and can be viewed at https://ss- kiosk.mohave.edu/.
The student-facing kiosk is visually attractive; however, the back-end functions are where the efficiencies are gained. The front office and the advising staff can see who has signed in and why. This gives the advisor time to look over the students account, prepare and documents needed. It also allows for time management knowing how many students are waiting to see an advisor.
In the fall of 2017-18, the President challenged the staff of MCC to reduce the need for paper and printing. As a result, the team took on the new student packet. Each new student that would walk into campus would be given a folder with several how-to documents and important information. The packets were approximately 13 pages long.
The front office team determined what information was needed, and what could be eliminated from the packet. The team worked closely with MPIO to create a half sheet flyer to replace the folder and other printed documents. The information compiled was added to the recruitment website as all the links can be accessed from that site: https://www.mohave.edu/admission-to- mcc/high-school-gear-up-and-mcc/#.
While reviewing processes that affect the flow of traffic the team identified a weak spot. The lack of written documentation in place for what is acceptable documentation for citizenship and residency often times left staff confused and unsure of how to help a student. Staff teamed up with the Enrollment Management team to design an Acceptable Documentations List.
The list allows SST’s to assist student needs without seeking confirmation from additional staff. Students receive accurate information in a timely manner and SSTs are reducing repeat student contact that previously occurred with the need for follow up or clarification.
The front office staff experiences thousands of visits a year. The top six reasons for visits and the number of visits are recorded on the next page for 2017. However, because it was a manual process, it limited the data gathering and analysis capabilities.
Front Office Traffic January 2017 – December 2017 (BHC, LHC, & NCK)
Top 6 Reasons for Visit BHC LHC NCK Percent of Traffic Advisor 2442 1327 1575 19.7% Financial Aid 1719 959 1168 14.2% Scanned Documents 1094 941 969 11.1% Testing Services 761 842 1129 10% Tech Assistance/IT 448 546 587 5.8% JICS Navigation 443 578 437 5.3% Total Visits in 2017 8293 10446 8294 27,033
The team worked directly with IT for a solution to the manual tracking. IT created a simple tool in the database that tracks student traffic. The tool allows the staff to select the reason or reasons the student is in the office. This makes the tracking data much cleaner and relates it back to the student. It also allows for tracking the traffic of non-students.
Additionally, the IT team made reporting the data an easy process. The report is run by date, and staff selects the timeframe they are looking for. Once the report is generated staff is able to see the name of students that visited, why they visited, and what time they were on campus. This data can be used for several things, most notably for scheduling staff and what resources are most needed. Below is a snapshot of the data collected with the new tool:
Due to the success of the traffic tracker, MCC Connect adopted the tool as a method for tracking why callers call into MCC Connect. The North Mohave Campus also started using this tracker for traffic in the spring of 2018. Enrollment Management Under the umbrella of Enrollment Management, the Registrar’s Office and Financial Aid Office continue to maximize their interconnectedness by collaborating for outcomes that are greater than what they could accomplish alone as well as developing and/or enhancing their partnership in these key areas (Hope, 2015):
Compliance reporting Routine audits Non-attendance and non-participation Academic progress Course schedule Course types Enrollment status Degree declarations Withdrawals Course Repeats Citizenship Transcripts Date (census, last date of attendance) Course Approvals Lengths of time in class Programs Consortium agreements Curriculum review Transfer pathway Curriculum Review
Enrollment Management coordinates the co-curricular review by Student Services when curriculum change submissions are received. Changes include program modifications, creations, and retirements. The following questions are considered during the review process:
What is the “culture of evidence” (data) to support the requested curriculum changes? Does this curriculum request prepare students with the skills and knowledge needed to succeed in the future? Does the purpose of this curriculum respond to the social and economic environment of the future?
In addition to pulling together the analyses of Student Success and Advising, Enrollment Management completes an analysis of the curriculum changes and provides one cohesive and holistic response to Instruction.
Over the course of the past year, curriculum reviews by Enrollment Management have included degrees and certificates in the following areas:
Welding Automotive HVAC Art Business Medical Assisting Nursing In the near future, Enrollment Management staff members will be trained on Economic Modeling (EMSI) software; EMSI is a labor market analytics firm. Access to this robust software will enhance the curriculum review process and promote conclusions that are data-driven rather than speculative. Degree Declarations This year, Enrollment Management acquired the sole responsibility of administrating degree declarations. Upon acquisition, Enrollment Management streamlined the degree declaration process, particularly with the Clearinghouse reporting and financial aid disbursement process, to ensure degree declarations and AIMS align for financial aid eligible credits. Through processing Degree Declaration forms at the start of the spring semester, the team recognized a need to revise the form. Revisions being made will ensure proper completion. Coupled with revising the form, Enrollment Management clarified the policy language for students and staff. The new language more clearly defines the parameters of the policy, particularly in regards to ongoing enrollment and competency-based education programs. The new policy language will be presented at the upcoming May Continuous Strategic Initiatives (CSI) meeting.
Currently, Mohave Community College’s program certification rate is 99.42% with the National Student Loan Data System (NSLDS) via the Clearinghouse reporting. The Clearinghouse reports program data to NSLDS primarily to measure student usage of the subsidized loan program. College-Wide Participation Enrollment Management celebrates their responsibility for participating in shared governance. The team has the opportunity for participation in planning and decision-making processes for the College with faculty and administration. The Enrollment Management team subscribes to the thought that “shared means that everyone has a role” and a chance to contribute via the “well- defined parts of the process”.
Enrollment Management staff participate in the following college-wide committees:
Campus Communication Committee (CCC) Commencement and Special Events Continuous Strategic Improvement (CSI) Facilities, Finance, and Audit Advisory (FFA) Module Managers Risk, Policy, and Procedures (RPP) President’s Council Red Flag Task Force
(n.d.). Retrieved from https://www.chronicle.com/article/Exactly-What-Is-Shared/47065 Last Date of Attendance (LDA) Both the Registrar’s and Financial Aid teams use the Last Date of Attendance, or LDAs, to maintain compliance with enrollment reporting requirements. The LDA is reported by the instructor when a student withdraws from a course. In the case that a student unofficially withdraws, or stops attending, the LDA is typically reported at the end of a semester with an F grade.
The Registrar’s team uses the LDA to report changes to a student’s enrollment status. For federal loan and Pell Grant recipients, enrollment reporting data is then sent to the National Student Loan Database System (NSLDS). Student loan servicers use this data to determine when a student enters their grace period and when they should enter repayment status. Successful repayment depends, in part, on successful enrollment reporting.
The Financial Aid team uses the LDA to determine the percentage of aid earned when a student withdraws from all of their classes. The calculation is referred to as an R2T4, or Return to Title IV. Current regulations allow students to receive 100% of their federal aid disbursements at the start of a term. However, they are not considered to have earned 100% until 60% of the semester has passed. Students who withdraw from all coursework prior to the 60% point of the semester will have a portion of their aid returned to the federal government and may owe a balance to MCC. Similarly, students who do not completely withdraw, but change their enrollment status, may also qualify for less funding than was originally disbursed.
Fall 2017-18 Spring 2017-18 60% Points November 2 March 25
The timing of when an LDA is reported to Enrollment is crucial for compliance with reporting and directly impacts whether a student experiences the correct timeline for their loans’ grace period and repayment begin date. Borrowers are entitled to a six-month grace period that begins when they drop below half-time enrollment. When a student’s LDA occurs in Week 2 or 3 of the semester but is not reported until an F grade is submitted after the end of the semester, there are consequences for the student’s ability to enter repayment successfully.
A student whose enrollment drops below half-time with an LDA in early September should begin repayment in March. If the F grade is not reported until December, the Registrar’s team is unable to report the drop-in enrollment until December or January. Similarly, the Financial Aid team cannot notify the student about the Exit Counseling requirement until December. The enrollment reporting takes approximately 30 days to reach the loan servicer, which may not be until February. In these cases, borrowers do not have an opportunity to enter repayment successfully and risk becoming delinquent in their first month or two of repayment. Borrowers who miss their first payment are more likely to default than borrowers who do not.
WITHDRAWAL PERIOD BEGINS LAST DAY FALL LOAN REPAYMENT STUDENT'S LDA - CLASSES BEGINS NOT REPORTED AT THIS TIME AID ADJUSTED - LOAN DEFAULTS FIRST DAY FALL BALANCE DUE TO CLASSES MCC
28 Aug 28 Sep 28 Oct 28 Nov 28 Dec 28 Jan 28 Feb 31 Mar 30 Apr 31 May 30 Jun 31 Jul
NON- GRADES DUE - LDA MCC ACCOUNT PARTICIPATION REPORTED REFERRED TO GRADESFTSE DUE WINDOW COLLECTION CLOSES EXIT COUNSELING NOTICE SENT
LDAs Reported - Fall 80
60
40
20
0 FA12 FA13 FA14 FA15 FA16 FA17
Prior to Start Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 After End No Date Provided
LDAs Reported - Spring 120 100 80 60 40 20 0 SP12 SP13 SP14 SP15 SP16 SP17*
Prior to Start Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Spring Break Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 After End No Date Provided
*SP17 data presented as of 5/1/18
LDAs for the spring of 2017 are expected to increase both as the final weeks of the semester come to a close and as F grades are received in May after classes have ended.
In the upcoming academic year, Enrollment Management would like to explore ways for both the Registrar’s and Financial Aid teams to receive LDA’s in a timelier manner. Such a project is likely to include updating policy to allow for an administrative withdrawal after a specified number of missed classes. Determining the best way to identify a student’s LDA, and what processes to implement, will require the input of several groups across the College. Achieving this goal will lead to positive improvements in enrollment reporting accuracy, Exit Counseling completion rates, and loan repayment rates. Professional Development Regular Enrollment Management team meetings include time for professional development. The team reads an article for discussion in the meeting. Typically, articles are pulled from current events at the national or state level and may or may not relate to MCC directly. Articles generally focus on professional development in the areas of leadership and teamwork.
Some articles that the team has read include:
Haas, M., & Mortensen, M. (2016, June). The Secrets of Great Teamwork. Harvard Business Review, pp. 70-76. Hill, L., & Lineback, K. (2012, April 3). Good Managers Lead Through a Team. Harvard Business Review. Retrieved from https://hbr.org/2012/04/good-managers-lead-through-a-t Mortensen, M., & K., G. H. (2017, September-October). The Overcommitted Organization. Harvard Business Review, pp. 58-65. Winsborough, D., & Chamorro-Premuzic, T. (2017, January 25). Great Teams are About Personalities, Not Just Skills. Harvard Business Review. Retrieved from https://hbr.org/2017/01/great-teams-are-about-personalities-not-just-skills
The Enrollment Management team reports finding the articles valuable. Feedback has included that the content of the articles is relatable and provides employees with a new or different perspective. The team recognizes that the articles validate some of their own beliefs, namely that communication to and within the team is critical. Others have commented that some articles have provided ideas for leading group work that would not have been thought of otherwise.
As a greater focus is placed on leadership and teamwork within the Enrollment Management team, the MCC Library has been an invaluable resource for material. The College’s subscription to EBSCO (which provides research databases, e-journals, magazine subscriptions, e-books and a discovery service) is greatly appreciated. Power of One Projects Student Services has wholeheartedly embraced the concept of the Power of One. Across the division, small teams are working on various team projects whose ultimate goals are to increase completion rates one person at a time. Projects involve both small and large efforts that will effect noticeable change for students. Members of Enrollment Management are on three different teams. Their projects include:
Academic Appeal MCC Mentors 24/7 Student Support ACADEMIC APPEAL The original idea for this project sought to change the stigma surrounding academic probation by providing a greater support net to students. Previously, students were alerted to the fact that they were put on probation and led through completing an Academic Success Plan form. Often, students did not completely understand the meaning of academic probation, the purpose of the academic success plan, the resources available to them, or felt alone without help to improve their academic performance.
The project has evolved to include aspects of the original, as well as an updated policy proposal for students to return from academic dismissal without sitting out the required semester. The new policy proposes updating the appeal process for a student to complete after dismissal. It creates a committee similar to the Satisfactory Academic Progress committee to review a student’s appeal. If approved by the committee, a student is able to return to MCC without sitting out a semester. For students who do return, the task force will then step in with formal check-ins to help the student connect with resources and understand how to return to good academic standing.
Having shifted its focus from students on probation to students returning from dismissal, it is unclear when other aspects of the original idea may be implemented. In its original form, the project included producing a video that explains academic probation and how students return to good academic standing. Probation notifications include the link to the video. When the student meets with an Advisor, they will discuss the video, complete a Student Success Agreement, calculate the student’s grade point deficiency (GPD), and schedule a mid-semester check-in appointment. By calculating GPD, the student will better understand the grades they need to return to good academic standing and have a realistic timeframe for doing so.
This proposal supports MCC’s overarching goal of driving educational attainment and student success. MCC MENTORS The original idea behind MCC Mentors was to help retain students on academic probation and better connect them to the College and additional resources. A pilot program is being designed for implementation in fall 2018. Based on research conducted by the group, the target group will change while the premise remains the same; to improve retention and completion through the connection.
The pilot will provide mentors for a limited number of students. The mentors will receive training about mentoring and resources available to MCC students. Both the students and the mentors will agree to a defined number of meetings over the course of a semester with the understanding that additional meetings and points of contact are optional. Meetings will be used to get to know the students and their needs and to connect them to campus and community resources as needed.
MCC Mentors supports the College’s strategic plan by:
Strengthening student support services to facilitate student completion Cultivating a campus environment that encourages student success and engagement Institutionalizing a philosophy of student success Providing teaching and learning environments that foster excellence and encourage inquiry/creativity
Additionally, this project begins to address concerns raised by the SENSE results indicating that students are not feeling connected to MCC. By helping improve that connection through individualized time and attention, MCC Mentors can increase retention and completion rates. 24/7 STUDENT SUPPORT This project seeks to actively promote existing but underutilized resources. MCC contracts with Deer Oaks to provide 24/7 support to students. Services provided by Deer Oaks include:
Online Counseling Center Work-life resources and referrals Live Chat 800 Number to speak with a counselor Appointments with counselors Free online resources for self-help
The team working on this project recognized that the services provided by Deer Oaks are not actively promoted throughout a student’s time at MCC. For students to use these services, they must know about them. Using these services can then help students work through life situations that would otherwise cause them to withdraw.
The proposal to actively promote these services includes social media campaigns and the use of “table tents” around the campuses where students will see them. Additionally, the team is working with IT to add links to pages on the MCC website, as well as in JICS and Schoology that are more noticeable than the current links.
The 24/7 Student Support project supports the Strategic Plan Goal of driving educational attainment and student success through:
Cultivating a campus environment that encourages student success and engagement Strengthening student support services to facilitate student completion Training and Teambuilding All of Student Services participates in Training and Teambuilding monthly throughout the academic year. The training typically consists of a three-hour Zoom session once per month with two six-hour sessions located in Kingman. During the spring semester, the Enrollment Management team suggested that the organization and planning of each month’s event be rotated through the teams within Student Services. This provides shared responsibility for the team’s learning as well as experience in planning an event.
The Enrollment Management team took responsibility for the March Training and Teambuilding day located at the Kingman campus. Both the Registrar and the Financial Aid teams presented information related to their work and topics of interest to Student Services. A teambuilding activity was conducted that demonstrated the need for teams to communicate and unite around a common goal. Training activities included both presentations of information and learning activities that were led at each table by a member of Enrollment Management.
Image from Degree Dec 101 presented by the Registrar’s team at Training and Teambuilding
Image used for VA FAQs presented by Veterans Services at Training and Teambuilding MCC Cares Hours Enrollment Management took advantage of the opportunity to use MCC Cares hours to donate time to the Kingman Area Food Bank. In the past year, several members of the team were able to donate a total of 40.25 hours during work hours with additional hours outside of the workday not tracked through MCC Cares. Shared Management To promote the blending of the Registrar and Financial Aid teams, the Directors of the two teams actively work to achieve equity in how both teams are managed. As part of these efforts, both teams track their Time on Task weekly, attend bi-weekly meetings together, and take a shared approach to professional development. Through these efforts, the teams are able to move together with a shared intention and maintain a data-driven culture. Working together in this way, each team has been able to learn from the other, gain a greater view of the College’s ‘big picture’, and better anticipate issues that may arise from making adjustments to processes.
This blending better allows the teams to troubleshoot and solve problems together. For example, when issues with enrollment reporting have been identified, by working together, the teams were able to determine a fix that approached the issue through both NSLDS and the Clearinghouse. This type of multi-dimensional problem-solving is not possible without the perspectives and electronic access to systems of both teams within Enrollment Management. Financial Aid The Financial Aid Office works primarily to support students in achieving their life and career goals by increasing their access to education. The financial aid team accomplishes this by lowering the cost of education through scholarships, grants, and low-interest loans.
Financial Aid regulations, procedures, and policies interact with other regulations, procedures, and policies across the College. Members of the Financial Aid team are active members of the MCC Community. They participate in various MCC events and serve on a number of cross- divisional committees. Some of the cross-divisional work they do includes serving on the Continuous Strategic Improvement (CSI) Committee, the Finance Facilities and Audit (FFA) Committee, the Communications Committee and participating in reviews of curricular and catalog changes. Office Organization During the 2017-18 year, the team fully transitioned from a process focus to a more holistic student-centered approach to their work. In doing so, the team’s approach to their daily tasks has changed from each member completing isolated tasks, to each team member considering the full effect of their work on the next steps of the financial aid process. For instance, in the past, each member of the team completed only discrete pieces of the larger review that resulted in a student receiving a financial aid award.
Today, each person on the team completes the full complex process referred to as a file review. This approach provides each member of the team a larger view of the overall landscape, improving their ability to assist students and other members of the Student Services team. It also ensures that all applications are reviewed before an award is made, which identifies potential application errors earlier in the student’s awarding cycle. The previous process allowed a fairly large portion of applications to be awarded without a full review by a single team member.
To accomplish this transition, the team participated in extensive training sessions that began in the prior year. They continue to allow time for staff meetings and/or weekly training. Training sessions occurring now tend more towards review, learning about new regulations, and discussions about potential process improvements. In addition to the training, the team has reorganized how they think about both their individual and shared work. In the current model of task assignment, using simple terms, each team member is responsible for both shared and individual tasks. Perhaps not made clear in the illustration is how any task can be elevated to the Manager or Director as needed.
SUPPORTING STUDENTS Shared Tasks Shared Tasks Caseload Tasks Caseload Tasks Individual Individual Individual Individual Individual Individual Tasks Tasks Tasks Tasks Tasks Tasks Director FA Manager FA Specialist FA FA Specialist FA Technician Technician
Although the table above is overly simplified, it illustrates how the team and their tasks build up to and fit the main goal of supporting students. In reality, the team blends their tasks and responsibilities more fluidly to allow for backup training, support, and cross training with the Registrar’s team. For example, the FA Manager is trained to complete some tasks of the FA Specialists to allow for coverage when the FA Specialist is away from the office. Similarly, the FA Technicians are trained in some of the Registrar’s team processing to provide assistance during critical high-volume times.
As compared to 2016-17, the financial aid team has one fewer member. One FA Specialist position was transitioned to a position supporting both the Financial Aid Office and the Registrar’s Office. While the two teams continue to cross-train and blend where possible, this particular position was eliminated.
To assist students with financing their education, the Financial Aid Office; receives and reviews applications for aid, determines eligibility for various forms of aid, processes financial aid from a variety of sources, provides financial literacy resources, connects borrowers with loan repayment resources, and supports Student Services in providing a high quality service and experience to current, future and former students. To accomplish this, the financial aid team engages in the following activities:
Assist students with complicated and escalated issues pertaining to their application and eligibility for aid from federal, state, and institutional sources Partner with colleagues in Student Services to provide high-quality service to students and other community members Provide timely, accurate, and relevant information to students and community members via the financial aid website, JICS, NetPartner, Schoology, direct emails, and direct phone calls Maintain compliance with federal and state regulations, as well as with Memorandums of Understanding entered into by the College Adhere to College policies and procedures and serve on cross-divisional committees Participate in and deliver on-going training, both at the College as well as through professional and business organizations Consistently review internal processes and procedures, making adjustments when necessary to better serve students Program Participation Agreement and Eligibility Documents Financial Aid is responsible for maintaining electronic participation and eligibility documentation with the Department of Education. During the 2017-18 year, required updates have included both minor and major changes to these documents. Minor changes included title changes as the titles of the College’s Administration team were changed. Major changes include the addition of new certificate programs and changing board members or updating third-party service providers. Truck Driver Training was approved as a Title IV eligible program on 8/28/17. The new Welding certificates were added on 4/3/18 and are currently awaiting approval.
MCC’s Program Participation Agreement is set to expire in March 2019. The Financial Aid team anticipates beginning the re-application process early in the 2018 fiscal year. The deadline to reapply is in December 2018. Disbursements For the 2017-18 year, the Financial Aid Office disbursed over $10,000,000 as of 4/23/18. This figure will increase through the remaining spring and summer semesters. 2017-18 marks the return of Year-Round Pell. Under certain conditions, students will be able to receive additional Pell Grant for the summer term. In response, disbursement totals are expected to further increase for 2017- 18.
2017-18 Financial Aid Disbursed as of 4/23/18 Average Fund Disbursed # Students Award Federal Pell Grant $5,920,457 1,967 $3,010 Federal SEOG (Grant) $119,250 273 $437 LEAP Grant $27,250 61 $447 Federal Work-Study $66,570 28 $2,378 Federal Direct Subsidized Loan $1,743,472 519 $3,359 Federal Direct Unsubsidized Loan $1,491,477 377 $3,956 BoG Scholarships $300,200 236 $1,272 Foundation Scholarships $382,841 289 $1,325 TOTALS $10,051,517
Year-Round Pell allows students to receive up to 150% of their scheduled award for the fall and spring terms. In other words, if a student would normally receive an award for $4000 for the fall and spring, the addition of summer enrollment would result in an award of up to $6000 for three semesters, or 150% of the scheduled $4000 award. Year-Round Pell is expected to help students complete their degrees quicker and with less debt. Financial Aid Spending by Year $16,000,000
$14,000,000 Foundation Scholarships
BoG Scholarships $12,000,000
Federal Direct Unsubsidized $10,000,000 Loan Federal Direct Subsidized $8,000,000 Loan Federal Work-Study $6,000,000 LEAP Grant
$4,000,000 Federal SEOG (Grant)
$2,000,000 Federal Pell Grant
$0 2014-15 2015-16 2016-17 2017-18*
In looking at disbursements year over year, a trend of decreased spending is observed. This is attributed primarily to the decrease in enrollment over time. Pell Grants are a possible *2017-18 data presented as of 4/23/18 exception. The expectation is that Year-Round Pell will provide a greater incentive for students to enroll in summer courses and therefore increase spending further beyond the levels of 2016- 17. Processing Before disbursements can be made, the financial aid team must first receive and process aid applications. MCC receives thousands of FAFSA’s every year for students who do not attend. This is a normal occurrence as students nationwide send their FAFSA’s to multiple schools before making their final enrollment decisions.
