2016- 2017 School Year, Over 15,158 Physical Items, 950 Ebooks, and 76,000 Database Articles Were Accessed by Library Patrons

2016-

2017

Mohave Community College 2

Contents Office of the President ...... 9 Executive Vice President ...... 11 College Facilities ...... 11 Risk Management ...... 12 Information Technology Unit ...... 13 Major Projects ...... 13 Major Projects in Progress or planned for 2017-18 ...... 15 Organizational Structure ...... 16 Systems Administration ...... 16 Technical Staff ...... 16 Network and Server Environment ...... 16 Active Directory Rebuild ...... 17 Core and Distributed Network Refresh ...... 17 Wireless Network ...... 17 Servers and Storage ...... 18 Phone System Upgrade ...... 18 Virtualization ...... 18 Desktop Virtualization ...... 19 Classroom Computing ...... 19 Imagine Academy ...... 19 E-Mail ...... 20 Office 365 – Faculty/Staff E-mail...... 20 Helpdesk Ticketing System ...... 20 Software ...... 20 Security ...... 20 Financial Services ...... 21 Payroll ...... 21 Accounts Payable ...... 21 Accounting and Finance ...... 22 Bursar ...... 22 Procurement ...... 22

Budgeting ...... 22 Human Resources ...... 23 Executive Summary ...... 23 Recruiting ...... 23 Revised Benefit and Compensation Programs ...... 23 Professional Development ...... 23 MCC Employee Team Site ...... 24 Electronic Personnel Files ...... 24 Diversity ...... 24 Office of Compliance and Accreditation ...... 25 Title IX Summary ...... 25 Ongoing Awareness ...... 25 Complaints ...... 25 Title IX Accommodations ...... 26 Campus SaVE (VAWA) Summary ...... 26 Paint the College Purple ...... 26 More Week (March 6-12) ...... 27 Denim Day ( April 27) ...... 27 Clery Summary ...... 27 Daily Crime Log ...... 27 ADA/Section 504 Summary ...... 27 Accreditation ...... 29 Higher Learning Commission (HLC) ...... 29 Specialized Accreditation: ...... 30 Upcoming Site Visits:...... 31 Strategic Planning/Program Measurement ...... 31 Office of Instruction ...... 33 Curriculum and Assessment ...... 33 Curriculum and Articulation ...... 33 Assessment ...... 33 Center for Teaching and Learning (CELT) ...... 34 Instructional Technology ...... 34 Library Services ...... 34 CTE Programs ...... 35

Auto Collision ...... 35 Automotive Service ...... 36 Culinary Arts ...... 36 HVAC ...... 36 Welding ...... 37 General Education ...... 37 Art/Humanities/Language...... 37 Science ...... 37 Business ...... 37 Chemical Dependency Studies (CHD) / Substance Abuse Counseling (SAC) ...... 38 Computer Information Systems (CIS)...... 38 Education (EDU) ...... 39 Mathematics ...... 40 Allied Health Programs ...... 40 Radiological Technology (RAD) ...... 40 Dental Programs ...... 40 Medical Assisting (MEA) ...... 41 Phlebotomy ...... 41 Health Information Technology (HIT) ...... 42 Physical Therapy Assistant (PTA) ...... 42 Surgical Technology (SGT) ...... 42 Practical Nursing (PN) ...... 43 Nursing Assistant (NAP) ...... 43 Care Giver Program ...... 44 Registered Nursing (RN) ...... 44 Emergency Medical Services (EMS) ...... 45 Competency Based Education ...... 45 Corporate Education ...... 46 OVERVIEW ...... 46 Small Business Development Center ...... 47 Training ...... 47 MCC and Community Involvement ...... 47 Student Services ...... 49 Recruitment ...... 51

Marketing and Public Information ...... 54 MCC Connect ...... 56 Customer Service Survey ...... 58 Enrollment Management ...... 59 Registrar ...... 61 Full-time Equivalent Student Enrollment (FTSE) ...... 61 Admissions, Transcripts and Course Transfer ...... 62 Purge and Scan Project ...... 63 Degree and Certificate Conferment ...... 64 Clearinghouse ...... 64 Data Management ...... 66 Dual Enrollment Documents ...... 69 Catalog Update ...... 70 HLC Accreditation Visit ...... 71 2016-17 University Partnerships ...... 71 University Partnership Summary ...... 78 Veterans Services ...... 78 Financial Aid ...... 80 Key Campus Relationships ...... 82 Activity and Process Highlights ...... 84 Student Success and Retention...... 93 Student Success Center ...... 94 Tutoring Services ...... 95 Developmental Math Outreach ...... 95 Goodwill Partnership ...... 96 The NROC Project and EdReady ...... 96 EdReady – A Math Readiness Solution at MCC ...... 97 High School Summer Bridge Projects – EdReady ...... 97 Supplemental Instruction ...... 97 Student Alert System ...... 98 SSC Strategic Plan Goals ...... 98 Student Perception of Student Success Center Services ...... 100 Student Success Centers Summary ...... 101 Advising ...... 101

Milestone Advising ...... 101 Successful Start Advising ...... 102 Advising Days ...... 103 Student Services Training and Teambuilding ...... 103 Student Support in the Classroom ...... 104 Phone Advising ...... 104 Staying Connected with Faculty ...... 105 Advising Services Survey ...... 105 Early Alert/Early Invention Program 16-17 ...... 108 Student Support Program ...... 109 Testing Services ...... 109 Dual Enrollment ...... 109 MyMath Test Support ...... 109 Faculty Support ...... 110 Financial Aid Support ...... 110 Advising and Testing Services Summary ...... 112 Student Life and Leadership ...... 112 Bullhead City Campus ...... 114 Student Life: ...... 114 Partnerships, Programs & Culture: ...... 115 Campus Safety and Emergency Preparedness: ...... 117 Facilities Projects and Improvements: ...... 118 Major Initiatives Currently Underway or Planned ...... 119 Expectations for 2017-2018 ...... 119 LAKE HAVASU CITY CAMPUS ...... 120 Instruction and Student Services ...... 120 Campus Facilities ...... 121 Crisis Management and Security ...... 121 Community Engagement, Outreach and Events ...... 122 Student Life and Leadership ...... 122 MCC Foundation guidance, leadership ...... 123 A Vision Forward ...... 123 Neal Campus Kingman ...... 124 Facilities Projects and Improvements ...... 124

Grounds Improvements ...... 124 Building Improvements ...... 124 The Remodeling of Building 200 and Construction of Building 300 ...... 124 Student Life ...... 125 NCK Events ...... 126 Campus Safety and Crisis Management...... 127 North Mohave Campus ...... 128 Facilities...... 128 Progress on Three Year Plan ...... 128 Crisis Management ...... 129 Image within the Community ...... 129 Transformation of Local Community ...... 129

Office of the President The following is a report of enrollment and institutional efficiency and effectiveness as required by Arizona Revised Statute and 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 2017-17 fiscal year. The enrollment data has not been audited and does not represent additions or deletions occurring between June 1, 2017 and June 30, 2017. The final report will be sent to individual board members by U.S. mail when the enrollment data is finalized.

While satisfying the statutory and policy requirements, this report does not fully represent the state of the college nor does it fully represent the accomplishments of the 2016-17 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.

Arizona Revised Statute ARS 15-1447 Reports by president or chancellor The president or chancellor of every district, at the close of each fiscal year, before and as a prerequisite to receiving the president or chancellors last month salary, shall make and subscribe under oath a complete report of the district and each college or campus within the district for the entire school year and shall deliver a copy of the report to the district board. The report shall show the total number of full-time equivalent students enrolled during the year, the actual number of total students, the number of teachers regularly employed and the total number of students not residing within the district.

Mohave Community College Governing Board Policy 5.020.01 Presidents Annual Report The statute requires that 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 president 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

2016-2017 2015-2016 2014-2015 1. FTSE: 2,161 2,271 2,437

2. Unduplicated Head Count: 8,573 7,297 7,294

3. Faculty: Full Time: 81 79 80 Associate/Facilitators: 207 230 264

4. Students not in the district: 1,047 786 722

1. FTSE: NCK 401.43 444.33 516.83 LHC 390.53 433.67 491.83 BHC 570.70 581.53 610.70 NMC 79.83 68.53 85.73 DE 718.80 742.63 731.57 Total 2161.29 2270.70 2,436.67

2. Unduplicated Head Count: NCK 1418 1,595 1,845 LHC 1303 1,414 1,495 BHC 1749 1,830 1,903 NMC 275 284 287 DE 6692 5,339 4,774

3.Faculty: Full Time: NCK 26 13 20 LHC 22 16 15 BHC 33 19 22 NMC 14 5 8 DE 32 14 22

Associate: NCK 58 72 86 LHC 64 65 68 BHC 77 80 83 NMC 16 18 22 DE 101 143 146

4.Students not in the district: NCK 16 23 20 LHC 99 83 98 BHC 121 125 111 NMC 138 136 159 DE 948 669 549

Executive Vice President The executive vice president serves as the chief financial officer of the college district. As such, the officer is responsible to the President as line authority for business services, human resources, facilities management, risk management, contract management, procurement, budgets and grants and internal audit while performing as delegated signature authority for contracts and agreements between the college and other entities.