Just as the team receives FAFSA’s for students who do not attend, they also complete multiple reviews of the applications of students who do attend. The team reviews a FAFSA when a student first submits it, then reviews it again each time a student submits a document or requests a new review for an appeal. In other words:
# FAFSA’s Received > # Students Enrolled AND # File Reviews Completed > # of Students Receiving Aid
The Financial Aid Team has paid considerable attention to the number of file reviews they complete. The team began tracking during the week ending 10/13/17 and are currently tracking reviews for both the 2017-18 and 2018-19 years. Since they began tracking, the team has completed 6363 file reviews. This tracking will continue, not only to determine file review counts for academic years but also to help better predict spikes in file reading activity.
Total File Reviews by Week 600 400 200 0
2017-18 2018-19
The team also spends some of their file reading time each week determining how quickly they are able to complete a single file review.
2017-18 Average Timed File Reviews 15.00
10.00
5.00
0.00
8/4/17
8/11/17 7/21/17 7/28/17 8/18/17 8/25/17
9/1/2017 9/8/2017 1/5/2018 2/2/2018 2/9/2018 3/2/2018 3/9/2018 4/6/2018
4/13/2018 9/15/2017 9/23/2027 9/29/2017 10/6/2017 11/3/2017 12/1/2017 12/8/2017 1/26/2018 2/16/2018 2/23/2018 3/16/2018 3/30/2018 4/20/2018
10/27/2017 10/13/2017 10/20/2017 11/10/2017 11/17/2017 11/24/2017 12/15/2017 12/22/2017 12/29/2017
Average Overall Average
Overall, the team is averaging between five and six minutes per file review. While peaks and valleys in times are expected, the team tends to be fairly consistent over time. The team also completed timed reviews for 2018-19. Those times are similar, between five and six minutes.
As the team moved to completing file reviews, timing their work became important to make sure that they were able to complete their work in a timely fashion and that students would not experience unnecessary delays in receiving their awards. There was some uncertainty as to what the average times should look like in the beginning, mainly because of the multiple systems that the team works with. The Financial Aid team works primarily in PowerFAIDS, but must also review records in EX, Regent, and Nolij to complete their work. Ideally, completing holistic file reviews will frontload the file work and allow the team to spend more time on other projects, appeals, and student inquiries during the academic year. As part of their file reviews, the team completes Verification for selected applications. Verification is a quality control process in which the FAFSA processor selects applications for verification based on their predetermined algorithms. These algorithms are sometimes adjusted during the year to ensure that, nationwide, at least 33% of all applicants are verified. At MCC, approximately 43% of all FAFSA’s received are selected for verification. Of those selected, approximately 46% have verification completed. Performing verification involves checking the information presented on the FAFSA against other submitted documentation for accuracy and consistency. After applications are reviewed, the team can award and disburse funds to students.
Verifications 7000
6000
5000
4000
3000
2000
1000
0 2014-15 2015-16 2016-17 2017-18*
FAFSAs Received Verification Selected Verification Performed
*2017-18 data presented as of 4/23/18 As shown, a relatively small percentage of all FAFSA’s received are selected for verification. Of those selected, not all are verified. This may be due to students not enrolling, or not submitting the documents necessary to perform verification. Students whose applications are selected for verification generally cannot receive a disbursement until verification is complete. Student Records 7000
6000
5000
4000
3000
2000
1000
0 2014-15 2015-16 2016-17 2017-18*
FAFSA's Received Packaged Disbursed
*2017-18 data presented as of 4/23/18
Counts of student records show similar trends to Verifications. Not all student records, or FAFSA’s, will be packed with a financial aid award. Of those awarded, not all will receive an award. Again, this is primarily due to students not enrolling or not submitting required documentation. It is not unusual for students to submit a FAFSA and then not attend. Default Management The 2015 draft Cohort Default Rate (CDR) was released on 2/26/18. As expected, MCC’s draft rate of 17.7% was higher than ECMC’s prediction of 17.07%. The treatment of consolidation loans in ECMC’s estimate accounts, in part, for this difference. Potential challenges were identified prior to the end of the cohort monitoring period and were addressed directly with the loan servicers. After reviewing the cohort, the financial aid team found that there were no additional challenges to enter for the FY15 cohort. Historical Cohort Default Rates 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% 2009 2010 2011 2012 2013 2014 2015*
Draft Official
*The Official 2015 Rate will be released in fall 2018.
Cohort Sizes 1200 1123 1110 1060 998 1000 853 856 787 800
600 368 400 313 304 253 180 200 150 140
0 2009 2010 2011 2012 2013 2014 2015*
Official Denominator Official Numerator
*2015 data represents the draft rate and is subject to change with the release of the official rate
Once consolidated, the original underlying loans are reported as ‘paid through consolidation’ to ECMC. The consolidation loan, having a new repayment date, no longer appears to be a part of the cohort and is not tracked by ECMC. Because the underlying loans defaulted before consolidation and are now paid in full, they cannot be considered rehabilitated, even if the borrower does not default on the consolidation loan. This has a negative impact on MCC’s ability to lower the default rate. When a borrower rehabilitates the loan after defaulting but before the end of the monitoring period, they are removed from the numerator. Rehabilitation is a process that is complete after nine consecutive on-time payments are made. For the rehabilitation to have a positive impact on MCC’s default rate, the nine payments must occur prior to September 30th of the last year of the monitoring period. Six defaulted borrowers in the 2015 cohort arranged a rehabilitation plan and began making payments. Of those, three completed the ninth payment in October and two in November. The remaining two borrowers did not successfully complete the rehabilitation.
MCC’s Cohort Default Rate (CDR) remained relatively steady in comparison to the 2013 and 2014 cohorts. Default prevention specialists predicted that schools nationwide would see an increase in their default rate in the 2015 cohort. Projections for on-time repayment statuses were as low as 33%, with another 33% not repaying and the final 33% unable to make consistent payments due to personal economic circumstances. National and state rates will be released in the fall, but MCC’s draft rate demonstrates that these predictions were not true for MCC.
Solutions at ECMC, MCC’s default prevention servicer, further tied this prediction to several environmental factors. They based their report, in part, on information reported by other schools they work with and trends recognized by industry partners. ECMC’s report included the following main trends expected to contribute to a rise in default rates nationwide:
Increases in servicer loan volume The Sallie Mae split – borrowers have reported poor communication and confusion relating to the shift to Navient Increased awareness regarding income-driven repayment plans reduces the urgency to repay Increased awareness of Defense to Repayment reduces a sense of obligation Analysis of 2015 Cohort The 2015 Cohort consisted of 140 borrowers who defaulted on their loans. This is the smallest cohort of borrowers in MCC’s recent history. Hurdles put in place to limit who is borrowing are working. However, with fewer borrowers each year, each borrower has a larger impact on the default rate.
Over 40 majors are represented among the defaulted borrowers, who ranged in age from 16 to 57 when they were last enrolled at MCC. Roughly 67% declared multiple programs while at MCC. 65.71% of defaulted borrowers were in good academic standing after their last term at MCC.
All Defaulted Borrowers Average GPA 2.21 Female 58.6% Graduated 10.7% Male 40.7% Average Age 34 Single 63.6% Average # Credits Attempted 51 Married 21.4% Average # Credits Earned 35 Divorced 12.9% Average # Majors 2 Unmarried 1.4% Average # Terms 6 Average Household Size 2.1 TRM Course(s) 57.1% Average Age 29 TRE Course(s) 28.6% Dependent (under 24) 25.0% TRM & TRE Courses 22.1% Independent (24 or older) 74.3% Completed Exit Counseling 4.3% Under 24 with Dependents 9.3%
Non-Graduated Borrowers Average GPA 2.09 Female 56.5% Non-Graduated 124 Male 38.7% Average Age 34 Single 63.7% Average # Credits Attempted 47 Married 21.8% Average # Credits Earned 31 Divorced 12.9% Average # Majors 2 Unmarried 1.6% Average # Terms 6 Average Household Size 2.1 TRM Course(s) 57.3% Average Age 33 TRE Course(s) 26.6% Dependent (under 24) 26.6% TRM & TRE Courses 21.0% Independent (24 or older) 73.4% Completed Exit Counseling 4.3% Under 24 with Dependents 9.7%
Non-Graduated Borrowers BHC 50 Average GPA BHC 2.16 DE 27 Average GPA DE 2.52 LHC 43 Average GPA LHC 2.35 NCK 2 Average GPA NCK 1.87 NMC 2 Average GPA NMC 1.14 GPA 3.0 or higher 26 Average Age, 3.0 or higher 38 GPA less than 2.0 43 Average Age, <2.0 30 GPA less than 1.0 18 Average Age, <1.0 29
Non-Graduated Borrowers in TRM/TRE Courses TRM Course(s) 71 TRE Course(s) 33 Average GPA 2.2 Average GPA 1.75 Average # Terms 6 Average # Terms 5 Average # Credits Attempted 50.3 Average # Credits Attempted 36.7 Average # Credits Earned 32.5 Average # Credits Earned 21.8 AD/AP 19 AD/AP 14
Non-Graduated Borrowers in AD/AP Status Total 40 Average Age 30 Average GPA 1.03 Household >1 15 0 GPA 10 Female 22 TRM Course(s) 13 Male 18 TRE Course(s) 14 Completed Exit Counseling 4
Non-completion and enrollment in TRM/TRE courses remain the greatest indicators of risk for default. Failure to complete Exit Counseling can be added to those risk factors as 96% of defaulted borrowers failed to complete it. Continued Default Prevention Efforts Default prevention efforts provided by both MCC and ECMC currently focus on avoiding default. Borrowers will often choose to enter forbearance to obtain a $0 payment over exploring income-driven repayment plans. Successful use of both options weighs equally in the calculation of the default rate.
The financial aid team monitors borrowers in repayment and reaches out by phone and email to counsel those whose payments are delinquent. The team has added postcard and “tube mailers” to these efforts. Typically, tube mailers are sent to students who are in the late stages of delinquency. These tubes are eye-catching and include an MCC pen along with a letter about ECMC’s services and a chart of repayment options. Response to these mailers is greater than expected with an overall average cure rate of 33%.
Cure Rates of Tube Mailers 60 40% 35% 50 30% 40 25% 30 20% 15% 20 10% 10 5% 0 0% June September December January* April*
Tubes Mailed Cures Rate
*January and April data presented as of 4/23/18
The peak in activity for January is representative of the mailers being sent to borrowers in the mid-stages of delinquency rather than late stages. As the April mailing is tracked, the rate is expected to be more in line with other mailings to borrowers in the late stages of delinquency.
Mid-Stage Delinquency 150 – 269 Days Delinquent Late Stage Delinquency 270 – 340 Days Delinquent
Weekly check-in calls with the Educational Credit Management Company (ECMC) confirm that MCC’s performance is, in general, greater than that of other similar schools. MCC is fortunate to have team members in-house who can supplement the efforts that ECMC makes in contacting delinquent borrowers. Future Default Prevention Efforts Recognizing that the default rate is plateauing, the financial aid team has begun to look for ways to continue the momentum of lowering the rate. One suggestion gaining traction is to require Exit Counseling before students complete the withdrawal process.
Other ideas likely to be employed in the upcoming year include greater advertising of ECMC and repayment options through flyers on campus and social media campaigns.
Average Borrowing $4,500.00 $4,000.00 $3,500.00 $3,000.00 $2,500.00 $2,000.00 $1,500.00 $1,000.00 $500.00 $0.00 Average Subsidized Loan Average Unsubsidized Loan
2014-15 2015-16 2016-17 2017-18*
*2017-18 data presented as of 4/23/18 As shown, average borrowing for both the subsidized and unsubsidized programs has begun to increase. Recognizing that part of MCC’s successful Default Management Plan was to decrease individual borrowing, the financial aid team is also exploring ways to control borrowing.
The financial aid team has already taken steps to update the services provided by ECMC Solutions. They are currently working with the Chief Financial Officer to negotiate an updated contract that includes Borrower Debt Review Letters. Debt Review Letters are provided, at a minimum, yearly to borrowers when new loans are originated and include information such as cumulative debt and estimated monthly payment amounts.
Repayment Rates Reauthorization of the Higher Education Act (HEA) of 1965 is expected to replace the measurement of Default Rate with Repayment Rate. The PROSPER Act is the current legislation before Congress to reauthorize HEA. There are currently several definitions of repayment rate. The current definition in use today measures borrowers who reduced their loan principal by at least $1 over a given time period.
Repayment Rates, by this definition, are released approximately quarterly with updates to the College Scorecard datasets. The most recent overall Repayment Rates, from March 2018, for MCC are below.
1 Year 3 Year 5 Year 7 Year 30.63% 34.78% 30.61% 36.19% This data is available for download at https://collegescorecard.ed.gov/data/
As defined in the PROSPER Act, the repayment rate will measure borrowers in repayment who are no more than 90 days past due. The PROSPER Act sets a threshold of a 45% rate. Schools with repayment rates below 45% may experience sanctions or loss of eligibility. Once the legislation is enacted, repayment rates may be assessed at the program level. ECMC has the ability to measure repayment rate by this definition. MCC’s repayment rate is currently 59.34% at the school level. Financial Aid is working to provide some additional data to ECMC for a calculation of the repayment rates of individual programs. This will become a baseline measure to prepare for the transition from default rate measures.
The Financial Aid team will develop training for Student Services that focus on loan repayment options and the Debt Review Letter. This will prepare, primarily, for the first mailing of Debt Review Letters in Fall 2018, and lay the foundation for any additional counseling that is implemented. Emergency Grants MCC offers Emergency Grants to students with short-term needs that, without help, would cause them to drop out of college. Emergency Grants are offered to help students cover documented expenses related to illness, homelessness, food needs, and other emergency situations. To be eligible, students must be admitted, in good academic standing, have a record of good conduct, and have a ‘current’ status with their tuition bill. Applications are reviewed by a committee consisting of:
Director of Financial Aid Financial Aid Manager Director of Enrollment Management Veterans Services Coordinator Assoc. Dean, Student Success & Retention Director of Accounts Receivable
2017-18 Summary of Emergency Grant Requests Date Received Amount Granted Date Received Amount Granted 8/1/2017 $500 12/1/2017 $500 9/1/2017 $0 12/1/2017 $500 9/1/2017 $400 1/1/2018 $500 10/1/2017 $375 2/1/2018 $500 10/1/2017 $0 2/1/2018 $500 11/1/2017 $500 2/6/2018 $500 11/1/2017 $245 2/23/2018 $500 11/1/2017 $500 4/17/2018 $250
College Work Study The Financial Aid team, working with Human Resources and the Chief Student Services Officer, implemented several changes to the administration of the Work Study program during this past year. Communications to and from supervisors of student employees are now routed through one member of the Financial Aid team. In the past, there was confusion about who was the appropriate contact for a particular issue. Routing communication through one person eases confusion and ensures that all offices involved have the information they need to resolve any issues.
In addition to changing the communication structure, the College Work Study website was redesigned, the Supervisor Guide was updated and reorganized, training for supervisors was provided in the form of a 10-minute video, and the performance assessment process was redesigned. Last, supervisors are now encouraged to request positions for a full year during the proceeding spring. In the past, positions were requested one semester at a time.
https://www.mohave.edu/paying-for-college/financial-aid/work-study-employment-opportunities/
The new website provides students and supervisors with the resources they need to apply for a job, to hire a student, and to manage that student. When unfilled jobs are available, there is a button to link to the listings. Supervisors can find their guide, training, and performance assessment forms in the sidebar titled Supervisor Resources.
The new process to assess student job performance in a work-study position is focused on developing the job skills that employers seek in new hires. Adapted from ACT’s WorkKeys, eight skills have been identified for measurement in performance assessments.
Identified Skills for Performance Assessments Workplace Observation Teamwork Listening for Understanding Business Writing Observation Locating Information Reading for Information Applied Mathematics
Assessments are completed at the start and end of each semester by both the supervisor and the student. In general, modest improvement in performance has been observed across the three assessment points for 2017-18. The final assessment for the year will occur in late April/early May. Supervisor Assessments 4.00 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00
October December January
Student Assessments 4.00 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00
October December January
Overall, students assess their performance slightly higher than their supervisors do. However, supervisors observed greater performance improvement than students. The performance was scored on a scale of 0 to 4, with 0 being N/A, for each skill.
Overall
Supervisor ation Average
Workplace Workplace Observ for Listening Understanding Observation for Reading Information Teamwork Business Writing Locating Information Applied Mathematics October 3.00 3.00 2.90 3.00 3.21 3.29 3.00 2.29 2.96 December 3.19 3.38 3.25 3.36 3.18 3.18 3.18 2.67 3.18 January 3.21 3.26 3.22 3.23 3.25 3.10 3.11 3.50 3.34
Overall Student Average
Workplace Workplace Observation for Listening Understanding Observation for Reading Information Teamwork Writing Business Locating Information Applied Mathematics October 3.19 3.24 3.10 3.19 3.33 3.33 3.00 2.54 3.17 December 3.33 3.52 3.15 3.37 3.33 3.41 3.21 2.79 3.29 January 3.44 3.44 3.28 3.44 3.29 3.25 3.06 3.00 3.29
Website Updates In addition to the Work Study web page being updated, the pages for Scholarships have also been updated. In the new suite of pages, different types of funds have their own dedicated page, as well as a page dedicated to writing Thank You Letters. Previously, most of the information about scholarships was housed in a pdf that resided on a general scholarship page. The same pdf also contained the listing of MCC Foundation Scholarships available for the year.
With the help of the Executive Director of the MCC Foundation, the Scholarship Brochure was transformed into a publication that is co-branded for the College and the MCC Foundation includes an introduction from the Executive Director and is easier for students to read.
Among other new pages, the Financial Aid suite of pages now includes resources for students to find Outside Scholarships. This page lists a number of databases where students can conduct their own searches as well as several highlighted awards for which they may qualify. Regular social media posts play a significant part in driving traffic to the website. The Financial Aid team will track whether the increased awareness translates into students receiving additional funds in the 2018-19 year. As of 4/25/18, 82 MCC students have received $117,241 from outside scholarships for the 2017-18 year.
Outside Scholarships - Unique Views 0:04:19 200 0:03:36 0:02:53 0:02:10 100 0:01:26 0:00:43
0 0:00:00
9/9/17 1/4/18 2/1/18 2/8/18 3/1/18 3/8/18 4/5/18
1/18/18 3/29/18 9/21/17 9/28/17 10/5/17 11/2/17 11/9/17 1/11/18 1/25/18 2/15/18 2/22/18 3/15/18 3/22/18 4/12/18 4/19/18
10/12/17 10/19/17 10/26/17 11/16/17 11/23/17 11/30/17 12/14/17 12/21/17 12/28/17
Unique Views Average Viewing Time
Last, a new page was created to link to all required Consumer Information disclosures. This page helps MCC to better track whether MCC is in compliance with the various regulations pertaining to consumer information and provides a guide for those outside of MCC to easily find the information. The Financial Aid team oversees this page because many consumer information requirements are written into legislation that also affects financial aid eligibility for the institution. Competency Based Education (CBE) Programs Over the course of the past year, the Financial Aid team has been working with the Registrar’s team, Instruction, Accounts Receivable, and IT to determine how to best administer programs delivered in the CBE modality. Because these programs were running on six-month subscription periods instead of semesters, many offices faced challenges in making sure that students have as smooth an experience as possible while still maintaining compliance with regulations and policies. Moving into 2018-19, the CBE programs will run on the traditional semester-based calendar, eliminating most of the challenges.
One challenge was how to monitor students’ educational activity. Federal regulations require that Educational Activity is monitored for CBE programs. IT developed a weekly report that instructors complete through Tools to capture this information. An example of the report for Auto Collision Repair Technology is below. To complete the report, instructors place a check in the box to indicate a type of educational activity that occurred in the prior week. Once completed, the instructor submits the report and Financial Aid downloads it to document compliance.
The Financial Aid team is currently working with IT to determine how this report can similarly accommodate reporting needs for new programs converting to the CBE modality. Currently, the report uses a student’s major code to route the report to a particular instructor. In the programs that will move to the CBE modality in 2018-19, students are likely to have more than one instructor each semester.
To provide guidance to instructors, the Financial Aid team developed a short procedure guide. Instructors of CBE programs have provided positive feedback about the ease of use of the report and the clarity of the process. As new instructors begin to use the report, the Financial Aid team will provide training and be available for any questions the instructors may have.
Financial Literacy MCC makes the iGrad platform available to the community. iGrad is a financial literacy tool that allows learners to complete learning modules, read articles, and watch videos about topics that interest them. Students may be most interested in information related to student loans, but a College employee may want to learn about a home mortgage. iGrad has information for both.
Since its introduction, 833 people have registered to use the tool. The Financial Aid team estimates that the community has spent 422 hours using iGrad since 7/1/2017. This is based on the number of recorded sessions and the average duration of those sessions. To help keep students engaged, and to increase registrations, the Financial Aid team sends out regular email campaigns with different topics of interest. Topics may include how to create a budget, how to start saving money, or how student loans affect credit scores.
iGrad dashboard, 7/1/17 – 4/27/18
On March 29, MCC’s iGrad representative attended the ConCom event in Bullhead City who represents both iGrad and ECMC, and was able to answer general financial literacy questions as well as questions about student loan repayment.
April is Financial Literacy Month. To increase awareness about financial literacy, the Financial Aid team developed an activity titled “Boomer’s Buggy.” Boomer’s Buggy mimics the premise of the TV show Cash Cab where people are asked a series of questions for prizes. This activity was piloted at ConCom and is currently being run as prescheduled classroom visits on the southern campuses. The activity was run on the north campus as part of an evening event. So far, the feedback is overwhelmingly positive with at least one instructor inviting the team into their classroom without pre-scheduling. Another instructor requested a return visit in the fall and would like to plan a lesson around financial literacy.
Students in the classrooms have been eager to participate and enjoy the opportunity to win MCC branded prizes for correct answers. Prizes include MCC pens, key chains, lanyards, and T-shirts. The Financial Aid team expects to run the activity at upcoming MCC and community events like the Mohave County Fair.
Branding for the Boomer’s Buggy financial literacy activity
Training The Financial Aid team provides training as needed to the Student Services team. The most recent training was about Year-Round Pell and how to calculate the amount students will receive during the summer. Training sessions provided this year include:
Summer 2018 – Year-Round Pell Degree Dec 101 Business Writing Financial Aid for New Staff Financial Aid Refresher Ideals, Squeals, and Appeals Financial Aid Basics for Recruiters Gainful Employment Enhanced Dissemination
From Summer 2018 training – Year-Round Pell
From Training for New Staff
From Ideals, Squeals, and Appeals
From Business Writing
Training sessions are typically offered as part of Student Services Training and Building sessions, or as stand-alone sessions. Ideals, Squeals, and Appeals focuses on Satisfactory Academic Progress and financial aid appeal policies and was offered at All Staff Day. The slides and recordings are available to the Student Services team through SharePoint and a shared directory.