The office of the executive vice president leads strategic program budget planning, development, implementation and oversight; guides successful annual audits; adheres to college, federal and state administrative procedures, guidelines, initiatives and directives to ensure compliance with all relevant regulations affecting college operations; works closely with architects and contractors in developing and inspecting college construction projects; maintains facility project request and deferred maintenance listings; implements principles of ethical consideration in all activities of the college.

The office guides and oversee the offices of the dean of instruction and dean of student services by working with the chiefs to assure articulation between fiscal support and academic and student programs.

In December, the college appointed James Malm as executive vice president to replace Diana Stithem upon her retirement as a popular and effective administrator.

College Facilities Facilities at t he co l l e g e are managed by a facilities manager at each campus who reports directly to the campus dean. The facilities managers work closely with the other campus facilities managers, the executive vice president and the president. This year continued the college-wide facilities committee so that facilities managers, campus deans, information technology staff and business office staff could meet monthly to discuss campus projects, college facilities initiatives including the master facilities plan, utility cost savings, documented procedures and other facilities topics.

The major construction project at Mohave Community College this year was the planning of the North Mohave Campus multi-campus building. Other smaller construction projects were completed at Kingman campus to support the consolidation and relocation of information technology services in building 103 and a welding lab reconfiguration in building 104. The Bullhead City Campus completed a major fire alarm upgrade and fiber pull to enhance the safety of everyone on campus 24-hours a day, 365-days a year.

Risk Management The college filed a claim with its cyber liability insurance agent in February to recover from a criminal phishing attack on its electronic data. The claim was the result of an inadvertent release of W-2 Form information for the year 2016 that contained information of all college employees receiving paychecks that calendar year.

The release of information was the result of a sophisticated global phishing scam in which a College employee received an email request that appeared to have come from the president. An immediate investigation revealed that the president did not make the request. The College notified the Internal Revenue Service (IRS), the Mohave County Sheriff’s Department, Arizona Attorney General’s Office, the FBI and the Arizona State Retirement System (ASRS) to report the incident. Administrative staff worked in cooperation with these agencies on the incident. The College is also took increased steps to protect the nonpublic information of employees, including the tendering of third-party identity protection services for each and every employee choosing to opt-in.

Information Technology Unit The Information Technology Unit has made significant changes and improvements to the MCC environment this year. Early in the year a serious systems failure required the college to move to a newly designed Active Directory system and to redeploy the environment across all campuses. The Information Technology Unit managed to recover from the failure in 72 hours for critical systems and in less than a week for all other systems. Building on that success, ITU began to leverage the now working Active Directory environment to provide better throughput, response, and management of computers and network devices 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 50 major projects, as seen in the table below.

Project Area Affected Unit Computing refresh, 280 All Campuses Desktop Support desktop and 30 laptop computers Nursing Lab Deployment, DAC Desktop Support switch from Thin Client to Desktops BHC HIT Legacy Buildout BHC 1108 Desktop Support Office Moves MPIO, Financial Aid, Desktop Support Registrar, IT Unit Printer consolidation All campuses Desktop Support Tools website – Student services, share Applications / Web https://tools.mohave.edu managers, desktop support Development Revamp of password reset All users Applications / Web site https://reset.mohave.edu Development Community Education sign Community Education Applications / Web up website students and faculty Development Event and Diversity calendar Administration, Campus Applications / Web Deans, Community Development Removal of CAS / migration All campuses Applications / Web to Azure Development / Systems Engineering Automated distribution All staff and students Applications / Web group assignments (EAF) Development Schoology integration Faculty and students Applications / Web Development

I-Grad login integration and Financial Aid and Students Applications / Web branding Development HR PD database redesign Human Resources Applications / Web Development Core switch replacement and All Campuses Network Engineering upgrades Telephone Voice Router All Campuses Network Engineering Upgrade Kingman 200 remodel / 300 NCK Network Engineering construction data and phone cabling Phone system failover NCK Network Engineering BHC Fiber upgrade / fire BHC Network Engineering alarm project Data Center Consolidation All campuses Network Engineering Site server redeployment / All campuses Network Engineering, relicense / upgrade Systems Engineering Active Directory Rebuild All campuses All Units Group policy rebuild All campuses Systems Engineering Starfish->SAManage Student Services Systems Engineering migration OVIS Literary Magazine Library, all campuses Systems Engineering server build / advising Students migrated to Office All campuses Systems Engineering 365 View rebuild and All campuses Systems Engineering consolidation Microsoft SCCM (patch and All campuses Systems Engineering OS deployment) PXE Boot reimaging project All campuses Systems Engineering Backup and Disaster All campuses Systems Engineering recovery rebuild/redeployment Automated employee All employees Systems Engineering provisioning Asset discovery and All campuses Systems Engineering monitoring via SAManage Server consolidation – All campuses Systems Engineering eliminated nearly 30 servers Network and Host Intrusion All campuses Systems Engineering detection system SIEM system deployed and All campuses Systems Engineering configured

Test Environment (Live All campuses Systems Engineering mirror) Printer server setup All campuses Systems Engineering Nolij Upgrade 6.7 -> 6.8 All users Systems Administration JICS Upgrade 8.22->8.41 All users Systems Administration Multiple PowerFAIDS Students, Financial Aid Systems Administration upgrades 21 -> 22.2 Jenzabar Upgrade 6.2 -> 6.3.3 All users Systems Administration Multiple SQL upgrades on All users Systems Administration multiple servers SQL 2008 -> SQL 2012 -> SQL 2016 Jenzabar reports rebuild All users Systems Administration E-Campus Integration Students, Faculty Systems Administration Migration of permissions All users Systems Administration process to SAManage IPED/CIP codes for courses Faculty, Instruction Systems Administration corrected Module Managers Module Managers Systems Administration SharePoint site created and populated.

Major Projects in Progress or planned for 2017-18 There are currently 20 major projects underway or being planned for the coming year, as seen in the table below.

Project Area Affected Unit 2017-18 refresh – 280 desktop All campuses Desktop Support and 30 laptops Windows 10 upgrade All campuses Desktop Support/Systems Engineering ITV replacement All campuses Desktop Support/ Networking / Systems Engineering Testing Center Refresh Southern Campuses Desktop Support / Systems Engineering Website redesign All campuses Applications / Web Development JICS redesign All campuses, students Applications / Web Development Herbarium Website Community, Library Applications / Web Development Edge Switch Replacement All campuses Network Engineering Phone system failover BHC, LHC, NMC Network Engineering 15

NMC new building network NMC Network Engineering design Security Baseline All systems Systems Engineering Configuration High availability failover All systems Systems Engineering, (one button failover) Network Engineering Hosted application upgrades: Library, Dental Program, Systems Engineering EZProxy, Eaglesoft Dental, Physical Therapy Assistant VHI server and software Program Location aware printing All campuses Systems Engineering JICS 9.0 upgrade All users Systems Administration Program Revenue Generation Business Office, Instruction Systems Administration reports SQL 2016 upgrade to All users Systems Administration remaining servers Jenzabar EX 7.0 upgrade All users Systems Administration PowerFAIDS 23 upgrade Financial Aid, Students Systems Administration “Z” Grade updates Faculty, Instruction Systems Administration

Organizational Structure Systems Administration The Information Technology Unit has seen great success as a result of last year’s staffing changes. In addition, the ITU has expanded to add Administrative systems to the team. This change allows the systems engineers and database administrators to collaborate more closely, resulting in faster ticket response and various improvements to the enterprise systems. Lastly the ITU added a new position, Web Developer, to the group, resulting in an expansion of internal services like the Mohave Tools website. The Mohave Tools website allows users to immediately manage share access through e-mail instead of opening tickets and waiting for ITU staff to respond. Technical Staff Technical staff have refocused on network and security training and are being given opportunities to display newly acquired skills in the field. One technician on each campus is being trained in network administration. Ultimately these technicians will add first level network support and security incident response duties to their area of responsibility. This initiative will allow the technical staff to perform more varied duties and will allow ITU to respond to outages and security events in a timelier manner. All technicians continue to maintain CompTIA Network+ certifications. Network and Server Environment The Information Technology Unit completed a portfolio of projects aimed at stabilizing, organizing, and optimizing the technology infrastructure at MCC. These projects include the Active Directory

rebuild/redeployment, adding backup and disaster recovery equipment at the Kingman data center, and a redeployment and consolidation of the virtual environment.

This consolidation allowed the systems administration team to expand services and increase performance for the MCC community while decreasing licensing and operational costs by nearly 30%. Active Directory Rebuild Though the Active Directory rebuild was initially planned, the failure of several critical systems required the ITU to move to the new Active Directory on an emergency basis. The project was successful and the college community is currently enjoying the results of this effort. In addition to streamlining file sharing, printer sharing, and employee onboarding and retirement the new Active Directory has allowed the system engineering team to improve performance and response of AD enabled applications and services across all campuses. Core and Distributed Network Refresh The Core and Distributed Network Refresh project is ongoing. Currently, the core routers and switches as well as the core phone equipment has been refreshed on all campuses. These updates eliminated several key single points of failure on all campuses and provides resiliency and redundancy in the event of an internet or phone outages.

The edge switch project is underway – the first 20 switches are being deployed on the southern campuses. This project is beneficial to the college community at large as well as the ITU – campus technicians are learning to configure, secure, deploy, and troubleshoot these switches as part of the daily work routine, leading to an expanded skill set and the option to begin training technicians to be backup operators for important network equipment.

When the edge switch refresh is completed (September 2017) all critical and heavily used buildings and classrooms will be working from modern routing and switching equipment. Refreshing the remaining 40% of campus switches is a project planned for early 2018. Wireless Network This year illicit traffic on the guest wireless network has been problematic, with off hours use skyrocketing on all campuses. Illicit traffic (e.g. the downloading of copyrighted material) poses a risk to the college. To address this risk the Guest network will have connections “throttled”, meaning that the Guest network will be fast enough for general use like e-mail or job searches, but not fast enough for the download of illicit material. To accomplish this goal the Mohave Community College wireless environment will undergo a restructure in the coming year. The wireless network will be divided into Faculty/Staff, Student, and Guest instances. This change will allow ITU to track and manage wireless traffic more consistently and will allow the network team to better identify and neutralize network based attacks on the infrastructure.

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.

The retired equipment from last year’s upgrade has been placed in the Kingman Data Center and repurposed for multiple projects. First, the NCK campus data center acts as an offsite redundant backup for the primary data center in Las Vegas. Second, the NCK data center is configured for “one button failover”. This means that should connectivity to the Las Vegas Data Center be lost the systems administration team is able to fail over all services and restore capabilities very quickly. Previously the recovery time from failure to service restore was 48-72 hours. Currently we estimate that the systems administration team can restore full services in less than six hours. Third, the equipment acts as a snapshot lab, meaning that systems owners can take a “snap shot” of production servers and networking configurations and then deploy these systems to a protected lab area. This allows the systems and database teams to perform upgrades, patching, and testing using live data, but without affecting the live data environment. This capability provides the ITU opportunities to test changes to production systems before deploying the changes to the live environment. Phone System Upgrade The networking team has been working to reorganize and update the college phone system in recent months. After upgrading the core hardware the networking team upgraded the core software to provide new features to the MCC community, including voicemail to e-mail, “meet me” conference capabilities on all phones, better and easier to use software for the call center, and failover redundancy for all campuses.

As the networking team completes this upgrade and configuration the software will be turned over to applications administration. There are several new features, including on the fly forwarding, conference calls from any phone, and voicemail to e-mail, that the networking and applications team will work to deploy to the campus users in the coming year. Virtualization The VMWare and systems administrators at MCC have worked very hard to optimize the server and application environment. As of April 2016, Mohave Community College became a 99% virtual server environment. There are four physical servers in the environment, one on each campus. These servers act as backup directory servers for the Active Directory system, and are necessary to maintain uptime and productivity. In the event of a network failure that disrupts communication between campuses or between a campus and the data center these backup system perform authentication, group policy

processing, and file sharing services locally. When network connectivity is restored, the systems synchronize file, password, policy and other changes with the Las Vegas data center. This arrangement allows remote campuses to maintain productivity even if a network outage lasts for more than a day. Desktop Virtualization In the past month the Information Technology Unit expanded the scope and capabilities of the VMWare View environment. In the past year the VMWare administrator has expanded the view to include Linux virtual machines for classes, more carefully protected and provisioned staff virtual machines, and has set up a complete testing environment for the Windows 10 upgrade that includes images for staff, faculty, and student machines. In addition, the ITU negotiated free upgrades to the most current enterprise versions of VMWare VSphere and Horizon as part of MCC’s licensing agreement. These upgrades expand the capabilities of the management systems significantly and represent a savings of more than $35,000.00. Classroom Computing ITU continues to coordinate with the Center for Excellence in Learning and Teaching (CELT) to provide modern classrooms for students. Technicians surveyed and identified end of life / end of cycle computer systems in classrooms on all campuses to ensure that replacement systems will be deployed to the areas of campus most in need of technology updates. More than 20% of the existing classrooms and labs on all campuses were upgraded as a result of the computing refresh last year.

The work of the previous year to establish standards for computing and projection equipment in the classrooms has been very successful. In conjunction with CELT, ITU has begun a projector refresh that uses standard, high performance projectors in larger rooms, as well as standardized designs for instructor stations and classroom computer images. This year CELT and ITU are partnering to test replacing projectors will large screen LCD televisions in appropriate classrooms. Televisions offer a much more adaptable and configurable environment, and offer features that projectors do not. In addition to costing slightly less for initial purchase and install, these television have a longer hot life (7 years versus 5), use 2/3 less electricity, do not require replacement bulbs, and offer screen sharing capabilities that instructors can leverage for teaching class.

Lastly, the joint project between ITU and CELT to test and deploy Zoom as a replacement to Big Blue Button was very successful. Users have reported that the audio/visual experience is significantly better and that the ease of use makes using the enhanced Zoom capabilities extremely simple. ITU and CELT hope to expand the licensing for this software to a site-wide deployment so that all faculty, staff, and students can take advantage of this software. 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. The Information Technology Unit is working with Microsoft 19

and the CIS department on campus to determine whether this program will offer a learning advantage to MCC’s students. E-Mail

Office 365 – Faculty/Staff E-mail The migration of faculty and staff to Office365 was completed last year, and the student migration this year. As part of these projects the ITU renegotiated MCC’s contract with Microsoft to include several new offerings, including discounted student software and no-cost installations of common Microsoft programs and operating systems. The administrative staff is currently working with department heads to reorganize and optimize mailing lists for all campuses. As part of this effort we will be moving to active management of these lists by identifying a list owner. The list owner will be responsible for quarterly reviews of e-mail list users to ensure that lists are up to date and efficiently used. Helpdesk Ticketing System The Information Technology Unit deployed SAManage, a new helpdesk ticketing system for the college last year. The rollout was extremely successful. In addition to providing a easy to use ticketing and resolution interface the system administrator, Loan Hornick, has expanded the system capabilities significantly. Through her leadership, we were able to migrate student alerts, key authorizations, Jenzabar permissions, and several other paper based processes into SAMange. Software In early 2016 the Information Technology Unit began the process of identifying and evaluating software in use on all campuses by all departments and programs. It was found that many applications were performing the same function. Where possible the ITU staff worked with programs and departments to consolidate software use and discontinue licensing of software that was not needed. The result of these efforts allowed the ITU to cut more than $70,000 – 9% of the overall annual software expense for the college. Despite the reduction in expenses, the ITU managed to expand services this year, introducing more than a dozen new software programs for the use of faculty, staff, and students. Security Several steps were taken this year to increase security on desktops and enterprise systems. In March, 2017 the ITU completed an internal audit of security groups, permissions, server vulnerabilities, and other security related software and equipment. The results of this audit allowed ITU to deploy better security measures in all areas of the network, server, and desktop environment. In April 2017 the ITU completed the first major revision of the IT Security Manual, Disaster Recovery Plan, Internal Security Controls, and Internal Audit documentation in nearly 10 years.

Financial Services

The 2016-2017 year saw the continuation of process revision to gain efficiencies, more complete financial reporting, and balanced workloads while reducing staff positions for the 3rd year in a row, and decreasing both departmental operating and staffing budgets.

Financial Services successfully completed the 2015-2016 external audit. This marks the fourth year in which the State Office of the Auditor General performed the audit instead of private third-party auditors. The audit was very thorough and resulted in two findings specific to the business office. Both findings led to formal documentation of internal processes.

The State Office of the Auditor General notified the business office that staffing resources to continue the audit of Mohave Community College are not available and the College will participate in an RFP for outside professional services. The final decision on the agency is yet to be determined, however the least expensive engagement is 2 ½ times the amount billed for the past 4 years.

The department has refocused efforts on securing alternative revenue sources as a reliable source of funding. The investment of fund balances 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 has continued to exceed expectations with the added complexity of Affordable Care Act (ACA) requirements. Year-end ACA forms were successfully distributed despite last minute software uploads and federal requirement changes. The department will continue to monitor federal regulation changes as the Affordable Care Act is amended by the current administration.

The department continued to provide exceptional flexibility to accommodate new positions and position changes within the college. Major shifts in volume were handled with no additional staffing in the department as thoroughly efficient processes have been firmly established. The department implemented new federal regulations on exempt position salary levels, and absorbed an exponential increase in the volume of timecard submission and processing.

With the passage of Proposition 206 in the State of Arizona, the department is outlining new processes to comply with not only the wage increase, but sick time accumulation and reporting.

The department also was required to respond to an audit of the Arizona State Retirement System. ASRS is being audited by an outside agency in regards to GASB 68 and census data testing, and College payroll files have been selected as part of the sampling for which backup documentation has been requested. Accounts Payable The 2016-2017 year continued expansion of the P-Card program with aggressive goals in order to maximize rebate revenue while allowing staff and faculty more flexibility and efficiency in purchasing. 21

This program has allowed budget managers to more easily obtain supplies and services faster. The accounts payable department has also incorporated paying larger college-wide invoices with the P- Card, reducing the issuance and mailing costs of paper checks and combining the rebate benefit.

The department furthered efforts to move vendors to the electronic payment method being offered by the college. Electronic payments eliminate the slower and costlier method of mailing paper checks. Employees are all reimbursed using this method as well. Accounting and Finance The department completed the 2015-2016 audit and addressed any outstanding findings cited by the Office of the Auditor General. 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 absorbed one position. The department concentrated on strengthening existing processes and creating more efficiencies. The addition of a Competency Based Education (CBE) tuition model has presented challenges to the current software system. The result has been an increased volume of work for the Bursar’s office due to the manual processes required for student billing in the CBE model.