During training, the Financial Aid team also designs learning activities to be completed during the session. When presenting a training about how Future Fund award amounts are determined, the learning activity included several case studies for members of Student Services to 1) determine eligibility and 2) calculate the award. Another activity involved calculating Pell Grants for the summer.
Future Fund awarding case study example Electronic Forms Working closely with IT, the Financial Aid team introduced updated electronic forms. The most complex of which was the Loan Request Form. This form is completed by students who wish to borrow through the Federal Direct Loan Program. Logic built into the form helps to pre-fill directory information, prevents errors, and prevents students from leaving fields blank.
One of the sections of the loan request form is dedicated to students reviewing their borrowing history and using repayment calculators to estimate their future payment based on current debt levels. In general, students can estimate a $100 monthly payment for every $10,000 borrowed.
Other updated forms include the Future Promise and Scholarship Acceptance forms. Financial Aid Dashboard The Financial Aid team is currently working with IT to develop an online dashboard. The current dashboard is updated manually once per week. The new dashboard will have a similar look to what the Registrar’s team is developing.
Anticipated data points to be included on the new dashboard include total disbursements for federal and institutional funds, FAFSA counts, and Verification counts. At this time, the request is to create a dashboard that displays three years of data and is downloadable so that a week over week history can be maintained. As this project progresses, the scope may change based on system limitations and access to resources.
In its current form, the dashboard is a spreadsheet that a limited number of people can access. Once created in Tools, it will be easier to provide access to members of the College Administration team.
2017-18 FA Dashboard as of 4/23/18
The first peek at the new Financial Aid Dashboard is below. As this continues to be developed, more information will become available through the online Dashboard.
Sneak peek at the new FA Dashboard, currently in development A-133 Audit The annual A-133 Audit took place during the fall term. The audit team from Snyder & Butler met with the Financial Aid team to discuss data requests, procedures, and policies as part of their assessment of MCC’s compliance. Documentation typically requested includes student awards, disbursement dates of federal funds, copies of MCC’s eligibility documentation, and enrollment reporting data.
Initially, the audit team found problems with enrollment reporting, as it is displayed in NSLDS, and issued a finding. With the support of the Registrar’s team, Financial Aid was able to document that enrollment reporting was happening properly and that the finding should be removed. For the students cited, the Registrar’s team was able to document that enrollment reporting was sent to the Clearinghouse at the appropriate times and for the correct enrollment statuses. Financial Aid was able to demonstrate that all reductions to the students’ awards were made properly and within the regulated timeframes. Ultimately, the finding was removed, resulting in a clean audit for Financial Aid. Foster Care Tuition Waiver Audit In 2013, the state legislature enacted ARS §15-1809, which requires ABOR and each community college district to establish a pilot program that provides a waiver for tuition and fees for current and former foster youth who meet certain eligibility requirements. MCC has, to date, provided one waiver. This program functions as a “last dollar” program. MCC students who have been otherwise eligible for a waiver were awarded federal funds that met their eligible costs. MCC typically receives four to six applications each year.
Throughout the spring and early summer, the Office of the Auditor General has been conducting an audit of the program, collecting data and producing a report. Enrollment Management worked with the President to provide MCC’s response to the audit findings. The final report was released for public consumption in June 2017. The report, 17-106, and MCC’s response are available for review at https://www.azauditor.gov/state-agency-performance-audits. It should be noted that findings in this report are not attributed to individual schools and that MCC is not mentioned specifically in the report. At this time, Enrollment Management is monitoring activity surrounding HB 2482 and 2662 (which proposes amendments), which would continue the Foster Care Tuition Waiver Program beyond its pilot period. The program is expected to be continued. Recommended changes proposed in the audit include an expansion of age limits to determine eligibility and an allowance for the waiver to cover costs beyond tuition and fees. H.B. 2662 does not acknowledge these changes and returns the age limits of the program to their original levels. In preparation, the Financial Aid team wrote updated procedures for reviewing and processing Foster Care Tuition Waivers. These procedures and MCC’s policy will require updating if the amendments in H.B. 2662 are passed. National Association of Student Financial Aid Administrators (NASFAA) MCC was represented by members of Enrollment Management at the 2017 NASFAA Conference in San Diego, CA June 25 – 29. Speakers presented on a wide variety of topics that ranged from basic procedural items to policies and priorities at the federal level.
At the time of the conference, the Emergency Grant Committee was continuing to refine MCC’s program, sessions of particular interest to MCC were those about Emergency Aid for students. A recent study by the Bill and Melinda Gates Foundation is finding that there is no one definition of emergency aid. Depending on the institution, emergency aid may include funds for tuition, funds for life situations, housing assistance, food pantries, and transportation assistance. In general, there was a limit of a one-time use of the emergency program. Noted similarities to the program, in its current form, at MCC were the following findings:
1. 70% of public 2-year institutions surveyed have an emergency aid program of some sort 2. Word of mouth is the primary means of promoting emergency aid programs 3. Data is not being used to proactively identify students who would benefit 4. Administrative issues were cited as leading reasons for not being able to help more students, in particular, lack of communication about the program
One of the ten findings presented in the session addressing emergency aid programs.
Another session included information from schools participating in an Experimental Sites Initiative to offer Pell Grants to dual enrollment students. The program addresses a funding gap for low-income students and works to increase college preparedness. Studies show that dual enrollment students are more likely to complete college degrees than students who do not participate in dual enrollment programs.
Federal updates and “Inside the Beltway” sessions were offered as well. The federal update, provided by the Department of Education, provided information about the Trump Administration’s proposed federal budget and the impacts it would have on the aid available to students in the short and long terms. Information was also provided about the climate of reexamining current regulations with an eye to simplifying the regulatory landscape. This project has resulted in an implementation delay for major regulations around borrower defense and gainful employment disclosures. At the time of the conference, additional negotiated rulemaking has been scheduled to take another look at some of the regulations around borrower defense.
Updates were provided for the status of the IRS Data Retrieval Tool (IRS DRT) that students use to complete their FAFSA. The IRS DRT, turned off for a large portion of 2017-18, was scheduled to become available again for the start of the 2018-19 FAFSA cycle on October 1, 2017. The tool remained offline for the rest of the 2017-18 cycle. When using the IRS DRT in the future, students and families will be able to import their tax information to the FAFSA, but will not have access to view it. Aid administrators will be able to view the information and can provide that information to students. Negative reactions to the perceived lack of transparency are expected. However, it is also expected that students and families will value the increased data security over the seeming loss of transparency. At MCC, there is an uncertainty about whether this change will make students less likely to import their tax data. If this happens, the Financial Aid Office will see an increase in the number of tax return transcripts that are submitted for review. During the “Inside the Beltway” session, presenters highlighted how the change in administration could take education policy in new and unexpected directions, but asserted that education policy does not appear to be one of the top priorities at that time. Additionally, the proposed federal budget’s impacts to federal aid programs were highlighted. This same session was used to highlight NASFAA’s new tool; The Budget Effect Estimator. This tool helps schools to look at the potential impact of the proposed budget on their federal allocations for SEOG and Work Study. This tool can be accessed at www.nasfaa.org/bee.
Using the Budget Effect Estimator tool and selecting for Mohave Community College shows a potential decrease in federal aid allocations of $227,060.
It should be noted that these figures are based on the proposed budget and that the actual impact is not be known until a budget is passed and funded.
Final funding allocations for the 2018-19 year were received in April 2018. The loss of funding predicted by the Budget Effect Estimator did not come to pass. MCC’s allocations for the campus- based programs was instead increased by a total of $65,281 for the 2018-19 year.
The exhibit hall at NASFAA offered a number of opportunities to connect with vendors from across the industry. A meet and greet was held with Ed Colestock, Product Manager – Financial Aid, from Jenzabar, During that time, Ed presented a short preview of Jenzabar’s new financial aid module. That initial viewing was short, but the first impression was positive. In addition to Jenzabar, a meet and greet was also had with a representative from NextGen. From that meeting, information was passed on to Carrie Kelly about their product, Scholarship Manager. Information from Folderwave, a document storage system, was also passed to the Chief Information Officer.
Lastly, the NASFAA conference also provided the opportunity for an in-person meet and greets with representatives from iGrad and ECMC.
Financial Aid plans to send two representatives to the NASFAA conference in June 2018. These two will also attend the PowerFaids User Training that same week. Registrar The Office of the Registrar is committed to the educational mission of MCC. The office strives for excellence through the responsibility of ensuring the integrity, confidentiality, and security of all academic records as defined and protected under the Family Education Rights and Privacy Act (FERPA) and other federal, state and MCC regulations.
The scope of the office includes managing enrollment services, administering academic policies, and other academic functions such as grades, transcripts, verification, and graduation. It is dedicated to serving all constituencies in the utmost professional manner to ensure that all enrollment and records maintenance services are managed in a responsive and reliable approach. Accountability and service are the hallmarks of the office.
As the guardian of academic records, the department manages the following:
Transcript compilation and delivery Enrollment and degree verification Transcript evaluation and acceptance of transfer credits Subpoenas and other record requests Implementation of the college’s academic standards in order to maintain the integrity of the curriculum Incoming grades and academic status e.g., academic honors and probation and dismissals Degree audits leading to the conferral of certificates and degrees Preparation of diplomas Determination of Full-Time Equivalent Student Enrollment (FTSE) Compliance reporting e.g., National Student Clearinghouse and Veteran benefit certifications Collection of data for the Integrated Postsecondary Education System (IPEDS) Federal and state audits Enrollment management data requests Enrollment Summary The Registrar’s Office monitors the enrollment and enrolled credits in order to contribute to college-wide initiatives and determine enrollment goals. Overall Enrollment 120,000
100,000
80,000
60,000
40,000
20,000
0 2013 2014 2015 2015 2017*
*2017 data does not include summer enrollment
Enrolled Credits 60,000 1,600 1,400 50,000 1,200 40,000 1,000
30,000 800 VA 600 20,000
Campuses & Campuses Dual 400 10,000 200 0 0 2013 2013 2013 2014 2014 2014 2015 2015 2015 2016 2016 2016 2017 2017 FA SP SU FA SP SU FA SP SU FA SP SU FA SP
Campuses Dual Enrollment VA Students
Full-Time Equivalent Student Enrollment (FTSE) The Auditor Senior of the Office of General Auditor, Natasha Komo, conducted the 2016-17 full- time equivalent student enrollment (FTSE) audit. The full-time equivalent student enrollment report was prepared to present the basic, actual, and additional short-term and open entry/open exit full-time equivalent student enrollment for Mohave Community College in accordance with the criteria for calculating student enrollment prescribed by Arizona Revised Statutes (A.R.S.) §§15-1466.01 and 15-1466.02.
The office submitted the FTSE narrative to the Office of the Auditor General on Monday, August 28, 2017. The FTSE sample was due to the state on September 5th. The current sample received multiple checks by various staff members to ensure both accuracy and compliance. The sample includes 51 students with the following items requested:
For the Basic Sample:
FTSE certification roster showing the student name, student number, course/section number, credit hours and certification statement that was signed and dated by the instructor
For the ST-OE-OE-SS Sample:
Class lists or grade reports showing the student name, student number, course/section number and credit hours. Grade roster signed and dated by the instructor Documentation supporting that classes selected for short-term FTSE were not claimed in the prior year short-term FTSE or current year Fall or Spring 45th Day Basic FTSE.
Both (Basic Sample and ST-OE-OE-SS Sample)
Applicable transcripts For any withdrawals noted, applicable withdrawal slip Course catalog or schedule in order to review and to determine the congruence between course description and credit hours Tuition/payment records (i.e., payment, payment plan, financial aid, scholarship)
Dual Enrollment Sample:
Applicable transcript showing student completed course or documentation such as withdrawal slip if the student withdrew For courses selected, a valid IGA with the school district FTSE certification roster showing the student name, student number, course/section number, credit hours and certification statement that was signed and dated by the instructor If a year-end class, class lists or grade reports showing the student name, student number, course/section number and credit hours. Grade roster signed and dated by the instructor
The full-time equivalent student enrollment (FTSE) report is used to allocate state appropriations among the various Arizona county community college districts in accordance with Arizona Revised Statutes (A.R.S.) §15-1466. Additionally, the report is used to allocate revenues collected under A.R.S. §§42-5010(G) and 42- 5155(D) to the districts and to the community colleges that are owned, operated or chartered by a qualifying Indian tribe in accordance with A.R.S. §42-5029. Further, the report is used to estimate future years’ FTSE in accordance with A.R.S. §15-1466.01.
The Senior Auditor reported no findings and MCC’s full-time equivalent student enrollment report for June 30, 2017, was certified at 2,270 Total FTSE (with a Weighted Total FTSE of 2,504).
The dual-enrollment FTSE was included in the districts’ and tribal colleges’ total FTSE counts and represents the dual-enrollment FTSE reported by the districts and tribal colleges for the year ended June 30, 2017. Dual enrollment represents the FTSE of those students enrolled in the districts’ and tribal colleges’ sponsored courses that count toward both high school and college graduation requirements. These courses were taught at participating high schools, as provided for in A.R.S. §15-1821.01. A summary of the districts’ and tribal colleges’ total FTSE classified as dual and nondual enrollment for the year ended June 30, 2017, as follows:
FTSE Reporting As a compliance component of the FTSE (Full-Time Equivalent Student Enrollment) audit, MCC faculty members are required to certify their class roster(s) for any course which meets over the 45th day of the semester. In the fall semester, the Registrar’s Office introduced a new process that allowed faculty to certify their courses efficiently and accurately. Faculty members were instructed to check their rosters throughout the week leading up to FTSE day and report any changes. On the 45th day, faculty were directed to log in to a secure site that listed each of their assigned course roster(s). The class roster(s) reflected the following information: the students who have participated, any students that have formally withdrawn, and all appropriate course information. Faculty were then able to press a certify button under each course to formally certify each roster. Z Grade Reporting The Registrar’s Office simplified the Z grade process for the faculty by mirroring it to the FTSE certification process. Faculty were able to submit their Z grades in one step by utilizing the provided link by the Registrar’s Office and then logging in with their JICS credentials. Once logged in, faculty were able to review their roster(s) for their course(s), assign the applicable “Z” grades by clicking the checkbox next to the student’s name, and then press the certify button. Registrar’s Office received positive feedback and appreciation from faculty for simplifying this required certification.
NSLDS Enrollment Reporting Statistics In 2015, Federal Student Aid (FSA) released their NSLDS Enrollment Reporting Statistics page. Each month, NSLDS calculates a score based on the data it accepts through the NSLDS enrollment roster reporting process and displays it on this page. The Clearinghouse has been advised that FSA will be sending letters to institutions with scores below 90 percent.
The page displays information about the completeness and quality of enrollment reporting by schools and school locations participating in the Federal Student Aid programs. Currently, NSLDS is reporting the following summary statistics for MCC:
Start Date 12/4/2017 Evaluation Date 4/18/2018 Students in Portfolio 2246 Students Certified 2246 Students Certified with Program Enrollment 2333 Percent Certified 100% Percent Certified with Program Enrollment 99.42% Roster Records Returned 53,791 Roster Records in Error Returned 389 Roster Error Percentage 0.72%
Image from NSLDS.ed.gov Certification Statistics Clearinghouse Reporting Reporting students’ enrollment status to the National Students Loan Data System through the National Student Clearinghouse continues to be a priority. The Registrar’s Office and Institutional Research work closely together, monitoring federal guidelines, in order to submit student enrollment status records monthly to Clearinghouse. The Registrar’s Office usually averages less than ten errors per the report, which is unusually low considering conversations with the Clearinghouse Audit Team and other statewide colleagues. From monthly reports, Clearinghouse identifies students who:
Withdraw from school and need to begin repayment Transfer from one school to another Return to school and may be eligible for a deferment Continue in school and are eligible for deferment extension
Clearinghouse, then, works on behalf of MCC by reporting current enrollment status of financial aid recipients to the Department of Education through NSLDS as frequently as every 30 days in order to ensure compliance with federal regulations.
To be consistent with the NSLDS definition of a unique program, the National Student Clearinghouse recently introduced a Five-Point Match Enhancement that matches incoming programs to students’ existing programs by using five data elements:
Program CIP code Program Credential Level Program Published Length Program Published Length Measurement Program Weeks in Title IV Academic Year
Moving forward, MCC is responsible for reporting current program data and is held accountable for any unreported program that was previously reported but not included in the current submission.
Submissions must now include student status for these programs, whether enrolled, graduated, or withdrawn. The clearinghouse will then report the status of these programs and the current program to NSLDS. FERPA Online Form The Registrar’s Office received positive feedback from students and staff regarding the online version of the FERPA form. The Registrar’s Office worked with Administrative Computing to produce an online form the student can complete and submit via JICS. The form itself “pre-fills” the student information throughout the form with specific areas being checked by the student regarding access to their student information. The form is submitted with the student’s electronic signature, which was acquired upon login. This online form has reduced errors and processing time due to the forms now being more legible and complete. Records and Retention As per the Arizona State Library, Archives & Public Records, Mohave Community College is required to retain “Routine Office Records”, such as class schedules, registration forms, graduation applications, etc., until their “Administrative Value” has been served or after allowed by federal regulations, whichever is later. As Veteran’s records are required to be held three years after the semester of last attendance, this is the requirement that MCC uses for all students.
The maintenance of records has continued under the guidance of the MCC Librarian. Together, both offices are working together in order to ensure all records have been satisfactorily maintained and purged within established timelines. In addition, Registrar’s Office worked with Administrative Computing in order to develop a report that would identify students that have not been enrolled at Mohave Community College for at least three years. This report will be executed in order to determine those records that should be electronically purged from the OnBase system.
Admissions, Transcripts, and Course Transfer The Registrar tracks the number of provided services. Tracking allows the team to recognize patterns over time and plan for taking on additional projects.
Although there is some lag time, admissions applications are typically processed during the same month received. The Registrar’s team began tracking this information in June 2015. Unsurprisingly, the greatest number of applications are received and processed in July and August for students to enroll in the Fall.
Admissions Application Processing 1200
1000
800
600
400
200
0
Submitted 2016 Processed 2016 Submitted 2017 Processed 2017 Submitted 2018* Processed 2018*
*2018 data presented as of 4/25/18 Transcript Processing 6000
5000
4000
3000
2000
1000
0 2013-14 2014-15 2015-16 2016-17 2017-18*
Courses Outgoing Transcripts Other Transcripts
*2017-18 data presented as of 4/25/18
Top Recipients 300
250
200
150
100
50
0 2014-15 2015-16 2016-17 2017-18*
NAU ASU GCU WGU UA
*2017-18 data presented as of 4/25/18
Outgoing Transcript Format 2500
2000
1500
1000
500
0 2014-15 2015-16 2016-17 2017-18*
Paper Electronic PDF Electronic Exchange
*2017-18 data presented as of 4/25/18
Top States Receiving Transcripts by Mail 1200
1000
800
600
400
200
0 2014-15 2015-16 2016-17 2017-18*
AZ CA UT NV TX MA
*2017-18 data presented as of 4/25/18
Top Domains Receiving Electronic PDF Transcripts
200
150
100
50
0 2014-15 2015-16 2016-17 2017-18*
gmail.com nau.edu wgu.edu yahoo.com asu.edu gcu.edu
*2017-18 data presented as of 4/25/18
Top Domain Extensions Receiving Electronic PDF Transcripts 1000 900 800 700 600 500 400 300 200 100 0 2014-15 2015-16 2016-17 2017-18*
EDU COM ORG US GOV
*2017-18 data presented as of 4/25/18
Top Recipients Using Electronic Exchange Network 300 ASU
250 NAU 200 WGU 150 GCU 100 UA 50
0 Law School Admission Council 2014-15 2015-16 2016-17 2017-18*
*2017-18 data presented as of 4/25/18
The Registrar’s team continues to see a decrease in the requests for services. This is, in part, due to the decrease in enrollment. However, continued decreases in course transfers can be attributed to the focus on transcript reviews. When transcript reviews are requested, the Registrar’s team completes the review with the student’s declared program in mind and only accepts those courses which apply to the degree. This reduces the number of unessential credits counted towards a degree, which can have a negative effect on financial aid eligibility.
In addition, the Registrar’s Office introduced a proposal to Risk, Policies, and Procedures that was ultimately approved by President’s Council that streamlined the transcript evaluation request process for newly enrolled transfer students. Upon admission and the completion of the degree declaration form, the Registrar’s Office will evaluate the student’s provided official transcript (without the student’s formal request) from their previously attended institution.
Furthermore, Registrar’s Office staff continue to look for ways to further the Power of One initiative. Currently, staff is working on a reverse transfer project in which students who request for their transcripts to be sent to another institution are evaluated to determine if they qualify for a credential. In the event that the student is eligible, or nearly eligible to receive a degree from MCC, staff contacts students and encourages them to meet with an advisor. To date, ten students have expressed an interest in completing their degree at MCC.
Lastly, Registrar’s Office continues to participate in reverse transfer with statewide universities and other partner schools. A reverse transfer happens when a student transfers to another institution without earning an associate degree. The participating university will then send transcripts of students who have earned credit at their institution to see if those credits will be applicable to an associate degree conferral. Registrar’s Office to date has only conferred a handful of these requests. Prior Learning Assessment (PLA) In order to encourage swifter completion, reduce tuition costs, and recognize a student’s life and work experiences, the Registrar’s Office processes prior learning assessment forms. The Registrar’s Office has received a handful of Prior Learning Assessment requests within the last few months. Staff receives the forms and makes decisions to either process or request additional information based on the completeness of the documentation provided. Staff reviews completed forms determines how many credits to award, and forwards the information to the Bursar for billing.
The Registrar’s Office is anticipating an increase of Prior Learning Assessment applications as the process is clarified and improved, by the Office of Instruction, in relation to the established requirements.
Prior Learning Assessment Review in Enrollment Management
Form Returned to Incomplete Student
PLA Received
Form Bursar Bills for Reviewed Complete Credits
US Government Accountability Office Registrar’s Office received and reviewed the new report on transfer and the availability of transfer information from colleges and universities from the US Government Accountability Office. Mohave Community College is already meeting the recommendation issued by the US GAO in that MCC does disclose transfer partners on MCC’s website (https://www.mohave.edu/admission-to-mcc/transfer-partners/#).
There is also an “Outgoing Transfer Students” section in the catalog (http://catalog.mohave.edu/content.php?catoid=49&navoid=12860#), which is easily accessible from the website.
As mentioned earlier, Registrar’s Office recently revised the degree declaration to add a transfer section to the form that a student can fill out if they are planning to transfer. This section helps alert advisors and other MCC staff of the student’s intent to transfer so that advising and program changes can be directed towards the student’s ultimate goal. Please see the Quantitative Methods Requirement section of the Business Administration, ABUS degree in the Programs of Study section of the current MCC catalog (http://catalog.mohave.edu/preview_program.php?catoid=49&poid=6437&returnto=12864#) to see how programs can be updated to reflect transfer pathways.