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. The next opportunity will be incorporating bilingual marketing material and expanding student outreach to options for tuition and fees payment. Procurement During the 2016-2017 year, the office of procurement released numerous RFP’s (Request for Proposal) and other requests including job order contracting, refresh of laptop and desktop computers, north campus new construction and major grant-purchased instructional equipment. The largest and most extensive RFP process completed by the department was the new building on the north campus.

The Kingman campus closed out the final stages of the new building 300 on the west end of the campus. The Kingman campus will see removal of the 600 building during the 2017/18 year and asphalt repair and replacement around the west side of campus. 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 we look 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. MCC’s health insurance premiums had a slight increase in premiums for 2017-2018. Human Resources

Executive Summary Over the course of the 2016-2017 year, Human Resources continued to make process improvements and coordinate procedural changes resulting from new legislation, while providing exceptional customer service and maintaining high standards.

Recruiting Since July 1, 2015, Human Resources has received and reviewed more than 1,431 applications for employment for 79 regular position vacancy postings. On the average, three candidates were interviewed for each position for an estimated total of 237 interviews over the course of the year. In addition, 353 applications were processed for temporary positions such as Associate Faculty and Student Worker positions. 606 job interest cards were collected electronically, allowing the system to automatically notify interested candidates when appropriate positions become available. There are currently 22 vacancies that will be filled in preparation for the next fiscal year.

Revised Benefit and Compensation Programs Due to changes at both the federal and state levels, the benefit and compensation plans have been revised to maintain ongoing compliance. Human Resources adjusted the benefit program to accommodate the requirements of the Arizona Fair Wages and Healthy Families initiative that was passed by voters in November 2016. The compensation program was revised to comply with the changes to the Fair Labor Standards Act.

Professional Development Since July 1, 2016, employees logged approximately 5,900 hours of professional development, primarily provided by activities organized and hosted by Human Resources. Employees were able to fulfill professional development requirements by participating in the All Staff Day event which occurred in September. Employees had the opportunity to participate in webinars provided monthly by Alliance Work Partners, MCC’s employee assistance provider, on a number of personal and professional topics.

The leadership team participated in a new training product from Avanoo. Each morning, Avanoo sends the team a 3-minute video on various leadership topics. After the end of the spring semester, Management Training will be held, providing opportunities for those employees who manage personnel to participate in management focused sessions and workgroups. Throughout the year, two cohorts of employees participated in the MCC Leadership Academy, meeting monthly to discuss topics presented in a chosen leadership development book.

During the year Human Resources, with the assistance of the Information Technology, created a new database system to record employee professional development activities in real time and provide cumulative professional development activity reports on-demand.

MCC Employee Team Site Human resources built and deployed a new and improved employee team site as a resource for employees, using Microsoft SharePoint to create a web-based site. The site includes an employee calendar, news updates, and organization charts. The Employee Resource Library contains links to documents and forms regularly used by employees. There are additional pages for professional development and benefit information as well and another page containing the manager toolkit - information and forms used by college leaders in carrying out management duties. Finally, one page is dedicated to information used for orientation of new employees.

Electronic Personnel Files Over the past year, Human Resources has completed the transition from paper files to electronic files compatible with the college’s document imaging system. All documents have been scanned and indexed, creating complete personnel files for all employees.

Diversity Diversity statistics regarding staff and applicants are as follows:

Employees by gender and race/ethnicity FY17 (includes associate faculty) Female Male Total Asian 6 3 9 Black or African 9 14 23 Hispanic or Latino 25 9 34 American Indian/Native American or Alaskan Native 0 0 0 Native Hawaiian or Other Pacific Islander 0 1 1 White/Caucasian 216 135 351 Multiracial 1 1 2 Unknown 32 11 43 Totals 289 174 463

Applicants by gender and race/ethnicity, FY17 Female Male Totals Asian 17 28 45 Black or African 29 36 65 Hispanic or Latino 77 45 122 Multiracial 34 17 51 American Indian/Native American or Alaskan Native 9 18 27 Native Hawaiian or Other Pacific Islander 1 2 3 White/Caucasian 720 407 1127 Totals 887 553 1440 Unknown 356 356 Totals 1796

Office of Compliance and Accreditation

Title IX Summary Mohave Community College student training for sexual misconduct prevention and awareness was online. Each time students attempt to login to Schoology they routed to the training until they participate. Once they complete the training, they are routed directly to Schoology. Students were able to by-pass the training, if they chose. Faculty and Staff training was conducted in person for everyone employee when it is possible and online, through the HR website, when it is not.

The college is required to provide annual training, therefore the training will be updated for the 2017- 18 school year. Next year, the training is more interactive so that a student may check their understanding as they proceed through the training session. Ongoing Awareness We 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 10-1617-01 8/29/2016 9/29/2016 Domestic 9/1/2016 Substantiated Viol/Harassment 30-1617-02 10/13/2016 10/13/2016 Parenting 1/27/2017 Substantiated 30-1617-03 11/17/2016 11/17/2016 Parenting 11/17/2016 Substantiated 30-1617-04 12/6/2016 12/7/2016 Parenting 12/7/2016 Substantiated

30-1617-05 12/8/2016 12/8/2016 Domestic Violence 12/8/2016 Substantiated 40-1617-06 1/17/2017 1/17/2017 Parenting 1/28/2017 Substantiated 20-1617-07 1/25/2017 1/25/2017 Parenting 2/14/2017 Substantiated 20-1617-08 2/1/2017 2/3/2017 Sexual misconduct 2/7/2017 Substantiated 30-1617-09 2/7/2017 2/7/2017 Parenting 2/11/2017 Substantiated 20-1617-10 3/21/2017 3/22/2017 Discrimination 3/22/2017 Unsubstantiated 30-1617-11 5/2/2017 5/2/2017 Discrimination 5/11/2017 Substantiated

Title IX 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 2016-2017 academic school year, eight 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 2016-2017 school year, two students received accommodations under Title IX. 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: Paint the College Purple October is Domestic Violence Awareness Month, which we acknowledge 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.

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. Denim Day ( April 27) Each campus hosted a Denim Day event and Photo Opp. 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 no-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.

2016-2017 Daily Crime Log

Nature Case Reported To Date/Time Reported (classification) Number 1 Burglary BHC2016- Bullhead City PD 8/9/16 7:00 PM 0001 2 Destruction/Damage/Vand LHC2017- Lake Havasu City 1/9/2017 8:00PM alism of Property 0001 PD 3 Destruction/Damage/Vand LHC2017- Lake Havasu City 1/12/17 8:00 AM alism of Property 0002 PD 4 Drug Law Violation BHC2017- Bullhead City PD 1/18/17 9:20 AM 0001 5 Intimidation NCK2017- Mohave County 1/17/17 7:30 PM 001 Sheriff

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.

The following table includes the breakdown of accommodation requests based on disability eligibility. The data includes an overall summary of eligibility for all campuses and does not consider each campus separately.

DISABILITY ELIGIBILITY 30

0 SLD ID ED A OHI VI OI DB HI TBI Temp. N/A

Number of Students

SLD: Specific Learning Disability, ID: Intellectual Disability, ED: Emotional Disturbance, A: Autism, OHI: Other Health Impairment, VI: Visual Impairment, OI: Orthopedic Impairment, DB: Deaf/Blindness, HI: Hearing Impairment, TBI: Traumatic Brain Injury, Temp: Temporary Disabilities, N/A: No Documentation on File

During the 2016-2017 academic school year, approximately 119 accommodation requests were received. The table below includes a breakdown of requests made per campus.

REQUESTS BY CAMPUS 2016-2017

North Mohave

Lake Havasu

Kingman

Bullhead

0 5 10 15 20 25 30 35 40 45

Number of Students

Of the 122 applications and renewal requests received, 66 students completed the process and received accommodation services. Nearly half the number of applicants did not receive services for the following reasons:

 18 students failed to submit documentation  7 students did not register for a class  22 students did not sign their Accommodation Request Form (ARF)  2 students did not complete the application process  1 student canceled their accommodation request; and  6 students have pending upcoming summer requests.

The following chart includes information about the type of accommodations assigned to students. The chart includes only information on active students that completed the application and accommodation process.

Accommodation Type

1% 2% 4% 9% General Academic

5% Hearing Math

14% Physical Read/Write 52% Testing 13% Vision Special Circumstance

Accommodations are assigned to students on a case-by-case basis. Accommodations, in general, are made in the following categories: general academic, hearing, math, physical, read/write, testing, vision, and special circumstance. Within the accommodations facilitated, one of the most common accommodations students receive is with testing accommodations. While each individual case requires special attention, students with special accommodations (underlined below) require additional time to coordinate, plan, budget, or request in order to facilitate the accommodation designated. 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:

Regular Monitoring: MCC submits an annual Institution Update which is reviewed by HLC to monitor the health of the institution. This report was submitted on March 20.

Year 4: Comprehensive Visit: MCC underwent its Year 4: Comprehensive Visit on February 6 and 7th. The purpose of the visit is to ensure that MCC meets of the Criteria for Accreditation, is pursuing institutional improvement, and complies with certain requirements set by the U.S. Department of Education.

For the past few years, MCC’s HLC Steering Committee has crafted an Assurance Argument and assembled supporting evidence to demonstrate that we meet all of the expectations of HLC. During the past year, there was a coordinated effort to share the argument with all MCC constituents, get feedback, and prepare everyone for the site visit through general training sessions and focused topic training.

As a federally recognized accrediting agency, the Higher Learning Commission (HLC) is required to assure that all its member institutions are meeting Title IV program responsibilities as well as complying with the expectations of specific regulations accreditors must enforce as a part of their recognition by the U.S. Department of Education. Compliance with these requirements by both institutions and HLC is necessary to ensure that institutions accredited by the HLC are eligible for federal financial aid. The Offices of Compliance, Financial Aid, and the Registrar worked together to complete the Federal Compliance Filling completing the form and supporting evidence that totaled over 700 pages.

The Comprehensive Visit/Review went smoothly, and MCC can expect no interim reporting requirements from this review. The HOL

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. Specialized Accreditation: During the 2016-17 academic year, the Emergency Medical Technician-Paramedic, Practical Nursing, and Radiologic Technology programs hosted on-site evaluations of their accreditors. All three programs are likely to have some reporting requirements in the coming year.

Upcoming Site Visits: Annual Calendar

Program Accreditation Accrediting/Certifying Next Response Reporting Status Agency Regulatory to Visit Requirements Review/Visit Report Mohave Accredited Higher Learning Multi- Pending Annual Community Commission Location IAC Update College Visit 2020-21 decision- Comp. Site no Visit 2022-23 reporting expected Dental Accredited Commission on Dental Site visit n/a Annual survey Hygiene Accreditation 2020 in September E.M.T. State Approved Arizona Bureau of Fall 2018 n/a course updates EMS Paramedic Accredited CAAHEP ** due June annual report 1, 2017 December Nursing, under AZBN board mtg pending every 2 years-- C.N.A. investigation 5/19/2017 report september Nursing, Accredited AZBN February 20- n/a Self -Study R.N. ACEN- Accreditation 23, 2018 due in August Commission for Multi- Education in Nursing. location visit. Nursing, under AZBN board mtg pending every 5 years L.P.N. investigation expected in report in May July Physical Accredited Commission on Fall of 2024 All Annual Therapist Accreditation in Criteria updates with Assistant Physical Therapy Met in comprehensive Education 2014 update every 5 years. 2018 will be next comprehensive AAR

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 you measure your 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 will submit data every six months. They will then analyze the data and make plans based on what the results indicate.

Office of Instruction

Curriculum and Assessment Curriculum and Articulation MCC faculty and staff participated in 30 statewide Articulation Task Force (ATF) meetings, and facilitated three articulation task force meetings for AZ Transfer. 30 ATF reports were prepared and processed.

Coordination with faculty, staff and MPIO resulted in 31 updated program flyers and 48 guided pathways for 2017-18.

The following items were prepared for Curriculum, Academic Standards & Assessment Committee (CASA):

 132 course packages  Seven course retirements  One program retirement  Two new degree/certificates  13 program modifications

Assessment The faculty continues to improve and see results from planned course and program assessment. The following were completed in that effort:

 Reviewed and updated 22 Four-year assessment plans  Created three Four-year assessment plans for programs that didn’t have them  One Program review report completed  28 Fall 2015 Cycle of Learning reports feedback rubrics provided to faculty  25 Spring 2016 Cycle of Learning reports  25 Spring 2016 Cycle of Learning reports feedback rubrics provided to faculty  13 Program Goal maps

A need arose to unify the language within the templates and to more easily communicate the assessment results. The following templates were updated and approved at CASA:

 Updated Notification of Assessment Template  Updated Cycle of Learning Report Template  Updated Academic Periodic Program Review Template

Several task forces were required to receive input going forward related to assessment. The following task forces provided direction going forward:

 Implemented next phase of Writing Across the Curriculum with the help of the task force and input from faculty.  Proposed a process to accept prior learning assessment for credit with the help of faculty in a task force.

Center for Teaching and Learning (CELT) Training and Support activities for faculty included:

 Annual LATTE event (Kingman Campus)  LATTE follow-up workshops. CELT worked with the Keynote speaker to conduct two follow-up workshops for the spring term  Continued support and professional development offered through a campus subscription to Magna Publications: Magna Commons and Magna 20 – Minute Mentor  Offered faculty, staff and interested students the opportunity to ‘virtually’ attend two separate 3-day educational conferences presented by the Online Learning Consortium.  Implemented Zoom web-conferencing software as a replacement to Big Blue Button and provide training for both staff and faculty on Zoom integration  Offered face-to-face trainings on southern campuses for individual and small groups. Online trainings were conducted via web conference using Zoom Instructional Technology Instructional Technology projects included:

 As Smart boards reach end of life, new touch screen podium or wall mounted monitors are added to classrooms. CELT initiated this technology refresh and provides training on the use of these devices.  CELT established two new media rooms on the Kingman campus. The One Button Studio is used for web-conferencing, video recording, and special projects. The studio is designed for video editing, but also provides a quiet space for instructors and/or staff to conduct web conferences, record instructional videos, or create training modules.  Integrated NROC products into Schoology - specifically EdReady and Developmental math  Collaborated with several departments on the development of a Herbarium database Library Services Library staff had a busy and productive year and improved working spaces, added new resources, became involved in more Campus activities, participated in College outreach events, and collaborated with other community college libraries in the Arizona Community College Library Consortium (ACCLC).

Library staff presented 86 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. To better reach students in both on-ground and online environments, library staff began redesigning the subject research guides that are accessed through the Library website. Erin Roper, Kingman Campus Librarian, is currently working with faculty to make them course specific.

Throughout the year, library staff continued to work on initiatives to expand the role of the library by developing new programs and participating in outreach activities. Campus job boards are updated weekly to alert students to work opportunities. Kingman staff developed on-ground workshops for students that coincide with research papers assigned before the end of the semester. A monthly Writer’s Night in Kingman gives students an opportunity to network with other aspiring student authors. Ovis, a new online journal for MCC artists and writers, is currently accepting submissions and we hope to have the inaugural edition published by the end of Fall 2017.

Library personnel continue to take advantage of professional development opportunities by attending state and national conferences. Denise Gullikson, Bullhead Campus Librarian, attended the AzLA Conference in Tucson, the AzLA E-Resource Forum in Phoenix, and the DLS (Distance Library Services) Conference in Pittsburg, where she presented a Poster Session on the Lifecycle of the Reference Question. Denise also attended ACCLC conferences in Prescott and Tucson, where she worked closely with other Arizona community college librarians in developing new pricing models for digital resources and professional training. She currently serves on the ACCLC Formation and the Professional Development Committees, DLS 2018 Conference Committee, is AZLA’s Chair of the International Business Group, a member of the 2017 Conference Committee, and a non-voting member of AzLA’s board.

Library staff contributed to their campus and local communities by participating and/or holding several events throughout the school year. All three libraries hosted guest speakers from the AZ Speaks series, sponsored by AZ Humanities; held monthly Storytime events for preschool children and their families; the Kingman Library hosted a monthly S.T. Art (Science, Technology, Art) activity program for 8 – 13 year-old children; and staff volunteered time and talents for the Campuses’ MCC Shines, Bullhead’s Haunted Hospital, and Havasu’s Spooktacular events.

The Kingman Library moved from its temporary classroom location into a state-of-the-art educational complex that houses the library, student services, student success center, study rooms, conference areas, student computers, and several offices. In addition to her librarian duties, Erin Roper agreed to teach a STU103 course this spring and summer. Her library staff is also working with the CELT Department and Kingman Campus faculty on cooperative digital repository projects.

MCC Libraries serves their local campus communities through the provision of resources and services that meet the needs of their patrons. During the 2016- 2017 school year, over 15,158 physical items, 950 ebooks, and 76,000 database articles were accessed by library patrons. The Librarians also presented at the LATTE event December 2016, showcasing the Library’s new electronic resources and other services, including CREDO Reference, EBSCO ebooks, Learning Express Library, and ERIC.

MCC Libraries continues to innovate new ways to deliver instruction in information literacy and critical thinking skills to MCC students. The Library’s mission is to empower MCC’s students to use information effectively, in all its formats, and support the intellectual and professional needs of its 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  Tours and campus visits

Skills centers are being develop at all locations to provide more opportunity for student in vocational programs.

Auto Collision  Had an excellent turnout for the Car Show in March. The switch from a Fall show to Spring show was deemed a good move and will continue with the show to be offered in Spring. 35

 Continues to complete the curriculum content preparation for CBE programming which will begin in July 2017. It will be the first official rollout of a full CBE program.

Automotive Service  Offered revised program for the first time this year. This summer will be the conclusion of the first group of students to complete that program.  Continues preparation for NATEF certification.  Made a late commitment to begin transition to CBE programming with plans to present that information to CASA in November 2017.  Will have a new group of students funded through WAVE.

Culinary Arts Culinary program was very active this year with a large number of events where they provided food or supported other programs. The Culinary Club was also active this year.