As noted, Registrar’s Office continues to collaborate with the Office of Instruction and various faculty members in order to execute Prior Learning Assessment (PLA) requests in order to help curtail the loss of transfer credits for students and allow them to complete their degrees faster and with less financial issues. Withdrawals The Registrar’s Office monitors the below withdrawals by course and credit hours on a weekly basis. Withdrawals reported reflect the instances of withdrawals and thus one student may be counted multiple times. This information is reported to President’s Council via the Enrollment Management report for further review and consideration.
Withdrawals by Week 450 400 350 300 250
200 Credits 150 100 50 0 Week Week Week Week Week Week Week Week Week Week Week Week Week 1 2 3 4 5 6 7 8 9 10 11 12 13
Fall Spring
2017-18 Withdrawals by Course Prefix 160
140
120
100
80
60
40
20
0
Reasons for Withdrawal
200 176 180 160 140 120 102 109 100 78 80 67 65 54 53 56 60 39 37 40 20 15 10 15 20 1 1 2 0 2 0 3 0
FA SPR
Fall Withdrawal Reasons by Week 80 70 60 50 40 30 20 10 0 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10Week 11Week 12Week 13
Conflict w/ Work Course Too Difficult Course too Easy Faculty Member Issue Failing Course Family/Child Care Issues Health/Medical Issues Inadequate Instruction Leaving Area Transportation Issues Other
Spring Withdrawal Reasons by Week 140
120
100
80
60
40
20
0 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10Week 11Week 12Week 13
Conflict w/ Work Course too Difficult Course too Easy Faculty Member Issue Failing Course Family/Child Care Issues Health/Medical Issues Inadequate Instruction Leaving Area Transportation Issues Other
Degree and Certificate Conferment Graduation applications continue with electronic submissions. The tables below report the degrees and certificates conferred in 2016-17 and 2017-18 (spring and summer numbers show both conferred and pending since the process will not be completed at the time of this report). Credentials Awarded
250 225 208 202 200 165 141 150 129 107 100
43 50 29 19 7 11 14 8 0 AAS AA ABUS AGS AS CERTS AGEC
2016-17 2017-18*
*2017-18 data presented as of 4/25/18.
As mentioned earlier, to assist in increasing the number of degrees and certificates conferred, the Registrar’s team routinely reviews outgoing transcript requests to determine whether a student is close to or qualifies for, graduation. When a student is close to graduation, they are contacted and the information is provided about what coursework is necessary to graduate. Associate of Applied Science (AAS)
90 85
80 76
70
60
50
40
30
19 20 1716
12 11 11 9 9 10 9 10 8 6 6 6 5 5 5 5 5 5 6 3 4 4 4 4 3 4 3 3 3 3 3 3 4 1 1 2 2 2 1 1 1 1 1 1 2 0
2016-17 2017-18*
*2017-18 data presented as of 4/25/18 Certificate of Proficiency
40
35 34
30
25
19 20 18 18 18 17 17 17 16 14 15 13 13 11 9 9 9 10 8 8 7 7 7 7 6 6 6 5 5 5 5 5 5 4 4 4 5 3 3 3 3 3 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1
0
Paralegal
Electrician
Paramedic
Supervisor
Fire Fighter Fire
Bookkeeping
Welding Level I WeldingLevel
Welding Level II WeldingLevel
Dental Assisting Dental
Driver/Operator
PracticalNursing
Residential HVAC Residential
Baking and Pastry Bakingand
Retail Management Retail
Gas Metal Arc WeldingArc Gas Metal
ProfessionalApplications
Commercial Refrigeration Commercial
Gas Tungsten Arc GasWelding Tungsten
Shielded Metal Arc Welding Metal Shielded
Basic Automotive Technology Automotive Basic
Systems Support and Systems Security
Industrial Electrical Maintence Electrical Industrial
MedicalPhlebotomy Assisting:
Business and Business Entrepreneurship
Child Development -- Pre School Development Pre -- Child
Computer Graphics & Web& Design ComputerGraphics
Advanced AutomotiveTechnology Advanced
Medical Assisting: Insurance Coding MedicalInsurance Assisting:
Cybersecurity and Network Support and Network Cybersecurity
Programming & Game Development ProgrammingGame &
Culinary and Hospitality Management Culinary Heating, Ventilation and Air Conditioning and Ventilation Heating,
2016-17 2017-18*
*2017-18 data presented as of 4/25/18 Associate of General Studies 35 29 30
25 19 20
15
10
5
0 General Studies
2016-17 2017-18*
*2017-18 data presented as of 4/25/18
Associate of Arts 70 65 60 48 50 37 40 28 30 20 8 6 4 6 4 4 6 10 1 3 1 1 1 1 1 3 1 2 3 1 1 0
2016-17 2017-18
*2017-18 data presented as of 4/25/18 Associate of Science 7 6 6 5 5
4
3 2 2 1 1
0 Computer Science Engineering
2016-17 2017-18*
*2017-18 data presented as of 4/25/18
Associate of Business 12 10 10
8 7
6
4
2 1
0 Business Administration Computer Information Systems
2016-17 2017-18*
*2017-18 data presented as of 4/25/18
Certificate of Completion 140 120 120
100
80
60 37 40 14 20 7 4 2 0 AGEC A AGEC S AGEC B
2016-17 2017-18*
*2017-18 data presented as of 4/25/18
College-Wide Dashboard A course provided by American Association of Collegiate Registrars and Admissions Officers (AACRAO) allowed Registrar’s staff to focus on how data and research are critical components of the Strategic Enrollment Management (SEM) process.
The course explored the strong associations that need to exist between academic planning, enrollment planning, and budget planning. As discussed in the forums, many departments experience internal and external obstacles and thus information is not easily shared across data sources. The class considered the following impact statements (which can be confusing since each statement is valid and applicable):
Enrollments shape budgets that shape programs that shape enrollments. Enrollments shape programs that shape budgets that shape enrollments. Enrollments shape programs that shape enrollments that shape budgets. Budgets shape enrollments that shape programs that shape budgets. Programs shape enrollments that shape budgets that shape programs. Programs shape budgets that shape enrollments that shape programs.
As part of one of the assignments, the class discussed the importance of a college-wide dashboard in order to analyze trends and strengthen the institution through data-informed decisions. Inspired by the assignment, the Registrar’s Office has worked with Administrative Computing to develop a college-wide dashboard. The dashboard continues to be enhanced as more information is needed through day-to-day processing and data requests received.
Veterans Services During the 2017-18 academic year, Veterans Services identified 161 Veterans in the Fall and 162 Veterans in the Spring as attending MCC. Of those, 146 students in the fall and 128 students in the spring used their VA Educational Benefits to pay for their education. Veterans at MCC use benefits under Chapters 30, 31, 32, 33, and 35. Twenty-seven veterans and/or their dependents will graduate this year.
2017-18 Fall Veteran Population by Campus FALL SPRING Total Veterans Identified 161 162 BHC 55 62 NCK 56 52 LHC 46 44 DE 3 3 NMC 1 1
Comparison of Veterans Education Benefits Post-9/11 MGIB-AD MGIB-SR REAP VEAP DEA GI Bill Chapter Chapter Chapter Chapter Chapter 33 Chapter 30 Chapter 31 1606 1607 35 90 days active 2-year aggregate continuous 181 service enlistment 90 days of continuous (after (minimum 6-year active days of Min. Length of 9/10/01) or duty commitment continuous active N/A Service 30 days varies by (after service service continuous service 6/30/85) (after (between if date, 9/10/01) 12/31/76 discharged branch, and 7/1/85) for etc.) disability Max. # of Months of 36 36 36 36 36 45 Benefits Tuition: Paid to School Housing: Paid monthly to Paid to Paid to Paid to Paid to Paid to Payments the student Student Student Student Student Student Books & Supplies: Paid to a student at the start of term 15-year Generally time 10 years limitation. Generally from the Spouse: Lifted for Ends the 10 years 10 years day you 10 – 20 Veterans day you from last Duration of from last leave the years who left leave day of Benefits day of Selected Child: active duty Selected active active Reserve or Ages on or after Reserve duty duty the day 18-26 1/1/13, and you leave qualifying the IRR dependents (Fry Scholarshi p children who became eligible on or after 1/1/13 and all Fry Scholarshi p spouses Degree Yes Yes Yes Yes Yes Yes Training Non-College Degree Yes Yes Yes Yes Yes Yes Training On-the-Job Apprenticeship Yes Yes Yes Yes Yes Yes Training Flight Training Yes Yes Yes Yes Yes Yes Correspondenc Yes Yes Yes Yes Yes Yes e Courses Licensing & Yes Yes Yes Yes Yes Yes Certification National Testing Yes Yes Yes Yes Yes Yes Programs Work-Study Yes Yes Yes Yes Yes Yes Program Tutorial Yes Yes Yes No Yes Yes Assistance
2017-18 Veterans Benefit Certifications by Chapter 120 110 102 100
80
60
40 14 14 20 6 9 7 9 1 2 0 0 0 Chapter 33 Chapter 30 Chapter 35 Chapter 31 Chapter 1606 Chapter 1607
Fall Spring
New federal regulation codes are monitored closely in order to determine the impact to veterans, veteran beneficiaries, and their educational benefits. In addition, statistics must be maintained for the various education chapters, in reference to the Statement of Assurance of Compliance, the 85/15 Enrollment Ratios, along with other important records such as DD214’s, military orders, and Joint Services Transcripts (JST).
The Arizona Veterans Program Association provides yearly training for School Certifying Officials (SCO). These trainings allow the Veterans Service Coordinator, or the SCO, the opportunity to network with statewide colleagues as well as clarify the certification process such as how to calculate the enrollment hours and how those hours transfer into categories such as full- time, partial-time, part-time, traditional enrollment terms and shorter terms (e.g., summer session). This year’s specific workshops included Image from AVPA training session information regarding The Forever GI Bill, 85/15 Enrollment Limitations, and The Debt Management Center. Principles of Excellence President Obama’s executive order 13607 established the Principles of Excellence on 4/27/12. Mohave Community College continues to execute and will renew its commitment to the Principles of Excellence program (POE) and Yellow Ribbon Program (YRP). Through its commitment to the Principles of Excellence, MCC agrees to:
Provide students with a personalized form covering the total cost of an education program Provide educational plans for all military and veteran education beneficiaries End fraudulent and aggressive recruiting techniques and misrepresentation Accommodate service members and Reservists absent due to service requirements Designate a point of contact to provide academic and financial advice Ensure accreditation of all new programs prior to enrolling students Align institution refund policies with those under Title IV, which governs the administration of federal student financial aid programs
Committing to the Principles of Excellence allows MCC to participate in the Yellow Ribbon Program (YRP), a provision of the Post-9/11 Veterans Educational Assistance Act of 2008. The program allows institutions of higher learning (IHL) to voluntarily enter into an agreement with the VA to fund tuition expenses that exceed the highest in-state tuition rate as well as expenses incurred for out-of-state tuition and fees. Eligible recipients are either:
Veterans and their spouses using transferred entitlement, eligible at the 100 percent benefit level (based on service requirements) Transfer of education (ToE) children are eligible for Yellow Ribbon if the sponsor is eligible at the 100 percent benefit level, regardless of the sponsor’s active duty status.
To receive Yellow Ribbon funds, students must complete the Yellow Ribbon application. If approved, the application materials are submitted to the Veterans Affairs. Funds are awarded on a first-come-first-served basis until exhausted. MCC offers a maximum of 20 awards per year. The award is a maximum of $500 semester, funded by both MCC and the VA. In 2017-18, MCC was able to award Yellow Ribbon funds to three Veterans. Audit In April, Veterans Affairs conducted a routine audit. The Registrar’s Office staff, under the direction of the Veterans Services Coordinator, prepared 15 student files with the requested documents (e.g., billing statements, certifications, and registration) for the past three years. The team provided multiple catalogs for review by the auditors, as well as a 37-page narrative addressing the specific questions asked by the audit team.
In addition, the Veterans Services Coordinator calculated and certified the 85/15 enrollment ratios on all academic programs via the Statement of Assurance of Compliance. The Code of Federal Regulations (38 CFR 21.4201) states that the…
“…Department of Veterans Affairs shall not approve an enrollment in any course for an eligible veteran, not already enrolled, for any period during which more than 85 percent of the students enrolled in the course are having all or part of their tuition, fees or other charges paid for them by the educational institution or by the Department of Veterans Affairs…”
From: https://www.gpo.gov/fdsys/granule/CFR-2008-title38-vol2/CFR-2008-title38-vol2-sec21- 4201
The auditors reported no findings and that MCC was in good standing with the submitted VA student certifications and the execution of policies and procedures. Grades To maintain good standing with Veterans Affairs, the Veterans Services Coordinator promotes the entering of grades by the deadlines established in the approved academic calendar. Reporting of grades is a leading issue that compliance auditors notice. Not reporting punitive and non- punitive grades within 30 days negatively impacts the student, requiring them to return funds they received during the semester. This information reflects CFR code 21.4203(c); punitive grades will only be reported when the student violates any codes of conduct as outlined by the IHL or NCD. Professional Conferences Professional development is essential in the Registrar’s Office. It allows the team to be aware of changing regulations, ensuring that their knowledge base stays current and relevent. With changes occurring in higher education at such a fast pace, it is critical that staff have a connection to information that increases their expertise, as well as their colleagues, who serve as an invaluable resource. For example, MCC’s attendance at the Western Association of Veterans Education Specialists (W.A.V.E.S.) Conference and Pacific Association Collegiate Registrars and Admission Officers Conference (PACRAO) allowed staff to participate in discussions and respond accordingly within MCC. Below are some of the concerns addressed via these conferences:
Office of the Inspector General (OIG) renewed focus on ensuring schools are representing the veteran and/or military family members accurately regarding reporting grades, tuition and fees, and the execution of the Principles of Excellence. Department of Veterans Affairs’ recommendations on how to counsel students on using their benefits, e.g., how long the benefits will last, how much money is available to the student per year depending on their chapter, and how to achieve their highest educational goals. Presentation by AACRAO President: S.A. v. Tulare County Office of Education and Phoenix Newspapers Inc. v. Pima Community College, reporting student information such as emails in accordance of FERPA are not considered part of the student record unless they are centralized in their “student file”. The President emphasized that registrars need to monitor this closely since these new rulings put the profession in new territory. The evolving role of Registrars due to their multiple obligations within their professional title and college responsibilities. Discussions included how Registrar’s Office staff have become the IT staff (in reference to system and data management); additional responsibility associated with the interpretation of contracts (in the guise of FERPA); the outsourcing of some processes in reference to ensuring the institution has a solid FERPA clause in order to protect privacy; and providing guidance (and sometimes the materials themselves e.g., emails, social media) in reference to FERPA compliance.
In addition, there is an opportunity to learn new strategies, and maintain their professional contacts for further reference, regarding how other institutions execute their day-to-day business activities associated with serving students. As an example, staff connected with student services staff from other institutions to discuss how the execution of competency-based programs and reconnected with staff from Eastern Washington University to re-review how they capture text messages sent to students.
Professional development boosts morale and contributes to the staff’s feelings of being valued. The Registrar’s Office staff have expressed their excitement about how they can grow their knowledge base in order to grow with the College. These conferences serve as a great source of inspiration, insight, and increased performance. This year, there has been an increase in requests for webinars and/or conference attendance. As part of their requests, the team submits a letter of intention explaining how the investment will benefit and strengthen the backbone of the College. Comments submitted by members of the Registrar’s Office after the AZTransfer Summit are below:
“The AZTransfer Summit enhanced my professional knowledge by providing several breakout sessions. These breakout sessions provided information that I feel we could implement at MCC. At these breakout sessions, I learned new information on competency-based degrees and how they serve students; the importance of advanced placement as a transfer option and the importance on recruiting students to complete advanced placement transfer; new information on mentoring programs and how to implement them; how to standardize transfer credit; and different programs that support transfer students and their success, especially in the stem field. It also allowed me to network with many of my colleagues from different Arizona school and universities and learn how they handle issues, such as reverse transfer.”
“The AZTransfer Summit was held April 12th and 13th this year in Scottsdale, AZ. There were 20 breakout sessions throughout the conference for attendees to choose from as well as a spectacular keynote speaker. I was able to attend a breakout session designed to increase awareness of students who still need help in experiences as an adult and how one institution has implemented an entire webpage to available resources. These vary from how to do your taxes, wellness, money, and career services. Other breakout sessions were geared towards supporting Veteran students in the transfer process and how each institution has implemented a guide to transferring in military credit. This has helped me to have a better understanding in reading military transcripts and what is available to students as transfer credits here at MCC. It will improve my processes when handling these types of transfers for Veteran students. I also gained knowledge in the practice of standardizing transfer credit to make sure that each student receives the same equal treatment when transferring credits in from other institutions. The knowledge gained will help our institution streamline processes and improve the quality of services offered to our students.” Commencement Planning Commencement occurred on 5/11/18. MPIO and Enrollment Management work together for setup and student support of the event, as well as with various internal and external offices and/or organizations e.g., Compliance Office, River Valley High School, local fire and police departments, GradImages, in order to ensure that commencement is the celebration that it deserves to be.
Due to positive feedback received after last year’s commencement regarding the new floor plan, faculty, administration, special guests, transfer partners, and banner carriers were seated on the floor with the students. Staff assignments were sent to all participating staff and their supervisors. This year, there were increased requests for participation with the event and thus, a Registrar’s Office staff member tracked the requests and conducted weekly reviews of the staffing assignments in order to ensure proper coverage for support to students and staff. In addition, all lead staff members and new employees received a review regarding their designated responsibilities and to address any questions or concerns that may have had.
2017-18 Commencement Participants 300 218 200
100 56 8 0 Degrees Certificates GED
Preparation for commencement begins almost immediately after commencement ends for the current year. There is a review of the event with feedback and recommendations to improve the festivities. In addition, inventory is undertaken and graduation supplies e.g., diploma covers, are ordered to ensure that they are replenished for next year’s event. The Registrar’s Office maintains a yearly timeline for meeting the commencement requirements such as submitting the rental contracts to River Valley High School and AVI Resort Casino.
In addition to commencement responsibilities, the Office supports all campus-wide events such as PTK and student recognition ceremonies in order to ensure requested data support campus deans and advisors’ decision-making.
Student Success and Retention Student success continues to be a college-wide effort in which the following question is continually asked, “Is MCC ready for Mohave County students?” The department continues to encourage students to find a balance between home, work, academics, and general life/survival issues.
New initiatives continue to be implemented, aimed at improving student success. The 2016/17 real-time intervention project for the transitional math (TRM) courses evolved into the TRM Project that launched in the 2017 fall semester. Math real-time intervention strategies were expanded to include MAT 101 (Math Literacy for College Students) and MAT 121 (Intermediate Algebra). Goodwill served 837 job seekers on the Bullhead and Kingman campuses resulting in 1,678 visits to the campuses this year. Tutoring services were expanded to include regularly scheduled tutors for computer information systems and science classes. Student outreach exceeded 3,000 student contacts from Student Success Center staff throughout the year. Math tutors were embedded in the TRM classes. Successful start advising sessions for new students in their first semester and milestone advising sessions for students half-way through their program of study continues to impact hundreds of students each semester. Transitional Math (TRM) Project The instructional approach and support services for the transitional math courses TRM 090 (Pre- Algebra) and TRM 091 (Beginning Algebra) was redesigned integrating best practices from across the nation and the use of the NROC’s (National Repository of Online Courses) EdReady for math. Dedicated classrooms on the southern campuses located in the libraries close to the student success centers were upgraded with state of the art technologies creating an open-lab environment in between scheduled class sessions. Training was provided by faculty and staff of Jacksonville State University (JSU) a member of NROC already successfully utilizing EdReady in its math remediation programs on the integration of EdReady into classroom instruction.
Goals for student success rates were established through 2020. The previous 4-year average success rates for TRM students was 58%. Goals for the next three years are: 2017-18 = 65%; 2018- 19 = 75%; 2019-20 = 89+%. Aggregate student success rates for the fall 2017 semester were 88%. Based on student performance in the EdReady system, the department is projecting approximately 81% for the spring semester (as of this report, all grades have not yet been posted). In addition, student withdrawal rates dropped significantly from 2016-17 to 2017-18. The project team is preparing to review the data, refine the process, and plan for next year. Goodwill Partnership Goodwill partnered with MCC to provide job connection services to students and the public on the Bullhead Campus opening its Job Connection Center in May 2017. Another Job Connection Center was opened on the Neal Kingman Campus in July of the same year. These Centers are located in the campus libraries in close proximity to the Student Success Centers. Goodwill provides job placement services such workshops on resume building, interviewing skills, and other workplace skill-building activities along with a connection to employers seeking job candidates. Goodwill also provides job seekers vouchers to obtain free of charge interviewing attire at their local Goodwill store.
This year’s activities culminated with a Goodwill sponsored job fair on the Bullhead Campus in March during the campus ConCom event, which drew 160 people from the community seeking employment. Goodwill also sponsored a job fair on the Neal Kingman Campus on the same day with 74 people from the community participating in the event.
Goodwill Job Connections Activity for 2017-18 BHC NCK College-wide New Job Seekers 662 175 837 Total Visits 1,275 403 1,678 Placements 104 23 127 MCC Students Served 52 40 92 MCC Students Placed 7 1 8
Student Success Center The MCC Student Success Center (SSC) continued its’ third year of refinement in the work of retention agendas. In prior years, the department expanded offerings to encourage the holistic support to student success and the change at the college level has helped support this focus with agendas from Continuous Strategic Improvement groups and the Power of One initiative that encourages each employee to help one additional student through graduation to increase the degree attainment rate by 1%. This well themed and focused approach has been accepted and put into practice with staff members across the institution who use it in their daily discussions working between departments and going further to assist students using intrusive and cross- departmental support measures helping the SSC stay engaged and supportive of measures being taken at all levels.
A big part of the SSC engagement is the support in which they lent the redesigned models of TRM 090 Pre-Algebra and TRM 091 Beginning Algebra courses, which were adapted to create a semi-open lab model, technology upgrades, and the daily tracking and supplemental support of a dedicated faculty member and campus SSC Coordinator. Tutoring Services Tutoring services continue to be the main service utilized by the students in the department. Each of the three southern campuses has centers with tutors scheduled daily for walk-in and pre- scheduled appointments. This year, the department introduced Math Chat, the availability of a SSC tutor online through Zoom platform, scheduled daily. Engagement with in-house virtual tutoring is slow to build and staff have served a handful of students each semester and will continue to focus on marketing the availability.
2017-18 SSC Traffic Snapshot
Student Success Center Traffic
500 431 450 385 393 400 350 322 269 300 227 226 250 215 165 162 200 145 128 150 119 117 106 117 68 90 100 30 44 50 0
Students Visits
This year marked a change in the staffing numbers, due to increased volumes in the previous years, thus the department added an additional part-time coordinator to each campus to staff the centers and engage with students on outreach practices and real-time intervention strategies. The coordinators visit a variety of on-ground courses at the start of the semesters in order to present to the class the services and resources available. For all online developmental and freshman courses, staff complete outreach calls to share the benefits of the student resources available as well as the embedded tutoring service SmarThinking.