 Fall Semi-Annual VIP Luncheon - Oct 19th  Pumpkinfest - Oct 28th  Christmas Candy for Faculty (Culinary Club) December  MCC Shines - December  Laughlin Career Day - Jan 9th  Home and Garden Show - Jan 20-22  MALC Recruitment Day - Jan 11  Culinary Club hosted Movie Night - Feb 10  Taste of Bullhead (Culinary Club) - Feb 25  CRUHSD Fair - March 2  MCC Car Show (Culinary Club) - March 8  Spring VIP Luncheon - March 8  Harrah’s Culinary Scholarship and Paid internship donated - March 9  College Daze (Culinary Club) - April 6th  MHS College Tour - April 13  Advising Days - April 18th  Kingman Gear up Tour - April 20  Highlight of this year was the MCC Foundation Culinary Scholarship Dinner “Sentimental Journey” - April 22  Culinary has begun the curriculum review for transitioning to CBE. It will present in October to CASA  MALC will be offering Dual Enrollment in 2017-18, bringing the number of locations to 4  Culinary will begin to be offered at the prison facility through GEO Group

HVAC  HVAC program was full in Bullhead City and almost to capacity in Lake Havasu City for the first time in several years.  New faculty David Brickey is helping with the technology aspect of the transition to CBE. This program will present to CASA in September or October 2017.  Both faculty are working extensively on the curriculum review and will continue throughout the summer.

Welding  Attended Welding Thunder and won People’s Choice award  Remodel of 104 is underway and will be ready for Fall 2017  Undergoing transition to CBE with anticipated CASA submission in November

General Education

Art/Humanities/Language Resident Faculty Alan Hall continued to curate Art Exhibits in the Gallery, Room 204 on the Havasu campus including a Winter Art Show, an Artist Reception and an Exhibit with artist Debi Grupe’s work. Students were also active with MCC’s Student Art League participating in the Annual Metcalf Park Festival of the Arts, Kingman. And lastly, both Faculty and students continued to create, working on the 19’ welded sculpture to be installed in front of Hodel Library this summer.

John Hanson had three items published in the past year: “Shifting the Role of the Teacher.” “They’re All Writers”: Teaching Peer Tutoring in the Elementary Writing Center, edited by Jennifer Sanders and Rebecca Damron, Teachers College Press, 2016, pp. 136-137, “Eyes of Insight.” The Tower Journal, vol. 8, no. 2, 2016, “Subjective Idealism.” Journal of Research in Humanities and Social Science, vol. 4, no. 10, 2016, pp. 48-49.

Michael Holt hosted the Psyched Out Club meeting on Friday, April 21.

Science  The Fall term chemistry writing assignment (under Dr. Mittelstaedt) was to complete an application for an NSF summer fellowship (NSF REU) or the NSF REU program. Rather than writing a paper, students completed resumes, cover letters as well as researching and completing application requirements. Eight students applied for these programs. Four received offers for a summer fellowship. Please note that these fellowships pay in the range of $5,000 for ten weeks as well as supplying room and board. Two of the fellowships are at NAU, a third is at Tufts in Boston, and the last was at University of San Diego.  The FTIR machine was purchased and utilized at the Bullhead City campus.  ATF representatives from several areas (Geography, Chemistry, Geology, Physics) participated in transfer summits and meetings.  Presentations were given at CRUSHD, Laughlin Career Day, and MALC Career Day.  The science club on the Kingman campus hosted a Telescope event Wednesday, February 22.

Business  Adoptions of new textbooks in six different courses that will have students over $600 in textbook costs.  Completion of a Degree Modification to the ABUS Degree to enable better advising in the math sequence needed for transfer to the different universities  Participation in the nationally recognized Retail Management Certificate's WAFC Advisory meetings both in Phoenix and in Las Vegas.  In conjunction with CIS, held Annual Advisory Meeting across all four campuses with area employers attending each.  Attended and represented MCC at both the Business ATF and Economics ATF at the Universities.  Created a leaner and meaner Business course schedule that resulted in courses not having to be cancelled due to low enrollment.

 Planning recruitment events targeting the employees of the big grocery store chains for a Retail Management Certificate in the fall.  Kingman Campus: Candace Hofstadter gave presentation on the Retail Management Certificate to high school students at both Kingman Unified School District and Lee Williams High School  Kingman Campus: Candace Hofstadter gave presentations on the Retail Management Certificate to employees at Smith's grocery store.  Havasu Campus: Bhaskar Singh hosted a VITA (Volunteer Income Tax Assistance) and they prepared a total of 237 tax returns compared to 69 in 2016. Out of these 237 returns, 56 had earned income credits (EIC), a refundable tax credit for low- to moderate-income working individuals and couples, particularly those with children – a group VITA is specifically focused on aiding. Total tax refunds were $141,071 with an average refund of $3,647; total EIC was $37,574 with an average EIC of $449. The average tax preparation fee saved was $250 per family.  Bullhead Campus: Erik Jones hosted the Business Programs Booth with an electric bike at the CRUHSD event in Bullhead City.  Bullhead Campus: Erik Jones is planning to host the first recruitment for a Retail Management certificate targeting the employees of the five grocery store chains in Bullhead and Fort Mohave to occur mid- summer.

Chemical Dependency Studies (CHD) / Substance Abuse Counseling (SAC) Under the directorship of Lake Havasu City Resident Faculty Lori Howell 2016-17 was a transitional year for the department. Courses for the CHD degree were on a teach out plan while the SAC degree experienced a “soft” start.

During the Fall semester, Resident Faculty did extensive outreach and promotion of the new SAC degree. Attendance at various Recovery events in September, the County Fair, various behavioral health organizations to include the state prison, and a trip to the North campus were a part of the outreach. On-campus presentations were given to several Psychology courses as a courtesy by the PSY Resident Faculty, a much appreciated gesture. At least one new student was recruited from each activity.

During the Spring semester the Resident Faculty created a Speaker Series called “Electric Lunch with Behavioral Health” in which the Faculty interviewed professionals from the various organizations in the county. This provided an avenue for the behavioral health/social service organizations to promote their programs and share their volunteer and work opportunities to students. For students, this provided an opportunity to learn how the organizations differ from one another and to see how their education will serve them. This was an opportunity for the Resident Faculty to showcase former CHD graduates who are now in key positions in their particular organizations facilitating a link from coursework to career. Speakers also discussed their educational pursuits after MCC to provide students insight into upward mobility in a career field. Six organizations participated and at least one live Electric Lunch interview was conducted from each of the four campuses.

Computer Information Systems (CIS)  Computer Science is developing a new degree – Unmanned Aircraft as a pathway to Embry Riddle Aeronautics University.  Dual enrollment courses expanded to Lee Williams High School in Kingman.  The MC4 Computer Club had record number of technology items recycled this year through the bi- annual recycle drives yielding 22,460 lbs.

 LAN Gaming Event was held Friday, February 24 on the Kingman campus from 12:00 – 6:00 p.m. in the 500 Building.  Lake Havasu City Resident Faculty Peter Burgess assisted the student-led Decoders Club with several campus events: o Take-A-Part Event - 16 students were involved in taking apart and rebuilding desktop and laptop computers to learn more about hardware and recycling (for reuse) components to repair non- operative computers. o Technology Summit - 14 students attended a guest speaker event, offered each term. Presenters included a session on programming using the C# language and a live demo and a second session on Virtual Machines (how to set up and purpose of) and their usage in the field.

Education (EDU) In pursuance of the second goal in MCC’s Strategic Plan, “MCC will enhance its value to the community by strengthening its outreach, involvement, and partnerships,” the College implemented a “Grow Your Own” initiative to drive the development and implementation of a comprehensive plan to address K-12 teacher recruitment and retention in Mohave County. The first activity, completed Fall 2016, was hosting an Education Summit, Growing Mohave County K-12 Teachers: Partnerships in Action, on MCC’s Kingman campus.

Throughout the school year, the Education Department has worked continuing to promote the “Grow Your Own” program, in accordance with its initial action plan. Some activities and events were specific to each campus; however, the department goal continues to be the promotion of the education department in order to fill the need for teachers in each community by providing a rigorous, transferable associate’s degree.

EDU Resident Faculty coordinated and attended a variety of events in Kingman, Lake Havasu City, and Bullhead City. The “Teachers of Tomorrow” SAC club participated in the MCC Goes Green event and Council for Court Appointed Special Advocates Super hero 5K event.

The Education department was represented by its Resident Faculty at the Laughlin Career Day expo, CRUHSD, an Education Information and Recruiting meeting hosted by the Bullhead City campus, the Play is Learning Kids’ Fair in Lake Havasu City, and the Mohave Accelerated Learning Center Career Expo in Bullhead City.

Meetings with the WAVE/JTED representative, Amy West, reviewed WAVE/JTED standards and the possibility of providing concurrent EDU courses for high school students.

Lake Havasu High School’s Educators Rising continues to coordinate with MCC pairing high school students with college students and discussing issues and trends in education.

An in-depth review of education courses offered at MCC and their transferability to NAU is underway. A proposal to streamline the EDU program is being considered in which there would be one education degree rather than three separate programs. The program is designed to enable MCC students to take foundational classes that touch on all levels of education PreK-12th grade.

And finally, an 18 credit ECE certificate for employees of childcare programs is being developed for the 2018- 2019 school year. A new federal requirement for Head Start programs requires employees earn an 18-credit certificate in early childhood education. MCC holds the key to offering a certificate in a county where 47% of the birth to five population attend childcare facilities.

 “EDU Recruitment Night” marketed the education program to local persons of interest (27 April 2017).

 Mitzi Esgro and Dr. Woolston spoke about EDU program and teaching to prospective MCC students at the Mohave Accelerated Learning Center Career Expo (2 May 2017).

 “Grow Your Own” school visit with Chuck Neuzil at Desert Valley Elementary. Mitzi Esgro spoke to high school juniors and seniors about the EDU program at MCC and visited several classrooms. Question and answer periods followed classroom visits. River Valley High School students were seen April 24, 2017, 9:00-11:00. Mohave High School students were seen May 11, 2017, 9:00-11:00.

Mathematics The Math department hosted Math Olympics on the Kingman campus Friday, April 7.

Allied Health Programs Radiological Technology (RAD) The Radiologic Technology Program is currently progressing a cohort of 12 students through to completion and 12 more students into their second year of the curriculum. No students have been lost due to academic or behavioral problems since October, 2016 when new program administrators were employed. The program has a new Program Director, Richard Crabb, and a new Clinical Coordinator, Stacey Gilbert.

In the area of technology, the Radiologic Technology Program has invested money into physics and exposure equipment. The Radiologic Technology Lab is now more suited to instruct in these areas. Along with the technological equipment, the program also invested money into more patient care and positioning-type equipment. These included additional anatomical models and positioning tools.

The radiologic technology staff attended or were involved with several recruiting activities including CRUSHD, Career Days at MALC and various local schools attending the Bullhead City campus and the Radiologic Technology Lab.

The Student Radiologic Technology Club (Skeleton Crew) took part in many outreach activities including: Pumpkinfest, MCC/Bullhead City Movie Nights, and Boombox Parade. They also sponsored several fund raising events that included the selling of Ice Cream Pies and the organization of Gift Baskets of which $1,000 donation was made by the MCC Foundation - Bullhead City Chapter for the baskets’ purchase.

The 2017 year brought with it the program’s JRCERT Accreditation Site Visit. Two site visitors came on campus to review the program, interview program staff and students, and to visit and interview several of the clinical sites used for student instruction. The exit summary by the Site Visitors went well with only a few items of business added on the program’s ‘To Do’ list.

Finally, the program is going through some curriculum changes by retiring a few courses and adding/revising other courses. These curriculum changes are set to begin with the Fall 2017 semester and will help to better prepare the radiologic technology students for their chosen careers.

Dental Programs Dental Programs continued to strengthen the pathway from Dental Assisting into Dental Hygiene, with full enrollment in the combined radiology and dental materials classes. In addition, dental infection control

coursework is also interactive. Dental assisting and dental hygiene students worked together in lab activities and projects supporting the premise that we are “Dental Programs.”

The dental hygiene cohort graduated 17 students including six students from Yuma. The agreement providing additional points in the application process for Arizona Western College (AWC) students was strengthened withMCC’s participation in the AWC Transfer Fair. Dentists in Yuma are clamoring for dental hygienists as evidenced through regular email and phone contacts requesting help in spreading the word of job openings.

The dental clinic is in the process of a remodel to allow for additional space in each operatory. The remodel creates workable space by eliminating the pony-walls which will allow for access on every side of the dental patient chair. In addition, portable computer carts have been purchased with Perkins grant funds to support electronic health records. Medical Assisting (MEA)  Nine Medical Assisting extern students from the 2016/17 academic year sat for National certification through AMT for the RMA (Registered Medical Assistant) credential.  All nine students passed the national exam and earned the credential or RMA.  One Lake Havasu City student scored 100% on the AMT National Exam for RMA. o She was hired by her extern site. Even though they did not have a position opened, they created one for her so she didn’t go elsewhere. They said she was “too good to lose.”  Of the nine students, five students scored between 93-99% on their certification exams, with AMT scoring of 0-99 where 99 is 100% correct.  The other four students scored between 83-85%. o AMT requires a minimum score of 70% to pass National Certification Exams.  The average scores across all three campuses was 90.3%. o Lake Havasu City average score was 93.4% o Bullhead City average score was 89.9% o Kingman average score was 88.6%  The Medical Assisting department has had 100% pass rates on National Certification Exams for Registered Medical Assistants for the past four years with the overall exam score averages increasing each year.  Of the nine Medical Assisting externs, eight externs were offered employment through the extern sites they were placed at and are currently employed. One student is moving to Chandler, Arizona and has a job interview May 22nd with a medical clinic there.  The Medical Assisting department has a 98.75% employment rate for Medical Assistants for the 2016/17 academic year.  Extern sites report that MCC’s Medical Assistant externs are very prepared to begin working as a medical assistant and praise MCC’s program.  The extern sites available to Medical Assisting students has continued to grow; adding four sites this year.

Phlebotomy  Eight Phlebotomy students sat for national certification through the AMT for the RPT (Registered Phlebotomy Technician) credential. o Seven students passed, one failed the exam. Of the seven extern students that passed the national certification exam, the average score was 85.1%.

 The Phlebotomy program has an 87.5 % pass rate on National Certification Exams for the Registered Phlebotomy Technician credential (RPT) through the AMT.  Six of the Eight phlebotomy externs were offered and accepted employment.  The phlebotomy program has a 75.8% employment rate for the 2016/17 academic year.  Two of the Eight phlebotomy externs are still pursuing their Medical Assisting AAS degree.

Health Information Technology (HIT)  The HIT program continues to grow with 5 graduates last May 2016 compared to 1 graduate the prior year 2015.  The HIT program currently has 27 declared students pursuing this degree. These students are at various points within the required courses to obtain the degree.  Students pursuing the Insurance Billing and Coding certificate are now pursuing the HIT degree after completion of the Insurance Billing and Coding Certificate.  The HIT program changed the Certification exam for CIS 265 from the CompTIA which is no longer available, to the NHA (National Healthcareer Association) Electronic Health Records Specialist Certification.  The HIT program has completed the “Active Choice Degree Map” which will help advisors with advising. This will also help students with choosing the required courses and keep them on track to complete the degree in a timely manner.

Physical Therapy Assistant (PTA) A class will be graduating this week and will sit for their boards in July of 2017. Three students have already been offered employment. Two upcoming graduates won the pinnacle award. According to the US Department of Labor, there is a continued expected job growth for physical therapist assistants of 40%.

Program Data

Class of 2010 2011 2012 2013 2014 2015 2016

Licensure Pass 100% 70% 90% 90% 100% 92.3% 100% Rate

Graduation Rate 70.6% 60.7% 90.5% 84.6% 77.8% 65% 68%

Employment 92% 100% 95% 100% 100% 100% 100%

Surgical Technology (SGT) The surgical technology program is working with AWC and their community. They need surgical technologists in Yuma and we already have a contract with Yuma Regional Medical Center. Michelle Schmidt went to AWC for AZ transfer days in March and has one student from Yuma starting this Fall. Michelle has done away with interviews and now has students interested in the Program come in and speak with her about the program, courses needed and requirements of the profession. To date we have 12 students for Fall, this will be a 50% increase over last Fall.

Class of 2017 graduated six students, currently pending board results. One student has already accepted a job offer. 42

Three students from surgical technology class of 2018 will be attending the Association of Surgical Technology National conference in June. This is the first time we have students in attendance. We are proud of their hard work in fundraising to get there. They are eager to meet other students from around the country, learn more about surgical technology and represent MCC!!

Patti Fiscella is retiring after many years at MCC we are hoping to have her position filled soon as we are going to have a busy year.

Practical Nursing (PN) The program is maxed at 30 students, with no plan for further growth at this time due to changes in structure and course outcome improvements.

2016-17 cohort

 New PN Resident Faculty (first-time teacher)  One second-year teacher  Answering AZ Board of Nursing for low NCLEX-PN test scores  Curriculum updated will be in effect for 2017-18  Grading and the number of projects in courses were reviewed to decrease pass rates by project alone and not with tests. Other improvements initiated. Site visit March 2017 possibly go to board in July 2017  Fall o 22 students started program o Two students did not make the 75% requirement and failed out of program—they have the option to return o One student was accepted into the RN program and transitioned in the spring to RN program o One student withdrew with low grades  Spring o 17 students started program o One student chose to not return from fall due to family/life issues o One student failed to make the 75% to progress to summer semester  Summer o 16 students to progress through the program o First year to have a face-to-face NCLEX-PN review

Nursing Assistant (NAP)  Death of coordinator in the spring. New coordinator hired and scheduled to start 5/15/2017.  On-Boarding will begin with Management training, followed by meetings with AZBN Liaison.  Growth is dependent on skills lab space and instructor availability. At this time NAP 115 is maxed at about 80 students per semester for all four campuses.  Low skills test scores at Havasu NH site goes to Board 5/19/17. Instructor teaching at this site has resigned due to a busy schedule. This class will return to the college campus as long as space permits.  Fall o 56 students registered o Five students failed to attain a 75% on final and were ineligible to take state exam o 39 took state exam with 79.5% pass o Four students were no shows to exam 43

o Eight students failed their state test first time  Spring o 63 students registered o Two students withdrew o Five students failed to attain a 75% on final and were not eligible to take state exam o Remaining students have not yet taken state exam  Summer o Two Kingman classes offered at the DAC with 14 students o One Bullhead City class offered with seven students o One Lake Havasu class offered with seven students o All classes starting the week of May 15, 2017, and running for 12 weeks from 9:00 am - 3:00 pm o North Mohave Campus will run an 8-week class starting June 5, 2017 if enough students apply

Care Giver Program Plan to move to credit. More instructors are being looked into with hopes to grow on all campuses as students and communities request. Continued advertising is needed.