Data totals show there was approximately 21% decrease in visits to the center this year across the campuses.
THREE-YEAR combined Traffic Patterns
SSC Traffic Trends 3 Years
4000 3445 3445 23% 3500 3184 3184 22% 3000 2694 22%2694 22% 22% 2500 21% 2000 21% 1500 20% 20% 20% 1000 627 620 496 618 611 486 500 20% 0 19% Visitors Visits Unique Visitors Unique Visits
2015-16 2016-17 2017-18 % Decrease in Current Year
Three Year Traffic Patterns by campus
SSC Campus Traffic History 350 316 300 248 250 219 206 192 190 200 153 150 105 114 100
50
0 BHC SSC LHC SSC NCK SSC
2015-16 2016-17 2017-18
Further review of the data points to three leading indicators of where the traffic and student utilization were absorbed: Supplemental Instruction, TRM students, and an increase in the use of third-party tutoring.
This year had a significant decrease in Supplemental Instruction hours.
Two Year Traffic of SI Records
Supplemental Traffic Recorded with SSC 350 318 300
250
200 156 174 150 127 110 90 99 100 81 73 73 56 51 50 27 23 25 11 0 Fall 2016 Spring 2017 Fall 2017 Spring 2018
BHC SI LHC SI NCK SI Total
TRM student traffic decreased due to the open lab model and availability of TRM dedicated faculty to meet the needs of the students.
Two year TRM Traffic in SSC
SSC TRM Traffic by Semester 160 140 142 142 120 100 101 80 60 40 56 45 20 35 12 6 0 Fall 2016 Spring 2017 Fall 2017 Spring 2018
TRM 090 TRM 091
SmarThinking data indicates an increase in utilization after marketing and awareness campaigns in 2016-17. In addition, tracking shows more on ground students are using it for their writing center support than before.
Smarthinking Student Use
SmarThinking Utilization 250 200 150 100 50
0
2017 July 2017
2017 May 2017 May 2018
2017 June 2017 June 2018
2017 April 2017 April 2018
2017 March 2017 March 2018
2016 August 2016 August 2017
2017 January 2017 January 2018
2016 October 2016 October 2017
2017 February 2017 February 2018
2016 December 2016 December 2017
2016 November 2016 November 2017
2016 September 2016 2017 September 2017
Number of Sessions Number of Distinct Users Linear (Number of Sessions) Linear (Number of Distinct Users)
The department saw that although the individual student headcount was reduced the outreach in tutoring referrals and MAT real-time intervention resulted in staff outreach activities that exceeded the previous year. Tutoring referral data referenced in the Advising and Testing portion of the report. Real-Time Intervention and Outreach In support of MAT 101 and MAT 121 students, the SSC team monitors real-time grade data each week and completes outreach calls to connect with the student and offer academic or life support resources. In the 2017-18 academic year, the SSC collectively monitored and made 2,050 calls just in the Math Literacy. In Intermediate Algebra for the students below 70, frequent contact attempts to the same students were made to assure them staff were still active and providing support.
TRM Project
The SSC along with CELT created a proposal to improve the success rates of the TRM courses. Prior success rates from 2013FA-2016FA calculated that over that period 3,400 students enrolled in developmental math with only 1,880 successfully completing the course with a 55% pass rate. With a holistic approach that included dedicated TRM staff and classroom space, new hardware, and the integration of the AccuPlacer aligned software EdReady the goals were set.
2013 – 2016 4 year average Year 1 2017-18 Goal Year 2 2018-19 Goal Year 3 2019-20 Goal
55% 65% 75% 80+%
The preliminary successes of the students within the TRM project had a profound impact on the staff of the Student Services. With further review, the department is exceptionally excited to report within the first fall semester it exceeded the established goals and met third-year success rates. During the spring semester, preliminary anticipated data indicates similar results are expected.
Two Year TRM Success Rates
TRM Success Rates 2016-17 to 2017-18 Comparison
100% 88% 81% 62% 63% 50% 18% 13% 4% 3% 0% Fall 2016 Spring 2017 Fall 2017 Spring 2018*
Aggregate Ws
*Spring 2018 data is projected as Incomplete Grade Agreements and grades are still pending. One area of focus moving forward is how this redesign has not only improved pass rates but also decreased withdrawal rates. A substantial change is student’s retention has documented with the majority of withdrawals falling under the WR2 (non-payment) designation this year, indicated financial barriers are a leading cause of student challenges and the course restructure has decreased obstacles that would have otherwise resulted in student-led withdrawals.
Withdrawal vs WR2
TRM Withdrawal Frequency and Type Over Two Years 50
40
30
20
10
0 Fall 2016 Spring 2017 Fall 2017 Spring 2018
Total Withdrawal WR2
SSC Strategic Plan Goals
GOAL 1.
The goal this year was to increase math chat availability and student utilization by 100% from fall to spring.
Following the creation of the Math Chat resource for remote math tutoring availability through peer tutors, staff met with 3 individual visits in Fall 17. The goal was to double this number in the spring. The department increased the offerings to 5 days a week for Spring 2018.
Goal Met with Further Need
The spring semester came with greater utilization of Math Chat resources and three dedicated students making weekly appointments. In total, seven unique students utilized it, but only three were repeat visits throughout the spring semester. Further sharing and marketing will be necessary to grow the comfort and reliance on this option as well as ongoing training for effective engagement across online platforms.
Student Success Center Summary The focus in the department on the goals of increasing student awareness of academic and life support opportunities, the tracking and interacting with leading indicators of student success, as well as the ongoing focus on strengthening current practices to enhance success outcomes through the support of college-wide initiatives continues to be the leading areas of growth for the department. Operational foundations remain strong and the consistent review of data keeps the department aware of areas of concern quickly allowing the team to intervene with students quickly and efficiently. With a strategic eye on metrics, the department has maintained tracking to measure the effectiveness of current practices and strengthened their insight on student behaviors. Advising Academic Advising is vital to Student Success at MCC. Academic Advisors are trained to assist students in selecting a program of study, discussing college transfer, career and/or course options, providing financial aid and other payment-related information, helping students find resources for personal issues as well as actively providing encouragement and additional support for students. Advisors also work with the Veteran population and students requesting Disability Services. MCC aims for advising to be styled with a holistic approach in mind – looking at the whole student and all factors that can help and hinder academic progress. In recent years, the Advising department has chosen to follow the Intrusive/Proactive Advising model, which involves Advisors reaching out to students at key points in their academic careers to ensure efficient progress towards timely completion of their educational goals. Milestone Advising Advisors continued highly successful intrusive advising initiative of Milestone Advising. Milestone advising is a very successful advising effort that alerts students who are 50 percent complete (or more) with their declared degree or certificate and requires students to meet with an Academic Advisor to develop a plan for remaining program requirements, review of financial aid, resources available at MCC, transfer after MCC, etc.
Milestone advising is a process that enables advisors to check in with students to ensure they are on the correct, most expedient path to completion and to assist students in the next steps on their educational journey.
This also provides students an opportunity to have a conversation about financial aid status and confirm continued receipt of financial aid throughout the remainder of their time at MCC. More than 90 percent of students “flagged” for a Milestone Advising session have completed their meeting with an Advisor – with the number continuing to grow. Amazing! Seventy-eight percent (78%) of students who completed a Milestone Advising session in the fall enrolled in classes for the spring semester. This resulted in 2,937 credits of enrollment. Many students who completed a Milestone Advising session in the fall were able to graduate in December, some not realizing eligibility for graduation until meeting with an Advisor for this important Advising session. Successful Start Advising The Successful Start Advising initiative, now in its second year, is a comprehensive Advising session aimed at students in their first semester at MCC. Students are contacted approximately one month after courses have started and schedule an appointment with an Academic Advisor.
Advisors recognized that during heavy registration periods, they are not able to have thorough conversations with new students about what is involved with becoming an MCC student. There simply is not enough time, due to the high traffic experienced in August and January. Additionally, when students are brand new, they cannot absorb all of the information needed to be a successful college student until they are actually enrolled in classes and are experiencing college life.
The Successful Start Advising session is a chance for the Advisor and student to have a more thorough conversation about: degree choice, educational/career goals, work/life/school balance, support resources and services available to the student, opportunities to participate in Student Life, Financial Aid, policies (withdrawal, Academic Probation, Dismissal, etc.), transfer opportunities upon completion of their MCC degree and the completion of an Academic Plan.
Students have responded positively to this new advising initiative, and faculty in student success courses have actively supported this initiative. As of May 1, 2018, 285 students have completed the Successful Start session for the 17-18 academic year. Training & Professional Development MCC Connect staff members continued to undergo cross training in elements of prescriptive advising to enable staff to assist students with the most basic advising needs. This allowed professional advisors to focus on developmental advising, which is an in-depth and holistic advising that requires a more intensive/intrusive look at the student’s entire academic picture, their history, goals and future plans as well as current personal situations.
Advisors have been cross-trained by the Testing Coordinators to proctor all exams administered in the Testing Centers. Advisors had to take several certification exams in order to proctor for many of the vendors. Advisors continue to assist in the Testing Centers and with placement testing for Dual Enrollment at local area high schools. This cross-training has increased the department’s ability to serve students completely and consistently.
In the area of professional development, it is a pleasure to report that one Academic Advisor earned a Master’s degree this year. Two other Advisors have begun work on their Master’s degrees this year. The department strives to support further educational attainment for Advisors and is so proud to report that more than half of the Advising team currently possess a Master’s degree. Student Support in the Classroom Three advisors are currently teaching the STU 103 – Survive and Thrive in College. As a course that introduces students to MCC, college life, study skills, financial aid, etc., Advisors are very well equipped to teach this course. Staff are thrilled with the bridge that this builds between Student Services and Instruction and know that this will enhance MCC's ability to ensure students are successful. Phone Advising Phone advising continues to be a valuable resource for all students, both prospective and current. Students may receive prescriptive and/or developmental advising over the phone. Advisors are available throughout the day for phone advising, and if a student calls in after hours, an advisor returns their call the next business day. Email advising continues to be a valuable part of “Online” Advising services. Student interest in receiving Advising services in non-traditional modalities continues to increase.
Phone advising has been a cornerstone of Saturday Advising Services, which Student Services offers in January and August during peak registration. Staff is able to assist students, without having to fully staff Student Services offices on Saturdays because of phone advising. Over 100 students were assisted via Saturday phone advising in August and January.
All four campuses maintain phone advising kiosks, which provide students a phone that connects directly to MCC Connect and a computer to enable staff to walk a student through the MCC website, learning management system, NetPartner (online Financial Aid system) and other useful sites – all over the phone. This also allows students to be easily transferred to phone banks if there is a line in student services and the student would like to remain at the campus. Advising Services & SENSE Survey MCC administered the Survey of Entering Student Engagement (SENSE) to new students during the 4th and 5th weeks of the fall semester 2017. SENSE is a product from the Center for Community College Student Engagement. Questions related to advising services are detailed below. While MCC scored higher than the cohort group in all areas, there is certainly room for improvement. Advising services will focus on improving all of these areas, with special attention on creating academic plans at earlier advising sessions (currently those are completed during the Successful Start advising session, which often may not occur until the second month of a student’s first term at MCC).
Aspects of Highest Student Engagement SENSE Report 2017 100.00% 87.70% 80.80% 81.40% 75.90% 80.00% 67.10% 66.10% 59.80% 60.00% 48.10%
40.00%
20.00%
0.00% 81d 18e 18f 18g
Mohave Community College 2017 SENSE Cohort
*Strongly agree and agree responses are combined.
18d Able to meet with an academic advisor at times convenient for me. 18e An advisor helped me to select a course of study, program or major. 18f An advisor helped me to set academic goals and to create a plan for achieving them. 18g An advisor helped me to identify the courses I needed to take during my first semester/quarter Early Alert/Early Invention Program 16-17 MCC transitioned to an in-house Early Alert system. This system is managed via a ticketing system created by IT. Staff and faculty create tickets for various reasons: Tutoring Referral, Academic Alert, Life Issue Alert and a Financial Alert.
Advisors worked with students having trouble, through the Early Alert system, assisting students who had been “flagged” by staff/faculty members as needing assistance with Life and Financial issues. Advisors no longer manage Academic Early Alerts, as those are handled in the Instruction department. Advisors do, however, work with students who have previously experienced academic difficulties and are on Academic Probation or have been recently re- admitted after an Academic Dismissal.
Advisors complete Student Success Plans for all students on Academic Probation, which includes students returning to MCC from an Academic Dismissal. The Student Success Plan is completed one-on-one with an Advisor. This is a comprehensive Advising session, in which the Advisor and student create an Academic Plan to ensure future success, discuss Financial Aid (and the implications of not being successful academically in regards to Financial Aid), review Student Support Services available to students (Academic – Student Success Center, Supplemental Instruction, and Life – Student Support Program). Advisors review the student’s study habits/skills and make recommendations regarding resources to improve Study Skills, Time Management, Test-Taking Tips, Note-Taking Skills and School/Life Balance. As of May 1, 2018, 176 Student Success Plans have been completed by Advisors for academically at-risk students.
Tutoring Referrals are routed to the Student Success Centers. Academic Alerts are managed by the Associate Deans of Instruction on each campus. Advisors manager Life and Financial Alerts. The Financial Alerts are also reviewed by Financial Aid staff.
Early Alerts
140 124 120 106 99 96 100 71 80 59 60 46 34 31 40 23 22 22 24 14 20 4 2 6 6 6 4 0
Breakdown by Category 2016-2017
350 314 300 250 200 184 150 100 33 16 50 0 FINANICAL LIFE ACADEMIC TUTORING
Breakdown by Site
17, 3% 124, 21% BHC DAC 232, 38% 3, 1% DE LHC 190, 31% NCK 39, 6% NMC
Student Support Program MCC continued the partnership with Deer Oaks Behavioral Health to facilitate a student support program, which provides a holistic approach to student concerns and issues via 24-hour access to services that include telephonic and online counseling. This program provides advisors, faculty, and staff a valuable resource to assist identified students through numerous means as potentially being able to benefit from this program.
Further, students can also login to a dedicated website with access to live chat (LiveCONNECT), in-the-moment counseling via an online counseling portal and thousands of articles and resources to support work/college/life balance. MCC has had a handful of students take advantage of the counseling services and believes usage will grow as students become more aware of the program and its offerings.
The utilization by students for this service for the year is almost 2.5 percent, slightly lower than national standards – however, this service has proven to be an extremely valuable resource in helping staff and faculty appropriately triage students and get them needed help for life issues. Advising Traffic Data Over the past year, Advising continues to see its highest traffic in the months of August and January (peak registration times). The majority of students (62%) continue to be served on campuses via in-person advising. The department is are pleased, however, that online advising services (phone and email advising) continues to grow (38% this year). Staff is hopeful that once virtual advising (similar to web-conferencing) is implemented, more students can and will be served remotely, as this is often a convenient choice for students.
Advising Traffic by Campus July 1, 2017- April 20, 2018 NMC, 1771, 14% BHC BHC, 3935, 31% LHC NCK NCK, 4396, 34% NMC
LHC, 2698, 21%
Advising Traffic July 1, 2017- April 20, 2018
1038, 8% Phone Advising Sessions 2560, 20% Email Advising Sessions 2342, 18% 6860, 54% Walk-in Advising Sessions
Scheduled Appointment Advising Sessions
Advising Traffic by Month July 1, 2017 - April 20, 2018 2808 3000 2500 2000 1727 1500 1192 1269 879 970 1012 943 959 1000 589 500 0
Advising Traffic In-Person vs. Online July 1, 2017 - April 20, 2018
4902, 38% Online 7898, 62% In-person
Testing Services Testing centers on each of the four ground campuses provided testing services to MCC students and members of the surrounding communities. The centers administered and proctored AccuPlacer placement exams, College Level Examination Program (CLEP) tests, Test of Essential Academic Skills (TEAS) and Health Education Systems, Inc. (HESI) exam for allied health programs, on ground tests for online and plural courses when needed, make-up tests for college faculty and various other assessments for career and technical programs and certifications. The centers also facilitated/proctored testing for students who attend other schools. Dual Enrollment Testing Coordinators continue to assist recruiters in administering placement tests at the local high schools for Dual Enrollment students. Coordinators also continued to train the Recruiters to proctor smaller groups of high school students taking the AccuPlacer placement exam. Cross training for testing coordinators with Advisors, Recruiters as well as student services, in general, will continue to allow for better service to students. Faculty Support Testing Coordinators worked closely with faculty on several projects this year. Testing Coordinators provided AccuPlacer data to faculty to assist them in establishing new cut scores for the Next Generation AccuPlacer test, which MCC will begin administering in July 2018. Testing Coordinators also worked with faculty to obtain certifications to proctor various CTE and Allied Health exams. Professional Development Professional development opportunities were sought through membership in AZACTA (Arizona Association of College Testing Administrators) and attendance at the annual AZACTA conference. Additionally, Testing Coordinators have been cross training with Advisors to learn essential Advising functions. Testing Traffic Data Testing Centers continue to serve the highest number of students with the AccuPlacer placement exam. The next highest category of testing is Pearson VUE exams, which are certification exams for a variety of industries/occupations.
As with Advising, staff sees a peak in the testing numbers in August during peak registration for fall semester. Testing centers do see steady testing traffic throughout the spring semester due to ongoing testing at the local area high schools for Dual Enrollment classes. Testing Traffic by Test July 1, 2017-April 20, 2018 3000 2501 2500 2000 1500 1246 1000 559 525 352 500 160 170 277 44 4 8 57 121 0 5 0
Testing Traffic by Campus July 1, 2017 - April 20, 2018
354, 6% BHC 1884, 31% LHC
2083, 34% NCK NMC
1763, 29%
Monthly Testing Traffic July 1, 2017- April 20, 2018 1200 1007 1000 751 800 671 685 706 611 600 487 418 455 400 322
200
0
Advising and Testing Services Summary Both the Advising and Testing Services departments worked diligently this year to improve the quality of service to students, undergoing extensive training and reviewing internal processes collaboratively with other members of the Student Services team. The dedicated staff in Advising and Testing set ambitious departmental goals to assist in the accomplishment of broader college Strategic Plan Goals. Going forward, the teams will continue to focus on serving students efficiently and effectively, as well as look for opportunities to improve the processes and thus, the service to students. Student Life and Leadership Student Life and Leadership continues to fall under the Office of Student Services, however the campus deans serve as Student Activities Council (SAC) advisors on each campus and have oversight for all club activities on their campuses. Student Services continues to provide, maintain and update Student Life Policies & Procedures, contained within the Student Life Handbook. This year the SACs, in addition to other student clubs, continued to offer fun, diverse and educational programming for the student body, including:
Welcome Back events Parades Halloween festivals Presentations, speakers
In addition, SACs assisted in funding other student club events and travel to conferences, etc. Student involvement in the campus student life continues to be a challenge. Most campuses, however, have a core group of students each year who are willing to devote the time and talent needed to keep the Student Activities Councils going and participate in student life. The SACs all have established several successful events that are repeated each semester and has thus increased student engagement and involvement in these repeated activities. Financial Services
Executive Summary The 2017-2018 year saw the continuation of process revision to gain efficiencies, more transparent financial reporting, and balanced workloads while reducing staff positions for the 4th year in a row, and decreasing both departmental operating and staffing budgets.
Financial Services successfully completed the 2016-2017 external audit. This was the first year of a three-year cycle that the auditing firm of Snyder & Butler, CPAs, PLLC conducted the audit. The new auditing firm was very thorough and the 2016-2017 audit resulted in one finding that related to the business office. The department is working on corrective active to address the finding by reviewing and formalizing documentation of internal financial reporting processes.
As in previous years, an application has been submitted to and is currently being reviewed by the Government Finance Officers Association (GFOA) for a Certificate of Achievement for Excellence in Financial Reporting.
The department has continued efforts on securing alternative revenue sources as a reliable source of funding. The increased investment of fund balances and active treasury management philosophy has continued to result in positive returns. The department has increased investment income while maintaining a highly risk adverse investment strategy. Payroll The payroll department maintains the responsibility to monitor the Affordable Care Act (ACA) requirements and will implement any changes if federal regulations are amended by the current administration. Year-end ACA forms were successfully distributed using software uploads while adhering to federal requirement changes.
Increased administrative volume due to new position creation and position changes continues to be handled with no additional staffing in the department as efficient processes have been firmly established. The department continues to monitor and implement federal regulations.
With the passage of Proposition 206 in the State of Arizona, the department has fully implemented the processes of complying with not only the wage increase but also with sick time accumulation and reporting. Accounts Payable The 2016-2017 year resulted with the implemented P-Card program exceeding the aggressive goals by increasing the program rebate 81% over the amount received in 2015-2016. The P-Card program allows staff and faculty more flexibility and efficiency in purchasing. This program also allows budget managers obtain supplies and services more efficiently. The P-Card program is being reviewed for effectiveness to fit with the overall college strategic plan goals. The accounts payable department continues to incorporate paying larger college-wide invoices with the P- Card. Using the P-Card reduces the issuance and mailing costs of paper checks, provides a more secure method of payment and maximizes the rebate benefit.
The department furthered efforts to move vendors to the electronic payment method offered by the college. Electronic payments eliminates slower and costlier methods of mailing paper checks. Employees are reimbursed as vendors using this method as well. Accounting and Finance The department completed the 2016-2017 audit and addressed the outstanding finding cited by the auditor firm of Snyder & Butler, CPAs, PLLC. The department is continuing to revise formal documentation of processes and increase efficiencies and accuracy with a reporting template for the coming year that will minimize changes to the MD&A and footnote section over the course of the audit. Bursar This year the Bursar’s office reduced staff by one position. The department concentrated on strengthening existing processes and creating more efficiencies. The addition of more courses and programs to the Competency Based Education (CBE) tuition model has presented challenges to the current software system resulting in increased volume of work for the Bursar’s office due to the manual processes required for student billing in the CBE model. The department contracted with Jenzabar to explore software solutions, but did not discover any options that would automate the process. The department has requested an additional position to handle the increased workload, as increased enrollment will result in manual processes that cannot be handled by the College’s current student billing software.
The department continued to play a very active role in developing and implementing various student-facing policies and served students with payment plans and extremely efficient and consistent financial aid disbursements. Due to this exceptional service, the department received the Achieve Campus Efficiency (ACE) Award from BankMobile. BankMobile is the system the College uses to disburse funds to its students. Out of the more than 800 institutions that use BankMobile, only 71 were recognized with this award (top 8% of colleges that use BankMobile). MCC joins institutions such as Texas A&M, Dixie State University, Eastern Michigan University, and Gateway Technical College in receiving this award. Procurement During the 2017-2018 year, the office of procurement released numerous RFP’s (Request for Proposal) and other solicitations including the new Online Bookstore, Welding Skills Center equipment for both BHC and LHC, HVAC Trainers and Software for the BHC and LHC Labs and numerous grant funded purchases. The largest and most extensive RFP process completed by the department was the Design/Build for the new Kingman 600 building.
The North campus closed out the final stages of the new NMC Building. The Kingman campus will see construction of the new 600 building during the 2018-2019 year. Budgeting Changing enrollment, commercial property tax appeals, and shifting state funding all created further need for flexible budgeting. The department incorporated these changes into mid-year financial scenarios to help adjust staffing and operating budgets accordingly.
The Strategic Plan for the College encouraged a continued examination of alignment of funding priorities as MCC looks towards 2017-2018.
The college continues to keep a close eye on developments regarding a tax appeal from SouthPoint Energy and the potential risk of approximately $2.33 million dollars of funding that will require refund should the claim be successful.
Additionally, the department developed financial models considering fund balance and future revenue trends to support a renewed master facility plan and to incorporate a compensation package model into the budget for next year. The College’s health insurance premiums had a slight increase in premiums for 2017-2018.
Human Resources
Executive Summary The 2017-2018 year has been productive for Human Resources. The team continues to make process improvements and coordinate procedural changes, while providing exceptional customer service and maintaining high standards in daily transactions.
Recruiting Since July 1, 2017, Human Resources has received and reviewed more than 1,500 applications for employment for 75 regular position and 48 temporary position vacancy postings. On the average, four candidates were interviewed for each regular position for an estimated total of 300 interviews over the course of the year. Additionally, 816 job interest cards were collected electronically, allowing the system to automatically notify interested candidates when appropriate positions become available. There are currently 28 vacancies that will be filled in preparation for the next fiscal year.
Competency Maps Human Resources began developing competency maps for college positions, providing an avenue for internal and external applicants for obtain competencies critical to success in future positions. Competency maps will continue the development process through the next year.
Wellness Program Success Human Resources intensified the focus on employee wellness over the past year, resulting in record levels of employee participation for the fall and spring initiatives. The commitment to wellness translated in a claims loss ratio that improved by nearly 10% over a 12-month period, from 96.79% in March 2017 to 87.26% in March 2018. Lower claims loss ratios lead to more manageable health insurance premiums.
Student Job Boards With the assistance of the IT department, Human Resources successfully developed and implemented a student job board located on the MCC website. The job board allows external organizations to post job vacancy notices geared to MCC’s students, after vetting through Human Resources, providing a more direct route between employers and students looking for work.
Human Resources, again with the assistance of the IT department, used similar technology and methods to advertise internal student worker positions. The new student worker job board gives students a clear understanding of the positions available and a streamlined application process.
Staff Performance Appraisals Human Resources revised the staff performance management plan during the past year. The goal was two-fold: development and collaboration. While performance appraisals are often associated with evaluation, an often overlooked aspect is the developmental piece. The new plan emphasizes opportunity for supervisors and employees to focus on development through a collaborative processes.
All supervisors received training on the revised model and written guidelines through the winter months and the plan was implemented in March.
Diversity Diversity statistics regarding staff and applicants are as follows:
Employees by gender/race/ethnicity 2017-18 (includes associate Femal Mal Tota faculty) e e l Asian 6 5 11 Black or African 11 8 19 Hispanic or Latino 24 23 47 American Indian/Native American or Alaskan Native 0 1 1 Native Hawaiian or Other Pacific Islander 0 2 2 White/Caucasian 272 188 460 Multiracial 14 0 14 Unknown 16 11 27 Totals 343 238 581
Applicants by gender and race/ethnicity July 1, 2017 - May 10, 2018 Female Male Totals Asian 8 16 24 Black or African 27 23 50 Hispanic or Latino 62 42 104 Multiracial 68 34 102 American Indian/Native American or Alaskan Native 11 6 17 Native Hawaiian or Other Pacific Islander 1 1 2 White/Caucasian 638 348 986 Totals 815 470 1285 Unknown 282 Totals 1567
Information Technology Unit
Executive Summary
The Information Technology Unit has embraced innovative change to the information systems and worked closely with all departments in exploring inventive ways to work around and/or automate manual processes. In addition the ITU has worked to strengthen, secure, and rebuild much of the network, including the deployment of NSX, completion of the switch refresh project, and a rebuild and redeployment of the security services related to wireless networking. Last year’s rebuild of Active Directory has allowed the systems administration team to automate many processes and offer better throughput, response, and operation of tasks on all campuses.
In the coming year the Information Technology Unit will continue to work towards creating a productive, cost effective technology infrastructure to the college community. Major Projects During the past year the Information Technology Unit completed 81 major projects, as seen in the table below. In the ITU, projects are any new initiative/innovation that 1. Takes more than two weeks to accomplish and 2. Requires more than one IT staff member to complete. All other work is considered routine daily maintenance and operations. In the table below entries in green indicate innovative projects that resulted in documentable time savings for the affected stakeholders. More than half of the projects undertaken this year fall into this category.
2017-2018 Projects Affected Area(s) IT Unit Involved 1098T - Upload of 1098T information to IRS Business Office Admin. Computing Added Database blackouts to the EX scheduler Financial Aid Admin. Computing Admissions Application (database support) Students Admin. Computing Admissions Application Student Services Admin. Computing Advisor assignment automation for better workflow Student Services Admin. Computing Auto Academic Recalculation and Compute process Financial Aid Admin. Computing Bank Mobile Scripting for Students Business Office Admin. Computing CBE Billing - Built, tested, and deployed CBE Billing Business Office Admin. Computing Copy Courses for a new term Instruction Admin. Computing Course Entry Instruction Admin. Computing Courses process change Instruction Admin. Computing Courses - upgrade changes Instruction Admin. Computing Disaster Recovery setup and testing All departments Admin. Computing Dual Admissions Application Student Services Admin. Computing Duplicate Name Search Configuration All Staff and Students Admin. Computing Financial Aid EX Scheduler for daily processes Financial Aid Admin. Computing Financial Aid Job Shadow and Process Review Financial Aid Admin. Computing Form flow update and testing (may be replaced by OnBase) All departments Admin. Computing Grading windows - allows easier grade entry by faculty Faculty Admin. Computing HS GPA verification move to tools website Admissions Admin. Computing Jenzabar Permissions Project All Staff and Students Admin. Computing Jenzabar Upgrade All Staff and Students Admin. Computing Location Codes Business Office Admin. Computing Approval Track responsibilities back to BO Business Office Admin. Computing Setup & access to budget codes responsibilities to BO Business Office Admin. Computing Nelnet automated via tools website Business Office Admin. Computing OnBase Conversion (ongoing) All Staff and Students Admin. Computing OnBase Install and Config All Staff and Students Admin. Computing OnBase Training for users All Staff and Students Admin. Computing Parton - Library system that requires extensive scripting Library Admin. Computing PowerFAIDS upgrade Financial Aid Admin. Computing Regroup created, tested, deployed for emergency notification All Staff and Students Admin. Computing Reports Training to allow staff to create, edit, and use reports All departments Admin. Computing Reviewed FA daily processes to make more efficient Financial Aid Admin. Computing SAP calculations now mostly automated Admissions Admin. Computing Transcript Requests are now handled via tools website Admissions Admin. Computing Building Switch refresh All Campuses Networking Disaster Recovery setup and testing All Campuses Networking NMC Network buildout/stand up NMC Staff Networking NSX Implementation All Campuses Networking Phone renewal and upgrade All Campuses Networking Radius/Security Implementation (wireless) All Campuses Networking AGEC progress report for students Student Services Programming Budget Transfer Request automation Business Office Programming Bulk password reset All Staff and Students Programming Business Office Travel Form Business Office Programming EMT Student Application Instruction Programming FTSE Certification for Instructions (Jenzabar) Registrar Programming Incident Reporting System Update Campus Deans Programming Integrate Nolij document lookup into tools website Student Services Programming Integrate WUFOO forms into tools website Student Services Programming NTC Transcript import automation Instruction Programming P-Card cardholder agreement automation Business Office Programming P-Card monitoring and violation project Business Office Programming P-Card Pre-approval request form Business Office Programming Prop 206 data normalization and import Human Resources Programming Records check form in tools website Student Services Programming Records Management Database creation and deployment Library Programming Self Service/Contact Info Update All Faculty/Staff Programming Student/Work Study Job Board Human Resources Programming Summer Bridge Registration redesign Instruction Programming Z-Grade process refined and made simpler Instruction Programming Herbarium Website Students/Public Programming 6 new application servers All Campuses Systems Engineering Datacenter/VMWare redeployment All Campuses Systems Engineering Disaster Recovery setup and testing All Campuses Systems Engineering Failover for servers All Campuses Systems Engineering Hosted application updates (9) All Campuses Systems Engineering Network consolidation/strengthening All Campuses Systems Engineering NSX Implementation All Campuses Systems Engineering Server OS and SQL Upgrades All Campuses Systems Engineering Equipment Disposal forms - automation project Info. Technology Technical Support Inventory Clean-up Info. Technology Technical Support ITV Refresh and update All Staff and Students Technical Support NMC Network buildout/stand up NMC Staff Technical Support Procurement reorganization Business Office Technical Support Refresh Project - 180 PC's and 30 laptops All Staff and Students Technical Support Testing Center Refresh/Upgrade Testing Center/Students Technical Support TopDesk implementation, testing, and deployment All Staff and Students Technical Support TRM Classroom buildout and testing Instruction Technical Support Windows 7 --> Windows 10 Upgrade All Staff and Students Technical Support
Major Projects in Progress or planned for 2018-19 There are currently 12 major projects underway or being planned for the coming year, as seen in the table below.
2018-2019 Projects Area Affected Unit 2018-19 refresh – 280 desktop and 30 All campuses Desktop Support laptops OnBase Detailing All campuses Admin Computing/All Departments Data Center Refresh All Campuses Systems Engineering/Networking Automation – Admissions Application Students/Student Services Admin Computing / Web Development JICS redesign All campuses, students Applications / Web Development Radius Rebuild All Campuses Networking Wireless Refresh All Campuses Networking JICS/Jenzabar Upgrades All Campuses Admin Computing 25 Automation Projects All Departments Admin Computing 500 Classroom rebuild Instruction/Students Facilities/IT Inventory System All Campuses Programming/Desktop Nursing Evaluation Automation Nursing Admin Computing
Organizational Structure Systems Administration The systems administration team has had a busy year! In addition to the NSX rollout and the reconfiguration of VMWare and the VMWare View hosts the team has made significant progress on disaster recovery and operational support. Over Spring Break the Systems Engineering and Administrative Systems teams conducted several different disaster recovery scenarios. The end result was a reduction in recovery time from an average of 72 hours to 47 minutes. This reduction holds for all scenarios (loss of primary data center, loss of backup data center, loss of individual campuses, etc.) As the new data center comes online IT hopes to be able to configure an environment that supplies continuous uptime for any and all MCC controllable items. Items outside of IT’s control include Microwave/fiber links, which are limited in Mohave County, and power. Technical Staff Technical staff worked very hard on workstation and laptop refresh projects this year, deploying more than 300 computers across all campuses. In addition the technical team worked diligently with the staff of the North Mohave Campus to stand up the networking, compute infrastructure, and learning spaces of the new building. Network and Server Environment This year the network and systems engineering teams will work to refresh the Las Vegas Data Center to bring the equipment up to a more modern, expandable structure. The current environment has no room to grow with respect to processors or memory without significant investment of funds to add equipment that would have a limited life span given the age of the data center. Instead the data center team has researched other options and worked with multiple vendors to release an RFP that will, when complete, provide the college with a data center that has built in expansion capabilities that should see the college through the next 5-7 years, even is the college experiences a sharp increase in enrollment. To achieve this the team has required the responding vendors to provide equipment that allows ad-hoc addition of memory or processors is necessary. In the current environment, the only way to achieve this is to add additional servers, then purchase both memory and CPU for those servers. The flexibility of the data center design should reduce cost and ensure the college is paying for only what it needs while retaining the ability to respond to growth quickly and with less expense. Active Directory Optimization As a result of last year’s AD emergency rebuild and deployment the IT team has been looking at ways to optimize and protect the working environment. Among those initiatives are the placement of backup units at each campus, allowing a campus to continue processing locally even if network connectivity to Las Vegas is lost. When the connection comes back up, the data is automatically synced to other Active Directory Servers. Failover for this was tested for each campus and went completely unnoticed by the users. Wireless Network This year illicit traffic on the guest wireless network continues to be problematic, with off hours use skyrocketing on all campuses. Illicit traffic (e.g. the downloading of copyrighted material) poses a risk to the college. This issue will be addressed as part of the wireless network refresh over the summer. The new network layout will include:
Faculty/Staff: This network will allow faculty and staff to access shared drives and other data via the wireless network.
Students: This network will allow students access to college resources, while maintaining segregation between student needs and faculty/staff operational needs.
Guest: The guest network is the source of all illicit traffic. The new guest network will have “throttled” connections. The guest network will have speed suitable for browsing the internet and using e-mail, but not suitable for game playing, streaming video, or peer to peer file downloading. Servers and Storage In the past year the Information Technology Unit completed a major system restructuring in the Las Vegas data center. The VMWare environment has been consolidated to provide sufficient resources for daily operations and the restructure allowed the systems engineering team to maintain an emergency reserve of compute and memory capabilities that can be assigned on the fly should the environment need it. In addition the VMWare team managed to redeploy systems to take better advantage of VMWare licensing, resulting in a savings of nearly $36,000 in licensing fees.
This year the team is looking at replacing the data center with new equipment. The current environment reached end of life last year and will reach end of service next year – this is the optimal time to replace this equipment. With the new buildout IT anticipates further savings on VMWare licensing while expanding the compute, memory, and storage capabilities of the data center. Retired equipment will be repurposed in the backup data center, giving a better computer and memory environment at no additional cost to the college. Phone System Upgrade This year the networking team will evaluate the viability of “soft phones” on some campuses. The handsets currently in use are slowly dying due to age. Replacement phones cost anywhere from $125-$180 per unit. Last year’s phone upgrade included the future use capabilities of “soft phones”, wherein the phone software is hosted on a workstation and the user has a headset or other microphone/speaker combination for phone calls. The software was initially a limited license for the call center only, but when relicensing last year the IT department negotiated a site wide license at no cost. The cost of alternative headset/speaker configurations is in the realm of $40 per unit. As the physical phones age this may be a much more cost effective alternative to replacing physical handsets. Virtualization The NSX Network Virtualization project was completed this year and represents the culmination of a year and a half of planning and preparing. The advantages of NSX are many, ranging from better disaster recovery and operations continuity options to one button router and switch updates. Prior to the install of NSX a failure at a single campus would require the network administrator to log into and change the configuration of as many as 60 devices on a single campus to fail over. With NSX, this can be pushed in an almost automated fashion, saving time and energy during a crisis and allowing the network team to focus on repair rather than operations continuity. Desktop Virtualization The desktop virtualization (VMWare View) environment is a strong indicator of how innovative thinking and strong uptime planning is changing the nature of MCC for faculty, staff and students. Prior to the VMWare redeployment and rebuild the VMWare View environment was used by, at most, 20 staff and 15-20 students on a regular basis. Since the rebuild, optimization, and deployment of static views for staff in certain departments, MCC’s average daily usage has increased to nearly 200 users daily. IT expects this use to expand as MCC upgrades the data center and build in the capabilities to use more processor and memory intensive programs on the VMWare View client. This project will also allow us to consolidate licenses for some of these “power” programs, ultimately resulting in licensing savings for the college. Imagine Academy Imagine Academy is a subscription based program for academic institutions that gives students and faculty access to Microsoft specific curriculum aimed at providing certification paths to students in computer science programs on campus. IT is working with Microsoft to expand the free and no-cost offerings to students. Helpdesk Ticketing System Due to an issue with SAManage, the college’s current helpdesk vendor IT has evaluated and selected a different helpdesk system: TopDesk. TopDesk offers the same capabilities as SAManage at a lower price point. All of the workflows remain the same, including the innovative advances made with student alerts, key requests, and other workflows on all campuses. Software The IT department continues to work with campus faculty and staff to reduce software costs and footprints across all campuses. This year MCC expanded several services while reducing costs. This is an ongoing initiative for the IT unit. Security The IT department deployed a new antivirus solution this year that offers better coverage, more frequent updates, and includes a central management component lacking in the previous version. The deployment was handled automatically via the updated Active Directory system. After the audit results of the previous two years the IT department has been working diligently on documenting and standardizing onboarding, off-boarding, security, file access, and other processes. This hard work has borne fruit. This year the audit of the IT department resulted in no new findings and a status of “Corrected” to all 2016 and 201 findings. In addition, the IT Security review conducted by the college’s insurance carrier, The Trust, resulted in a request that the college sanitize and share its operations plans and security posture for dissemination to other Trust members as an example of “best practices” for information security. Classroom Computing This year the IT department will be expanding its area of responsibility to the design, installation, and configuration of teaching spaces on all campuses. The department has formed a plan and will refresh classrooms with an eye towards standardization of teaching spaces, allowing faculty to have the same equipment, access, and tools in all technology enabled classrooms. Standardization will reduce training time for faculty, ease the response to technology issues, and provide a cost savings as IT explores new methodologies to deliver content to students. Among the standardization options being explored are purpose designed whiteboard/projector screens that will use short throw projectors to allow faculty members to make note on slides in real time. In addition, the short throw projectors will allow students to share screens in real time, giving faculty to option of reviewing coursework or problems on both an individual and class basis. As the project moves forward the IT team looks forward to working with the Office of Innovation and Transformation and Office of Instruction to provide clean, technologically advanced teaching spaces for students.
Compliance and Accreditation
Compliance
Title IX Summary The U.S. Department of Education Office of Civil Rights is expected to release draft guidelines for addressing sexual assault under Title IX of the Education Amendments of 1972 in September. The proposed rule will be open for comment and then the DOE will take between three to four months to review the comments and submit a final regulation. Assuming a September release date of a proposed rule, a final regulation may not be issued until spring of 2019.
Mohave Community College provides interactive student training for sexual misconduct prevention and awareness online. The training provides students with opportunities to engage and check for understanding as they proceed through the training. To date 3717 students have viewed the online training.
When students attempt to login to Schoology for the first time they are routed to the training. Once they complete the training, they are routed directly to Schoology.
Faculty and Staff training was conducted online for all college employees this year. Next year the training will be in person when it is possible next year. Online training will be available for those who cannot attend, associate faculty, and new employees throughout the year.
The college is required to provide annual training, therefore the training will be updated for the 2018-19 school year. Ongoing Awareness The Office of Compliance will continue to offer online trainings for all, as well as offering other educational opportunities. (See VAWA Section) Complaints Case ID# Complaint Notification Type of Resolution Resolution Date Date misconduct Date
40-1617-012 5/24/2017 5/24/2017 Parenting 11/15/2017 Substantiated
20-1718-011 8/22/2017 9/7/2017 Parenting 1/20/2018 Substantiated
20-1718-001 9/6/2017 9/6/2017 Domestic Violence 9/6/2017 Substantiated
10-1718-002 9/28/2017 9/29/2017 Domestic Violence 9/29/2017 Substantiated 30-1718-003 1/18/2018 1/18/2018 Parenting 1/18/2018 Substantiated
30-1718-004 1/19/2018 1/19/2018 Parenting 1/19/2018 Substantiated
20-1718-005 02/07/2018 2/8/2018 Stalking Substantiated
10-1718-006 2/14/2018 2/15/2018 Sexual Assault 2/15/2018 Unsubstantiated
30-1718-007 2/26/2018 2/27/2018 Domestic Violence 3/6/2018 Substantiated
Sexual 30-1718-008 4/3/2018 4/4/2018 Misconduct 4/5/2018 Substantiated
30-2017-009 4/23/2018 4/23/2018 Sexual Assault 4/23/2018 Substantiated
30-1718-010 5/10/2018 5/10/2018 Stalking Substantiated
Accommodations Title IX of the Education Amendments of 1972 prohibits discrimination on the basis of sex— including discrimination against pregnant and parenting students. Under Title IX, a student who is pregnant or parenting cannot be excluded from participating in an educational program. In addition, the College must excuse a student’s absence because of pregnancy or childbirth for as long as the student’s doctor deems the absence medically necessary. When the student returns to school, the student must be allowed to return to the same academic and extracurricular status as before the medical leave began. Furthermore, any special services provided to students who have temporary medical conditions must also be provided to a pregnant student.
The Office of Compliance receives all requests from students requiring access to their educational program. For students with temporary pregnant status, as necessary, reasonable adjustments are made to the regular program in response to the student’s temporary status. Within the 2017-2018 academic school year, four students requested accommodation services based on pregnancy.
More notably, MCC’s Title IX team responds to all student or employee issues related to sexual misconduct. Similar to students who are pregnant or parenting, victims of sexual misconduct may receive reasonable adjustments to ensure equal access to all academic programs. For the 2017-18 school year, three students received accommodations under Title IX for reasons other than pregnancy. Campus SaVE (VAWA) Summary The Campus SaVE Act refers to the recent Violence Against Women Act (VAWA) amendments to the Clery Act. The Act is an update to Clery, expanding the scope of legislation in terms of reporting, responding, and prevention education requirements around rape, acquaintance rape, domestic violence, dating violence, sexual assault, and stalking. This legislation intertwines with the Title IX legislation so the responses are relevant for both summaries.
This year MCC hosted three opportunities for students, faculty and staff to engage in prevention and bystander intervention education. They are as follows:
1. Paint the College Purple
October is Domestic Violence Awareness Month, which MCC acknowledges by wearing purple. For survivors of Domestic Violence the color is meant to be a symbol of peace, courage, survival, honor, and dedication to ending violence.
2. No More Week (March 6-12)
NO MORE is a unifying symbol and campaign to raise public awareness and engage bystanders around ending domestic violence and sexual assault. By raising awareness nationally and bringing people, organizations and advocates together around a common mission, NO MORE aims to help gradually shift perceptions, normalize conversations and engage bystanders to take action to prevent and ultimately end domestic violence and sexual assault.
3. Denim Day ( April 25) a. Each campus hosted a Denim Day event and Photo Opp. b. For the past 17 years, Peace over Violence has run its Denim Day campaign on a Wednesday in April in honor of Sexual Violence Awareness Month. The campaign was originally triggered by a ruling by the Italian Supreme Court where a rape conviction was overturned because the justices felt that since the victim was wearing tight jeans she must have helped her rapist remove her jeans, thereby implying consent. Clery Summary Daily Crime Log The daily crime log is published in compliance with the Jeanne Clery Disclosure of Campus Crime Statistics Act and contains both alleged criminal and non- criminal offenses. The purpose of the log is to record all criminal incidents and alleged criminal incidents that are reported to the campus security department. Clery Act regulations state that a disclosure may not jeopardize the confidentiality of the victim.
2017-2018 DAILY CRIME LOG
NATURE CASE REPORTED TO DATE/TIME (CLASSIFICATION) NUMBER REPORTED 1 Destruction/Damage/Van BHC2017- MCC Personnel 8/21/17 5:00 PM dalism of Property 0002 2 Aggravated Assault NCK2017-002 Mohave County 10/9/17 1:00 PM Sheriff 3 Drug Law Violation NCK2017-003 Mohave County 10/9/17 1:00 PM Sheriff 4 Destruction/Damage/ NCK2017-004 Mohave County 11/6/17 7:00 PM Vandalism of Property Sheriff 5 Larceny/Theft NCK2017-005 MCC Personnel 11/15/17 7:40AM 6 Larceny/Theft BHC2018-001 MCC Personnel 3/8/18 9:30 AM 7 Larceny/Theft BHC2018-002 Bullhead City PD 3/27/18 12:00 AM
ADA/Section 504 Summary Per federal regulations such as the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act (Section 504), eligible students with disabilities can apply for accommodations services. Services can be requested at any time of the year, however accommodations are not retroactive. Furthermore, in order to continue accommodation services, students must renew their Accommodation Request Form (ARF) every semester he or she wishes to continue the services.
During the 17-18 academic year, the Compliance Office received 106 requests for academic accommodations. As can be seen in Figure 1, a majority of the requests, 41%, were received from students in Kingman campus with 30% of requests from Bullhead. 27% from Lake Havasu and 2% from North Mohave.
Figure 1: Accommodation Requests by Campus.
REQUESTS BY CAMPUS
Number of Students
2 NCK 43 29 BHC 32 0 5 10 15 20 25 30 35 40 45 50
Of the requests received, 59 students completed the paperwork and documentation process to receive services. The remaining students did not receive accommodations for the following reasons:
ARFs not signed (18 students). No documentation on file (16 students) Not registered for classes (11 students) Intake or application missing (2 students)
Signing the Accommodation Request Form (ARF) continues to be an issue impeding students from receiving services. Although students may have diverse reasons for not signing the forms, the process for returning forms was not always timely or efficient. Prior to the spring semester, students received PDF files of their ARFs that had to be printed, signed, and scanned or returned in-person in order to forward to the instructor. Noting issues with forms not being returned, during the spring semester, forms were sent electronically via PandaDoc for the first time. Students were able to return forms within a matter of minutes and feedback was received from students indicating this process was quicker and easier. All ARFs will continue to be sent to students through PandaDoc for future terms.
Although the category of eligibility varies, a significant number of students are eligible for services due to a specific learning disability. A learning disability is a high-incidence disability that ranges from limitations in oral expression, listening comprehension, written expression, basic reading skill, reading fluency, reading comprehension, mathematical calculation, or mathematical problem-solving. The three most common types of disabilities include specific learning disabilities, emotional disturbance, and other health impairments.
Figure 2: Eligibility for Services by Category
Requests by Category 30 28
25
20
14 15 14
9 10 9 7
5 2 2 1 1 1 0 A B D ED ID MD OHI OI SLD TBI VI
A: Autism B: Blind D: Deaf ED: Emotional Disturbance ID: Intellectual Disability MD: Multiple Disabilities OHI: Other Health Impairment OI: Orthopedic Impairment SLD: Specific Learning Disability TBI: Traumatic Brain Injury VI: Visual Impairment
Further, a majority of students are eligible for testing accommodations including extended testing time or testing in a distraction-reduced environment. Figure 3 includes a list of accommodations received from students who completed the accommodation process and received services. A majority of students receive testing, general academic and reading/writing accommodations.
Figure 3: Summary of Type of Accommodations Assigned
TYPE OF ACCOMMODATIONS ASSIGNED Special Circumstance 4% Hearing General Academic 3% 13% Math 3%
Physical Testing 15% 48%
Read/Write 14%
Accreditation
Higher Learning Commission (HLC) Mohave Community College (MCC) is on the Standard Pathway for maintaining accreditation with the Higher Learning Commission. This pathway follows a 10-year cycle and is focused on quality assurance and institutional improvement. The 10-year cycle includes the following reviews:
Year Four: Assurance Review: Completed 2016-17. No reporting or monitoring required.
Regular Monitoring: MCC submits an annual Institution Update which is reviewed by the HLC to monitor the health of the institution. This report was submitted on March 28.
Year 2018-19 2019-20 2020-21 2021-22 2022-23 Pathway Year 6 Year 7 Year 8 Year 9 Year 10 Cycle College Annual Update Annual Update Annual Update Annual Update File AA and Actions & Submit Federal Multi-Location Compliance Report Requirements College Selection of Evidence Evidence Finalize Logistical Site Visit Actions Steering gathering and gathering and Assurance Prep (internal) Committee prep draft prep draft Argument and members Assurance Assurance compile Federal Training S.C. Argument Argument Analysis of Training Multi-location Compliance Mid-Cycle report writing Report. Review Prep for visit Year-long prep Evidence and training for gathering and all employees prep draft Assurance Argument
HLC Review Multi-location 10 year visit Comprehensive Review
Year 10: Comprehensive Review: The second comprehensive review conducted on this pathway follows the same process as the evaluation conducted this year. The Year 10 evaluation leads to an action regarding the reaffirmation of the College’s accreditation. The College staff has already refined processes for evidence collection to guarantee accurate tracking of institutional improvement efforts over the next six years.
Change Requests:
MCC is obligated to report institutional changes to the Higher Learning Commission and to seek and receive Commission approval where appropriate prior to implementing changes. In the past year or so MCC engaged in the Commission’s protocol for the approval of new programs, the addition of new campus locations, and access to the Notification Program for Additional Locations. The College successfully gained approval for: new certificates programs, a second competency-based program (Truck Driver Training), four additional locations, and permission to utilize the Notification Program for Additional Locations.
Approval of a second competency-based program allows institutions to add concentrations to existing CBE programs, reformate other existing academic programs into CBE programs, or add new academic programs in a credit-based CBE format provided that the institution is not a significant departure from existing programs.
Access to the Notification Program for Additional Locations reflects that MCC now has a proven record of academic and administrative oversight and has the capacity to extend that oversight to new additional locations. MCC is now able to notify HLC of new locations and receive acknowledgement within two weeks rather than formally requesting an institutional change, which can take up to nine months to process.
Finally, MCC requested that its HLC liaison review what constitutes a “new” program because MCC is moving quickly in an effort to redesign programs to better meet today’s student and societal need. In this revitalization effort, current programs are getting a makeover. Some of the programs are rebuilding the curriculum in a way that disassembles learning outcomes and reassembles them differently requiring new course codes. Technically, the regenerated programs appear to include 50% or more new courses which, according to the HLC, requires a request for approval of the new program. MCC developed an argument with evidence that convinced the HLC liaisons that program and certificates that are redesign will not be considered “new” unless 50% or more of the learning outcomes change. This change in policy interpretation allows the college to move very quickly to redesign and implement programs. Specialized Accreditation In February, the college hosted on-site peer reviewers from the Accreditation Commission for Education in Nursing and the AZ Board of Nursing. Both organizations were engaged in a review of the MCC Registered Nursing Program. The AZBN will deliberate about the site visit at its meeting on May 17-18, and ACEN’s Review Panel will deliberate regarding the RN program on May 30, 2018. Reporting requirements are expected from both reviewing bodies. In anticipation of the review, the new nursing department leadership has planned and implemented change initiatives.
Strategic Planning/Program Measurement In January 2016, a Program Measurement Project was initiated to track departmental goals and accomplishments. This year MCC Strategic Planning (SP) initiatives were superimposed on the departments’ goals, so that each department is focused on these initiatives. SP/Program Measurement is a process by which one measure the department against a pre-defined set of goals or objectives. For non-academic departments program measurement is determining whether or not your department does what is expected of it and completes all of these tasks in an efficient and effective manner. Basically, measurement is a systematic method of finding ways for your department to become more streamlined. SP/Program Measurement allows everyone involved to become a part of the whole system and to have an influence in policy and procedural methods adopted by every department on campus.
Departments met several times to develop meaningful goals and measurements. College departments have submitted data every six months, and the taskforce then analyzes the data and make plans based on what the results indicate.
Spring 2018 is the last period of goal setting and data collection in this manner. This process will be part of non-academic department program review in the future.
Bullhead City Campus
Executive Summary Continuing to improve upon the successes of previous years and adding opportunities for students and the community, Bullhead City Campus (BHC) constituents witnessed increased community engagement and continued high levels of student life activity, while attention to campus safety remained a priority. The college’s reputation for playing an active role within the communities it serves was fostered, key strategic goal items were effectively addressed, and student success was augmented through careful attention to employee attitudes and behaviors that positively impact culture.
Student Life: Student life opportunities at the Bullhead City Campus continued to evolve and flourish based upon a growing sense of tradition. The BHC Student Activities Council (SAC) hosted a series of activities: Welcome back events at the beginning of each semester involving food and drink; Multiple student appreciation events near midterm and finals to provide an easy meal/snack while students studied for exams; Events to celebrate student organizations and allow them to recruit; continuation of the Outdoor Movie Night series, albeit at a reduced frequency (determined primarily by outdoor temperatures); sponsoring multiple special presentations in the Hargrove Library, working in conjunction with library staff; a spring College Daze event with activities, food, and music;
Several additional student life activities involved coordination between multiple groups, including BHC SAC: 1. The October Pumpkinfest event once again drew a huge crowd estimated to involve at least 1,500 participants and requiring the help of staff, most BHC student organizations, Foundation volunteers, and additional businesses and community members. 2. Many students and staff represented the college at the annual Boom Box Parade, featuring a float assembled by students on a route over a mile long, while the students and staff handed out candy to the thousands of citizens watching the parade. 3. Librarian Denise Gullickson volunteered to serve as chief advisor for the Alpha Chi Psi chapter of PTK, successfully completing new officer inductions, new member induction ceremonies, and a Stole and Tassel Ceremony. 4. The Rad Tech Skeleton Crew actively participated in service activities throughout the year, making a strong and consistent showing throughout the community and on campus. 5. The dental programs students (SADHA) enjoyed the successful, full implementation of the Tobacco Free at BHC policy, after at least two years of effort. 6. In November, staff, faculty, and students from Spanish, art, and culinary classes once again presented a “Multi- Sensory Day of the Dead” cultural event. 7. Art students participated in a number of student life activities, including the second year of their Comic Book Club, numerous art shows, the annual Christmas art sale, and the annual Tri-State Art competition. 8. Finally, at the end of April, staff and faculty members celebrated student successes at the Student Recognition Ceremony while simultaneously engaging in Denim Day activities aimed at sexual and domestic violence awareness and prevention.
Partnerships and Community Engagement: The BHC team waved a fond farewell to Dot Foods personnel in February, when Dot Foods took possession of their newly-constructed facility. The success of the business incubator concept proved to be a positive highlight of the BHC campus experience in 2017-18 Although standardized processes remain in development to continue the incubator concept, the current paradigm involves an ongoing active collaboration with the City Manager’s office and SBDC personnel to identify prospective future participants.
Additional significant partnerships are evident on the BHC campus. In partnership with the city, the campus continues to house a laboratory space for Pest Abatement Manager Dr. Joe Iburg. Second, the Legacy Foundation retains its suite in Building 1100, and maintains an extraordinarily high level of support for the college, college programs, and students. Third, Campus staff and staff from the Boys & Girls Clubs of the Colorado River once again plan to provide learning opportunities to area youth through a summer College for Kids camp. In addition, the Goodwill Job Connection continued operations in partnership with the BHC Student Success Center and Hargrove Library staff, offering much-needed career services to students. Last, the BHC Campus demonstrated its commitment to community engagement by partnering with the Chambers of Commerce, area medical centers, mental healthcare providers, schools, and the county to sponsor many activities that complement the MCC mission, those which strengthen the position of the college within the region, and those which enhance college strategic goals.
The Bullhead City Chapter of the Mohave Community College Foundation partnered with the college for the inaugural MCC ConCom event in March. ConCom focused on community workforce development, bringing together area employers, the college, students of all ages, and the community in an atmosphere of fun. Over eighty stations were set up for college personnel and employers to explore jobs and educational pathways. Numerous college strategic goals were effectively addressed. Examples of positively engaged campus students and employees abounded. Over 700 meals were served, and the Foundation chapter’s fundraising efforts were successful, with several thousand dollars raised. Post-event feedback, captured in electronic and written surveys was exceptionally positive, suggesting the importance of continuing the event next year.
Campus Safety and Emergency Preparedness: Emergency preparedness, an important topic actively addressed by the college for many years, remained a priority concept. The BHC Campus Training Manual and Emergency Plan further evolved in yet another iteration of successive improvements. Emergency communication systems and key personnel were routinely and systematically tested. Given the presence of numerous new and relatively new employees, a “back to basics” set of activities was initiated in spring to build common understanding of crisis management fundamentals. A number of small incidents and campus happenings further strengthened the confidence of crisis team members by testing the plan through real-life circumstances.
Facilities Projects and Improvements: Facilities Manager Dan Worden and his team accomplished a number of facilities improvements that served College strategic educational, sustainability, safety and security goals. Thirteen formal projects will be completed by June of 2018.
Two new renovation projects were undertaken to directly enhance student learning and success: Approximately 3,000 square feet in the east section of Hargrove Library were converted into a Transitional Math lab. Located adjacent to the Student Success Center, the lab features a layout and technological enhancements designed to foster student collaboration, including interaction with students, tutors and instructors at remote locations. Nine hundred square feet of the HVAC lab in Building 300 were enclosed and outfitted to provide space for a welding skills lab designed to help students maximize their skills in all facets of welding and succeed in educational goals. The lab will not only help students in the Welding program but also in programs like Automotive Collision Repair that have welding components in the curriculum Final completion of the lab is expected in May, 2018.
Six facilities projects were completed to enhance and reconfigure existing rooms to upgrade dated rooms and increase efficiency: The Student Services areas near the main entrance to Building 200 were completely remodeled to enhance aesthetics and provide streamlined and pleasant student/visitor experiences, especially for those applying, completing financial aid applications, registering for classes, and meeting with advisors. A new, twenty-feet-long information/student registration desk was added, along with counters for student computer. Two offices adjacent to the main desk were also remodeled, and new carpeting/flooring and paint dressed up the administrative hallways, student lounge and lobby. New and improved food/beverage vending machines were also installed. The project was jointly completed with facilities staff and outside contractors The campus testing center in Building 200 building (Room 202) was remodeled and reduced in size from 1,500 to approx. 700 square feet. A new camera system was installed in the testing center, and both testing offices were completely remodeled. A dividing wall was constructed to creating a new space (Room 201) which was designed to serve as a conference/meeting room with all new furnishings and devices allowing high quality intercampus audio/video communications. All areas received new carpeting and paint, and the project construction and installations were completed entirely by facilities staff. The Culinary Arts kitchen received some modifications and upgrades during the summer of 2017. Plumbing systems were upgraded with new grease traps, sinks, and a new reverse osmosis water purification system. A dozen new powered student cooking stations were installed to provide for a different approach to instruction. All work was completed by facilities staff. The restrooms in Building 500 were refreshed with new flooring and paint. New sinks and countertops are tentatively planned for installation in 2018/19, along with other building upgrades. Classroom 313 was refreshed with new carpet and paint by facilities staff, completing the refresh of this building. Roof renovations were performed on the built-up and single-ply roofs Buildings 400 and 500. The roofs were completely resurfaced, applying a high quality silicone surfacing system to provide multi-year protection from high UV and ponding problems inherent with flat roofs. All work was completed in-house.
Two campus exterior grounds projects were completed, in addition to minor landscaping tasks involving new groundcovers and plantings: Four separate parking lots and driveways were sealed and re-striped as part of the three to four year recommended cycle of asphalt maintenance. New campus directory signs will be installed in various campus locations during May 2018. In an effort to standardize college-wide signage and help visitors navigate unfamiliar surroundings, the formatting used by the Kingman campus will be adopted.
Energy and utility management remains an ongoing challenge for all organizations: A multi-phase project continued to retrofit all lighting systems to highly efficient LED lighting, with an expected 60% energy savings. Eighty percent of all exterior campus lighting were converted during 2016-17, with wall packs on Buildings 700 and 900 still remaining. During 2017-18, all interior lights were retrofitted in Buildings 200, 300, 400, 500, 600, 700 and 900. It is expected that the balance of campus interior lights will be completed next year. By far the largest electrical use on campus is air conditioning. Future installations of automated control systems will be very helpful in reducing the high electrical demands of the campus’ 90+ units. The large recent increase in water rates for the campus requires significant measures to reduce water consumption, although campus aesthetics also remain a priority. Many exterior plantings have been eliminated, based on their respective demand for water. The winnowing effort is expected to continue, accompanied by efforts to further increase accuracy of irrigation control programming. On-going plumbing maintenance and restrooms renovations will also assist water conservation efforts through installation of low-flow fixtures. Pursuit of another water-related issue consists of installation of additional water softening systems, such as one recently installed in Building 1100, in order to increase equipment and fixture life.
It is hoped that alternative energy strategies may be furthered in future years. Building 900 features a 42 kWh solar system installed on its south roof that offsets all or most electrical use during the winter months (November through April). Further installations of this sort may offset demands in other buildings. Similarly, recycling efforts could be doubled to offset increasing disposal rates.
Facility initiatives addressing safety and security include one major project: A new campus-wide fire alarm system was installed in 2017, streamlining and standardizing all building panels. New building-to-building fiber optic communication lines were installed concurrently, eliminating all copper lines and the resultant underground ground faults that previously plagued the campus due to water intrusion and power surges. Communications from all alarms to appropriate agencies (fire and police) are now cellular, increasing communication efficiency to alarm responders. Building and room security was upgraded through installation of internal locking locksets in all classrooms and offices. The retrofit greatly assists students and staffs during emergency lock-downs. It is anticipated that all high security rooms will be retrofitted in the upcoming year with electronic card access/digital access locksets. Future installation of access controls for all classrooms and offices would greatly help meet campus security needs.
Major Initiatives The five-year facility plan, recently reviewed, is a living document, designed for flexibility in order to accommodate the changing needs of the college. Of particular note for 2018-19 are two topics:
Building 500 refresh – Although common areas have been recently completed, classrooms are ready for updated flooring, paint, furniture, fixtures, equipment, and functionality. The two “Quad” buildings, Rooms 1-4 and 13-16 need to be refreshed, renovated, and/or repurposed. The buildings are well-suited for business incubators, training rooms, skills labs, or perhaps a future culinary training center. One major issue in association with the buildings remains lack of nearby restrooms. A suggested solution is construction of a unisex restroom in the existing storage/supply room over the summer, with further renovations delayed until firm plans are developed for the spaces. Preliminary investigation of an idea to remodel the buildings and combine them under a single roof showed the idea to be cost prohibitive. If future plans dictate one building, complete razing and rebuilding would likely be a better option.
Most of the tentatively projected 2018-19 facilities initiatives involve cyclical maintenance and refresh upgrades to maintain value and functionality of existing spaces. Upgrade of classroom furniture, fixtures and equipment remain a high priority to meet educational/training needs and student expectations.
A summer bridge program, similar to the preceding year, is scheduled to begin during summer session. Eligible high school students may participate at no cost. Those who need to increase math skills in order to become eligible for college level courses may participate in a transitional math course utilizing the now-tested EdReady system. The system offers a low-risk, flexible and individualized opportunity for developing math skills. Second, high school students who meet prerequisites may take either or both of the following eight-week sections: PSY 101, STU 103.
Expectation for 2018-2019 The imminent transition of campus administrators makes speculation about the future more difficult than usual, as the campus dean of the past nine years moves to another position within the college and Dr. Carolyn Hamblin prepares to commence duties at Bullhead City. New incoming Foundation chapter leadership also creates opportunity to head in new directions. In general, the dynamic campus history of positive community involvement and positivity provides a solid foundation for positive future developments.
Lake Havasu Campus
Executive Summary
This has been another productive year at the Lake Havasu City Campus. The dedicated faculty continued to deliver quality education to students, opening doors and changing lives, and the campus staff provided exceptional customer services to all who sought help or information whether it be to potential students seeking admission or to internal customers by working productively and collegially with all divisions and departments. The campus leadership team met each morning to discuss the day and any issues that needed to be addressed, the Campus Communications Council met monthly to share information from within and around the college, the Crisis Management team met monthly or as needed to discuss and plan for campus safety and the Campus Events Committee met quarterly to plan and discuss campus events. Facilities and technology upgrades were completed including a transitional
Math Lab on the upper level of the library, new technology and collaborative student spaces in a recently designated precollege studies classroom, student services remodel that focused on the safety and security of student information.
Campus Facilities
This year was a year of extensive campus refresh and renovation. Areas in the 200 and 300 buildings that had not been attended to in over 10 years and were rarely or sparsely scheduled for use because of their condition, were chosen for refresh or for complete renovation to make them useable by another program or function.
At the request of the student activities council, two rooms in the 200 building were combined into one and then renovated and converted to the new the campus fitness center. Exercise equipment that was purchased several years ago by the student activities council was moved from an area where it was rarely used, into the center. The new center now has exercise and weight equipment on one side and changing rooms, lockers and storage bins on the other with workout bars attached to the wall. This year the student activities council approved a recommendation that the fitness center should be used at no cost to not only students but also faculty and staff. Installation of LED lighting and replacement of carpet in the north, south and east hallways of the Student Services Center (Bldg. 200) was a significant improvement in the look and feel of the area. In the room previously called "the gallery" a wall was built and a door that had been closed for several years was opened creating a new pathway for staff to go into the break room without having to pass through the Pre College Studies offices, interrupting the workflow of this department as well as disturbing testers and waiting clients. The room is now an all- purpose room designed, for use by groups of less than 50, created as an energy saving alternative to using the 600 building during the summer months. In the 300 building two classrooms that were most in need of upgrade were targeted for remodel. One for use by the pre-college studies program and the other to create a conference room with telecommunication technology that could be used for meetings by internal and external groups. Old and outdated technology (TV’s, overheads and VCR’s) were removed from 6 classrooms in the 800 building along with yellowed maps, old books and materials and empty cabinets and bookcases. The classrooms were cleaned and prepped for use. The 700 building was refreshed with paint and carpet and a faculty/staff lounge was created for use by those whose offices and classrooms are on the west side of campus. Because this area includes a sink, storage cabinets, microwave and refrigerator and also serves as a work area for staff when events are scheduled in the 600 building. Energy efficient LED lighting has been installed throughout the campus. This effort also addressed a concern brought to us by students regarding safety on campus EMS program was moved to the 800 building to provide for more space to accommodate increased enrollment in the program. During the move uncatalogued and unneeded chemicals and medications were found and were assumed to have been donated over a period of many years. All were disposed of properly by the program director and only the equipment and supplies needed for the program are now in use. Pre College Studies staff moved into a newly remodeled suite of offices. A small assessment center was created with a window through which the learning assistant can view the students testing. Previously assessment testing was conducted in the reception area which proved to be an insecure testing environment. A classroom in the 300 building was renovated to accommodate the significant growth and need for current technology in the pre-college studies programs, i.e., GED and ELA. In the spring semester, the Physical Therapy Assistant program utilized the new fitness center to facilitate exercise classes that were open to students and staff. As a part of the PTA learning objectives, the PTA students were able to assess and study body movements during the class exercise activities. The fitness center was proven to be not only for recreation and fitness but also to supplement instruction in the PTA program. A designated room in the Industrial Technology & Art building (Bldg. 100) has been cleared and readied for the Welding program. Equipment has been delivered and the project will commence this summer. Extensive work to restructure student services was completed at the end of the fall semester. Student services offices are the focal point of the campus as they are frequently visited by perspective and current students and the general public. Privacy of student information and conversations were of major concern and were incorporated into the design. . Two banks of computers for students to use to access financial aid and to register for classes were placed on the north and south walls. Privacy panels installed between each computer station make the information students input more secure. . A circular service counter was built by the facilities staff for the center of the room creating a welcoming environment as well as increasing efficiency of services. The workstations of the staff who conduct student intake were placed far enough apart to make it less likely that student's information will be overheard. Two handicapped accessible areas that meet ADA standards were installed at each end of the service counter. . A decorative wall was constructed behind the service counter to provide more sound proofing and privacy for advisor offices.
At the end of September all facilities staff attended training at the prison. The use of inmates continues to be an important part of the labor force at the campus. All of the work done at the campus could not have been accomplished without the help of these workers.
Crisis Management and Security The Crisis Management training manual was updated several times to reflect changes in campus and district staff and a condensed version was also created to be shared with all staff and faculty. Initiatives for this year included discussions of current events especially those in close proximity to the college service areas. In an effort to promote a sense of high alert other initiatives included:
. Members of the Crisis Management team were trained on the use of the new emergency communication systems Regroup and Informacast. . A session at the evening faculty orientation meeting stressed the need for faculty to become familiar with the emergency information posted in their classrooms, point it out to students and discuss it with students on the first day of class. They were also informed of the new emergency notification system and told that periodic test notifications will be sent throughout the semester. Faculty were also strongly encouraged to wear their name badge especially associate faculty on campus who staff and others may not know. Tests of the emergency notification systems were conducted successfully. . Telephones in classrooms were checked to ensure they are in good working order. Emergency protocols and evacuation maps printed and posted in previously unused classrooms. . The crisis management team participated in table-top exercises on active shooter and chemical spills. . Practice sessions were held periodically where all members of the crisis management team participated in a question and answer session regarding campus safety and how they would handle various incidents. . At the last meeting of the semester a member of the LHPD was invited to the campus and to attend the CMT meeting. After taking a guided tour Sgt. Brian Jacobs met with the team to discuss campus safety and gave suggestions from his perspective. Jacobs’ assessment of the campus was that it is as safe as it could be for an open setting. Sgt. Jacobs emphasized that safety needs to be a priority and that many times people are in denial. Jacobs took the time to answer questions from the group and to offer advice.
Community Engagement, Outreach and Events
. Meetings with ASU Havasu were held bi-monthly to discuss how each institution could work together towards a common goal of educating the community. The fall semester meetings ended with an open house hosted by ASU where staff from the southern campuses of MCC attended, shared information and toured the ASU facility. At the end of the spring semester MCC and ASU partnered and presented a symposium on the opioid crisis. The event was held at LHC campus. The event as well as the campus received good reviews in the local newspaper and excellent evaluations from the public and the professionals who attended from several community and county service agencies. . At the Halloween event it was estimated that close to 1,000 adults and children attended. Many expressions of thanks were received for giving families and youngsters an opportunity to attend the event in a safe environment. . At the London Bridge Days parade, more LHC students than ever before attended and proudly walked alongside the MCC mobile learning lab with clubs carrying their club banners. . The campus advisory luncheon was attended by 16 members of the LHC community and 5 group facilitators from the campus staff and faculty. The participants were from local social service agencies, education, law enforcement, the religious community and health care. They were asked to respond in writing to the following questions to a series of questions regarding the underserved in Mohave county. The meeting was video recorded by MPIO. The group provided advice and valuable feedback. The notes were compiled and shared with administration. . MCC staffed a booth at the annual Lake Havasu City Balloon Festival and the festival used the campus parking lot for festival goers to park and ride a shuttle to the festival. . The Campus hosted the LHC Chamber’s morning exchange. Approximately 40 business owners came and were given a presentation about the campus, campus programs and new initiatives and toured the facility.
Strategic Plan Objectives and Strategies To address declining enrollment and help prospective students get a head start on going to college and stop outs to begin again. The Lake Havasu City Campus hosted an Express Enrollment & Program Information event on a Saturday before the fall semester. The event provided those interested in attending the opportunity to walk in, get information about programs, apply to MCC for 2017 fall classes and enroll in one day. Marketing the event included a video on Facebook, broadcasting from the campus by a local radio station, flyers and posters distributed and posted at LHHS and around Lake Havasu, and direct mailings. Program faculty participated to provide information, marketing staff worked with the set up and radio broadcast, campus administration greeted and met with all who arrived and the student services staff provided the usual excellent services. Sixty-one people visited the campus in a 4 hour period-- 15 individuals completed an application for admission, 11 took the AccuPlacer assessment, 22 met with an academic advisor, 4 applied for financial aid and, 15 registered for classes for 6 to 9 credit hours and most with at least one online course. 100 credit hours were generated from enrollments Liaison with community education and corporate outreach LHC Dean and CE coordinator work together to schedule classes, and coordinate efforts to solve problems as they occur with staff and/or equipment. A review of the fall 2017 CE enrollment reports for LHC totaled 151 in art, jewelry, CPR, motorcycle and computer related classes. In the spring semester classes continued. In the spring, classes in lapidary and jewelry had the steadiest enrollment.
MCC Foundation guidance, leadership The LHC foundation experienced a much more productive year than the last, primarily due to changes in leadership and membership. With the exception of the Art-a-Fairs, attendance at sponsored events were very well attended.
. The annual Donor dinner was again held on an evening in October and two student speakers provided heart-felt stories of how foundation scholarships help them to succeed. . The foundation’s annual staff and faculty appreciation luncheon was held in November. . In December the foundation presented the end of year event “Holidays around the World”. The event raised over 30K for scholarships. . Presentations were given at local service clubs and auxiliaries raising over 15K for scholarships . Because fall 2017 and both 2016 art-a-fairs were not as successful as hoped the foundation members decided that the spring 2018 event will be the last. The foundation will concentrate on other fundraising opportunities. . The next event "Love Around the World" is planned for Feb 2019. The foundation is hoping to raise an amount equal to or greater than the December event.
Student Life and Leadership The LHC student activities council got off to a great start this year with a full executive board. The group sponsored 2 welcome back bashes, co-sponsored the Halloween and MCC shines events, planned and funded a new facility for the campus fitness center and sponsored a multicultural speaker series hosting a total of 10 speakers from around the state and from local service agencies. SAC also participated in recognizing and promoting NoMore Week and Denim Day by funding and coordinating speakers for each event. The year ended with a celebration of earth day and presentations by Dr. Doyle Wilson and Dr. Tim Montbriand who were both instrumental in creating the impressive rock display on campus. The oldest specimen is believed to be over 5 billion years old.
A Vision Forward The campus is looking forward to developing new initiatives, new community partners and new educational programs in order to increase student enrollment. The CTE programs are preparing expansion at LHC and the campus is looking forward to the start of a Welding program and possibly Electrical in 2019. Automotive technology in the form of an auto collision program at LHC has the potential to greatly serve the auto as well as boating community in the area. Space has been designated in the 300 building that can assist new small businesses, existing businesses and entrepreneurs who wish to start a business. Facilities and technology upgrades are being considered for the computer classrooms in the 500 building. A vision forward for that area would include an innovation center where students and faculty could meet to collaborate on new and innovative projects.
Neal Campus Kingman
Facilities Projects and Improvements During the 2017/2018 fiscal year, the Neal Kingman Campus (NCK) Facility’s Department, has contributed in part or in whole the following improvements to NCK. Last year staff painted the west side of campus which is mainly classrooms and event locations. The east side is mostly administrative with exception of Welding and Art instruction. This year facilities focused on refreshing the east side of campus which is District Administration, Bursars Office, Business, Finance, Human Resources and Marketing & Public Information.
Grounds improvements of buildings 100, 101 & 102 o The front administration entrance with xeriscape in front of 100, 101 and 102. o Exterior paint for both east and west of the campus.
Remodeling of the 100, 101 & 102 building signs & windows o Completed the construction of the new building with I.D. signs for 100, 101 and 102, retrofit updated energy efficient windows to support energy management initiative and improve curb appeal.
Interior remodel of Building 108 o Remodel of all building interior needed to allow the 108 building for truck driver training as well as special events. Interior Demolition 104/109 Courtyard o Remodel all the 104 building and the courtyard, utilized for welding and skilled trade’s incubators.
Demolition of buildings o Removed 600 building to make room for the Fitness center, Electrical Training Lab & classrooms. New building should be completed by fall of 2018
LED lighting improvements o Installation of LED lighting in the following areas: West Campus parking areas and wall pack on buildings.
SAC Observatory o Construction of the Observatory building located between East and West Campus, (structure scheduled for July 2018).
Detroit Avenue Center (DAC) In February 2018, the Registered Nurse (RN) program had a joint site visit from Accreditation Commission for Education Nursing (ACEN) and Arizona State Board of Nursing (AZBON). The Nursing Assistant program had a site visit from the AZSBON on 2/22/2018 with no compliance issues. All students who started the RN Program (4th semester) have completed it for the past two semesters. The National Council Licensure examination (NCLEX) MCC student pass rate is 92%.
The DAC received building improvements including: painting inside and outside, landscape improvements, new Bighorn MCC banners, interior signage and artwork.
Student Life Student life on Neal Campus-Kingman has been very busy with hosted activities. Similarly, the dedication of the Student Activities Council (SAC) executive board enabled student life on the NCK campus to thrive.
This past school year the Kingman campus was honored to have two truly stellar students in Ronald Marcks and Reyes Lerma. Both of these students were extremely active in Student Activities Council (SAC), had over a 3.7 GPA, and were working on completing both their Associate Degree at MCC and their Bachelor’s Degree at NAU simultaneously and still managed to provide great service to this college, the Student body on campus and the community.
Reyes Lerma received the 2018 Campus Dean’s Award in recognition of his scholarship, his leadership, his citizenship and his service to the Kingman Campus.
Ronald is the college’s the first annual Kathy Hodel Most Outstanding Student Award recipient. “I was stunned,” said Marcks, who had not even applied for the award until his instructors and friends pressured him. “I was actually pushing for Reyes, a friend of mine to win it, but then he and my instructors asked how I would feel if Reyes didn’t win? That made me realize I would regret it if I didn’t apply.” Ronald, along with the award and his MCC associate degree also earned his Bachelor’s degree in Elementary Education from Northern Arizona University. Reyes also graduated and received his Associate’s degree in Administrative Justice from MCC as well as graduated and received his Bachelor’s degree in Interdisciplinary Studies of Justice with emphasis on Criminal Justice Administration from Northern Arizona University. “Thanks to the way MCC and NAU have it set up, I took all my NAU classes at MCC and didn’t have to go to Flagstaff,” said Marcks. “It’s all set up though the ITV system, which means the NAU professors were right there live in front of you on the screen and you can ask questions and get your bachelors done at any MCC campus.”
Marcks and Lerma maximized to the fullest the collaborative efforts between Mohave Community College and Northern Arizona University to receive their degrees simultaneously from both places The Kingman Campus was very honored and proud to have had these two very outstanding students study on its campus. This combination of campus stability and a strong SAC is exemplified by the multitude of campus events open to not only students but also the public. Over 30 events were sponsored by SAC and student organizations in the past year, several of which were open to the general public. Public events such as Boomer’s Boo-Tacular Candy Adventure, MCC Shines, and the Spring Art Show and Screenagers Documentary just to name a few.
The NCK hosted their MCC Shines on December 7, 2017 where over 300 Kids were entertained by Mr. and Mrs. Santa Claus and helpers.
Phi Theta Kappa recognizes academic excellence in two-year colleges and has become the largest and most prestigious honor society serving two-year community colleges around the world. Phi Theta Kappa Neal Campus – Kingman Chapter recognized its 2018 graduating students with a 3.5 or higher grade point average during the ceremonial presentation of the Stole and Tassel to the NCK students.
One of the significant activities that Students Activities Council and Psyched Out club sponsored this past year and presented to the middle schools (Kingman Academy of Learning Middle, Black Mountain Middle, and Mt. Tipton Middle) was the Screenagers documentary film. “Screenagers” is a documentary about how parents are faced with the struggles over social media, video games, internet addiction and finding a balance between those and family interaction.
Dr. Delaney Ruston, a primary care physician and the director of the documentary, thought of the idea when her daughter’s flip-phone broke and she demanded a smartphone. That was the catalyst for Ruston to do some research on how screens were affecting the developing brain. The Psyched Out Club, Student Activities Council and Dean Fred Gilbert at Mohave Community College-Neal campus are bringing this documentary to middle schools in Kingman. The MC4 Computer Club’s tech recycling drives were a huge success. MC4 Computer club hosted a recycle drive to collect unwanted or broken electronics from the community. They filled two trailers – one in Kingman and another in Bullhead City. In Kingman, MC4 teamed up with the City of Kingman Public Works Department, while in Bullhead City the club partnered with Goodwill. NCK Fall 2017 Events September 2017
NCK Welcome Back Bash October 2017 Art Club Guest Speaker: Bob Boz Bell “The 66 Kid” Charity Car Show sponsored by AZ Claus Cause Boomer’s Boo-Tacular Candy Adventure November 2017 Video Lunch Series - "What hath Darwin wrought?" sponsored by Chi Sigma & SAC Insights into the Wild Horse Controversy presented by Alan Day, sponsored by SAC, NCK Library and AZ Humanities MCC Writer's Lunch sponsored by NCK Library Rock with Art Club; rock painting with the Art Club December 2017 Winter Wonderland at Hualapai Mountain Park sponsored by Phi Theta Kappa MCC Shines co-sponsored by SAC and AZ Claus Cause Registered Nursing Program Pinning & Paramedic Completion Ceremony NCK Spring 2018 Events January 2018 Presentation by Steven Korona of Mohave Mental Health to Psyched Out Club Video Lunch Series – “Flight the genius of birds" sponsored by Chi Sigma & SAC MCC Writer’s Lunch sponsored by NCK Library MCC Crisis Management Tabletop Hazmat Exercise with City of Kingman Fire Dept. (KFD, Northern Arizona Consolidated Fired Dept. (NACFD) and Mohave Co. Emergency Management February 2018 Video Lunch Series – “Human Zoos" & “Living Waters” sponsored by Chi Sigma & SAC AZ Humanities; AZ Speaks: African American Art, Ft. Huachuca & World War II sponsored by NCK Library and SAC Research Workshop: How to read a research article sponsored by NCK Student Success Center NCK Welcome Back Bash sponsored by SAC Writer’s Lunch: “What is your current Vision?” sponsored by NCK Library MC4 Gaming Event & Pet Food Drive sponsored by NCK College Computer Club and SAC United Blood Services Blood Drive sponsored by MCC Kingman Student Nursing Organization NCK Crisis Management Team- presentation by Mohave County Health Dept. of Public Health March 2018 No More Awareness: Dating Abuse tools for talking, JWI and Avon Foundation for Woman AZ Speaks – Understanding Fundamentalism in the World Religions sponsored by NCK SAC & Arizona Humanities NCK Phi Theta Kappa Induction Ceremony NCK Research Workshop: One on One research help and paper review sponsored by NCK Library and SAC Come Rock with the NCK Art Club sponsored by the ART Club NCK Writer’s Lunch: sponsored by NCK Library April 2018 NCK Research Workshop: Series sponsored by NCK Library and SAC Scholarship Symposium sponsored by Phi Theta Kappa Mathlympics with tristate area High school participants NCK Psyched Out Club: “No More; Dating abuse tools” presentation MCC, NAU, Sun Corridor Conference: I-40 Broadband Corridor 2018 Spring Art Show hosted by NCK Art Club OVIS Issue II Release party hosted by NCK Library NCK Writer’s Lunch: sponsored by NCK Library Screenager’s Documentary Viewing sponsored by Psyched Out Club & SAC NCK Phi Theta Kappa Stole & Tassel Ceremony
May 2018 Achieving Meaningful Results workshop: hosted by NAU, NHC, NAHEC, AZ Dept. of Health Services CNA Certificate Ceremony at DAC NCK Student Recognition luncheon hosted by Dean’s Office Registered Nurse Program Pinning Ceremony Campus Safety and Crisis Management All training and practices contribute to the overall productivity of the department and enhance the campus environment to provide a safe and healthy learning atmosphere for MCC students, staff and faculty. Each building is equipped with the following: First Aid Kit, Emergency Light Center, Fire Blanket and fire extinguisher.
The NCK crisis management team hosted a tabletop exercise with the Mohave County Risk and Emergency Management department to test the Kingman campus’s crisis management plan which included all MCC campuses in participation.
Trainings completed by Fred Gilbert, Quinn Taylor and William Bigelow are: FEMA IS-5.a, An Introduction to Hazardous Materials, Mag 400: Advanced Incident Command System, Northwest Arizona Human Resource: Violence in the Workplace and also participated in the Statewide Bioterrorist Attack of Food Table Top Exercise. Fred Gilbert also participated in the Statewide Mass Care / Mass Evacuation Table Top Exercise for Public Safety Agencies.
Additionally, NCK held two First Aid and Cardiopulmonary Resuscitation trainings in spring of 2018 that have led to 14 staff and faculty becoming certified through the American Heart Association’s Heart Saver CPR First Aid course. Those trained include those in the Dean’s Office: Shari Walters; Advising: Kay Lynn Trybus; Associate Dean’s Office: Julie Curwick; Financial Services: Debbie Frain, Dee Neppl; Library: Amber Tacey, Jonathan Ratliff; MPIO: Andrew Corrieri; Pre-College Studies: Morgana Campbell; Recruitment: Jordan Graham; Resident Faculty: Mike Holt; Student Success Center: Cheri Stromle; Student Services: Erica Dysart; DAC: Cheri Smith
Kingman High School Awards Every year in the spring one of the most prestigious honors this campus receives is to attend the high school award nights and to provide the deserving high school students with scholarship awards to attend MCC. This past spring NCK did this once again and had many students excited in anticipation of receiving their award and attending MCC.
North Mohave Campus
Executive Summary
The North Mohave Campus celebrates its accomplishments and looks forward to a bright future as the college solidifies its place in the community. NMC celebrates the completion of the 500 building. The campus continues outreach to feeder schools, crisis management planning, and integration within the emerging social structure of the Short Creek area.
Facilities The North Mohave Campus (NMC) celebrates the construction of a new building. The 500 building contains the Vermilion Hills (multi-purpose) room, an allied health classroom, a new nursing lab, and a business incubator space with an office, a conference room, and a common workspace. In the short time that the building has been open, the Vermilion Hills room has hosted eleven events including two senior day events, student recognition, 9th grade career day, GED recognition, and community meetings. The new nursing lab includes a permanent Sim Man mannequin, and there have already been inquiries about the business incubator space. Locals have expressed enthusiasm about the building and the commitment to the community that it represents.
NMC has seen other facilities improvements throughout the year. Two classrooms and one conference room in the 400 building were updated with improved equipment and furniture. The exterior of the 400 building was stuccoed to match the other buildings on campus. This is a great improvement over the unsightly white siding that was there before. The old parking lot has had crack repair and sealing, room 302 is being repurposed to a Pearson testing center, and the 300 building HVAC is being rezoned. Additionally, the old sheds have been demolished and replaced with a single metal storage building.
Outreach to local high schools NMC has conducted outreach efforts with seven high schools and one middle school in the area. NMC staff have established strong relationships with El Capitan High School in Hildale, UT; Centennial Park Academy in Centennial Park, AZ; Fredonia High School in Fredonia, AZ; Beaver Dam High School in Beaver Dam, AZ; Water Canyon High School in Colorado City, AZ; Kanab High School in Kanab, UT; Valley High School in Orderville, UT; and Masada Middle School in Centennial Park, AZ. Staff have connected with these students through presentations and events such as career exploration, college preparation, the college application process, financial aid, ACCUPLACER testing, 9th grade career day, and senior day.
The process of drawing students to dual enrollment classes begins early. NMC’s annual ninth grade career day introduces these courses to students. One session includes career planners that outline which courses to take in high school, at MCC, and at their transfer institution. The junior high school shares the student’s planners at parent teacher conferences. Then, NMC’s student services specialist reinforces the career planner concept through multiple group advising sessions with freshmen at both Masada Junior High School and El Capitan School. Group advising continues with sophomores in the Centennial Park Academy and at El Capitan. Individual advising with sophomores immediately following their compass testing focuses on choosing dual enrollment courses. Regular advising visits continue for their junior and senior years.
NMC’s GED program is the gateway to success for former FLDS members as well as for others. The Diversity foundation continues to donate funds to scholarship the cost of GED. Enrollment in the program is increasing and many students are continuing their education with MCC.
Crisis Management Crisis management remains a high priority at the North Mohave Campus. The campus dean has attended advanced FEMA trainings along with regular college-wide trainings. All faculty members have been trained and they have conduct multiple drills in their classrooms each semester. Emergency notification systems are tested monthly. Cooperative drills are conducted across the college.
Image within the Community The image of MCC in the community has been greatly enhanced by the new 500 building on campus. Community leaders frequently comment to the campus dean on what the building symbolizes to the people in the area. They also appreciate the college’s encouragement to use the building to support meetings and events that advance the positive changes happening locally.
The community also looks forward to traditional events on campus. This year events included senior day, and ninth grade career day is also a favorite for local students. MCC Shines continues to be well-received in the community and the MCC choir performance was in such high demand that they added an extra day to the show, and they still had standing room only every night. As always, Welcome Back Week and Finals Stress Buster were popular with MCC students.
Transformation of Local Community The local community continues to evolve through changing demographics and through legal intervention. The transformation in the population of the Short Creek area is mainly due to changes in ownership of UEP Trust property. If a parcel‘s taxes are five years in arrears, the property is lost to tax sale. The Trust has many parcels that are behind in their tax payments. When the five year mark approaches, the Trust evicts those who don’t pay. In Hildale Utah, the parcels have been subdivided and so when properties become available, the Trust follows guidelines to allow former residents to purchase them. These new owners typically have ties to the community and are often former members of the FLDS religion. The effect of this turnover can be seen in Water Canyon (K-12) School. The first year it opened there were 120 students and they graduated one senior. The next year enrollment was over 200 and the next year it was over 400. This year’s enrollment is approximately 600.
Hildale represents less than 20% of the population in the twin cities. The remaining 80% is located in Colorado City AZ. Colorado City has just beginning to see the kind of change as Hildale. Last year the US Department of Justice ordered the Colorado City government to subdivide its parcels. Deeds have been established and Trust properties in Colorado City are being sold. This paves the way for a similar transition in Colorado City as what was seen in Hildale, UT. The North Mohave Campus is viewed by emerging leaders as a strong participant in the positive evolution of the Short Creek area. NMC looks forward to meeting the educational needs of all citizens of the North Mohave service area.