 Fall o Eight students registered o One student failed class o Seven students took and passed state test  Spring o Five students registered o One student dropped o Four students passed class o Four students passed state test with 100% pass rate

Registered Nursing (RN) The RN Department had 199 nursing students in the program during Fall 2016 semester and 194 during the Spring 2017 semester.

Admissions (first Fall 2016 Spring 2017 time) Bullhead City 13 20 Lake Havasu 7 9 Kingman 7 9 North Mohave 24 - Paramedics to RN 5 - LPN to RN Southern Campuses 3 4 North Mohave 1 - Readmissions 17 total: 15 total: Nursing I 6 4 Nursing II 6 3 Nursing II 6 1 Nursing IV 2 1

North Mohave - 3 Nursing II North Mohave - 3 Nursing IV Job placements  15-16 SP: 38/38 have jobs  16-17 SP: 20/22 have jobs

 16-17 FA: 25/26 have jobs (one pending retesting)

Graduates 26 total: 54 total: Southern Campuses 26 32 North Mohave - 22 Retention Rates 70% NCLEX Pass Rates 96.5% 96.1% (first time takers)

Emergency Medical Services (EMS) The EMS program at MCC has seen numerous changes over the 2016-2017 academic year. The arrival of the new Director of EMS programs created the arrival of a fresh perspective as well as an advocate for student success to the program.

Paramedic program IX completed their training in August 2016. Six students were enrolled in the program, with five successfully completing. Successful completion rate was 83%. Of the five students who successfully completed, the first attempt pass rate was 40% (two students), with the current national certification rate at 80% (four students).

Fall semester resulted in a pause in paramedic education at the recommendation of the CAAHEP site visitors in June 2016. The arrival of the new EMS director in October 2016 brought restructure of the curriculum and sequencing, with the program restarting in spring 2017.

The EMS program at MCC is currently positioning itself to become the premier training facility for Western Arizona. It is anticipated that by offering staggering start dates for paramedic cohorts across the county, it will see an increase in the numbers of paramedic and EMT student enrollments. In addition, by offering quality education with qualified instructors who teach to the National EMS education standards, the program will improve success rates which will increase the competitiveness of available seats.

The program is currently in the application process for a new Faculty/Clinical Coordinator, which will bring additional valuable resources to the EMS program.

Competency Based Education Competency-Based Education (CBE) enables students to earn college credit by demonstrating mastery of clearly-defined skills known as “competencies.” CBE Resident Faculty ensure that students have obtained the knowledge and skills necessary to enter the industry. CBE Faculty focus on the academic needs of the student throughout the students’ time in the program.

Courses will include a combination of traditional general education courses and a series of competency-based program courses that will be offered using a system of objectives and competencies that closely monitors 45

students’ success during their time in the program. It provides students more engaging activities, more flexible scheduling, and opportunities to progress more quickly through courses so that they can enter the workforce more efficiently.

For the 2017-18 academic year, MCC is offering two degree programs in a Competency-Based Education (CBE) format. They are: Automotive Collision Repair, (ACT) Associate of Applied Science, and Substance Abuse Counseling, (SAC) Associate of Arts. Corporate Education Robert Freeman took over the office of Corporate Education in October 2016. Freeman maintained the Assisted Living Caregiver (ALC) program and continued other workshops and training. Freeman’s significant accomplishment was reestablishing the Certified Production Technician Program and creation of an Advanced First Aid program for Kingman’s industrial environment.

OVERVIEW  Assisted Living Caregiver (ALC): o Tracy Owens maintained the administrative duties throughout 2017 and promoted the program o In the Fall 2016-17, there were 7 students that passed the state exam and there are 4 eligible for the state exam in the Spring 2016-17. o AZNCIA has authorized certified nursing assistants the authority to be instructors for the ALC program o Extension of the program: . Pursuing extension of the ALC program to Colorado City . Andy Palmer is potential instructor for Colorado City o Next ALC class will start tentatively May 15, 2017 o Paid the $1,300 annual fee to AZ Nursing Board  Grand Canyon Resort o Trained 24 personnel in the Excel Workshop o The next session will be on the 5th and 6th of June 2017 with 12 students  Certified Production Technician (CPT) o Robert Freeman certified as a proctor o Reinstated the CPT program after being dormant from 2015 o Certified through the Manufacturing Skill Standards Council (MSSC) . There are 12 students in the program on Kingman . In progress of obtaining instructors in Lake Havasu City . The next session is tentatively on July 11, 2017 with 8 candidates identified . Erick Johnston is the instructor  MCC Certified Production Technician Certificate Program, which is separate from MSSC. o Geo Group potential start in the Fall 2017 o There is a potential of possible 3000 candidates  Aha Macav o Workshop with handling Difficult people with 10 people o Schedule another workshop for 2018  Challenge Course o An instructor is identified for the Challenge Course o If all documents are complete session on 18 May 2017 46

o Impending clients in July and August 2017 Kingman Medical and Colorado Women Council  1st Responder/KAMMA o In responds to KAMMA request for Frist Responder Training, coordinated with River Valley Medical (Chuck Waalken, C.E.P, and Operation Supervisor) and developed an Advance Frist Aid Course call the Platinum Ten. o The Platinum Ten is designed to train industrial personnel to assess medical emergency situations and make initial treatments before the first responders arrive. The training will be a module of 40 hours with a section for site specific needs. The module will be available twice annual and as need. . Train a minimum of 8 people in each industrial area on their site (if possible) . Provide the skill and knowledge need for life threaten situations . Rapid response to an emergency situation . Personnel are identified with Advance First Aid Training . Affordable 40 hours Course: 8 hours, 1day a week for 5 weeks . Annual refresher training to keep the skill current . Medical Control Oversight will review the course . Decrease liability of non-employee on site . Continuous on-going training and multiple class sessions . Highly qualified trained instructor with real world experience . Save a life in an emergency . Certificate and cards will be presented to graduates

Small Business Development Center Training  SBDC staff have received almost 50 hours of training through the State Office and the annual America’s SBDC Conference held in Orlando Florida.

MCC and Community Involvement  Annual Knowledge Bowl – Kingman  America’s Best Communities – Kingman and Lake Havasu City  Let’s Put Bullhead City on the Map (Google) 2 Trainings – Bullhead City  Let’s Put Lake Havasu City on the Map (Google) – Lake Havasu City  Let’s Put Kingman on the Map (Google) – Kingman  2016 ASBDC Success Awards – Winner was Baskin Robbins Kingman/Bullhead City  OSHA, Train the Trainer (ADOSH) – Serving Employers in Mohave County  PTAC Training (Doing Business with the Government) Kingman  KUSD Business Advisory Committee – Kingman  Mohave County Department of Public Health – Economic Development  AAED Spring Conference – Presented “Building Businesses One by One”  Vision 20/20 (5 meetings) – Lake Havasu City  TPT Training (AZ Department of Revenue) – Kingman/Lake Havasu City  Economic Development Marketing Commission (EDMC) – Speech on MCC and the SBDC  Sunrise Rotary Club (Lake Havasu) - Speech on MCC and the SBDC  Mohave County Fair  Lake Havasu Hospitality Association General Meeting 47

 NxLevel Business Planning and Research Seminar  Southwest Behavior Health Crafts and Business Market  30 Under 40 Event – Vision 20/20 Lake Havasu City  Joint Chamber Mixer – Ft. Mohave - Display  Autistics in the workplace Seminar – Kingman  AZSBDC Annual State site visit – Kingman  Economic Development Commission/Tourism Commission Meeting – Kingman  Meeting with Chamber President and Education Committee Kingman  Financial Statements 101 Class – 34 attended in Lake Havasu City  Mohave Republican Forum SBDC Speech  Cash Flow 101 Seminar  AZSBDC Success Awards – Capital Lawn  Started 16-hour class on Profit Mastery – 10 businesses attended  SBDC Day Open House  VBOC (Veterans Business Outreach) Seminar – Kingman  Economic Gardening Training in Michigan  ABC Competition Rally  America’s Best Communities $2 Million Dollar 2nd place announcement  Arizona Association of Economic Development (AAED) Spring Conf.

Student Services 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 transition to transfer and/or career. The division is comprised of broad, student-focused services including:

 Recruitment  Marketing and Public Information  Enrollment Management o Admissions and Enrollment o Registrar o Financial Aid o Veterans Services  Student Success and Retention o Academic and Career Advising o Assessment and Testing  Student Life and Leadership Program

Further, these services are complemented by MCC Connect, the college’s call center, which touches and enhances each one of the areas listed above by ensuring student communication and assistance throughout a student’s MCC experience is accessible, comprehensive and accurate.

All of the departments in Student Services have an interdependent relationship with seamless workmanship to positively impact student admissions and enrollment, retention, learning and success, leading to completion.

The focus for Student Services during the 2016-17 academic year remained on enhancing access, retention and completion while addressing declining enrollment - setting the stage for additional, new initiatives as well as an evaluation of current practices. Adjustments and enhancements were made as needed to ensure MCC fit the current community and educational climate, in accordance with best practices and MCC’s strategic plan.

Strategic 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 highlights for 2016/17 included:

 Recruitment collaborating with Instruction (program directors, etc.) to enhance the follow- up/lead process to potential students wanting more information. Program directors and other faculty are the experts in selling their programs and benefits.

 Coordinating outreach efforts with program launch events and established MCC representation at additional locations with program-specific information being complemented by “how to pay for college” material – a common concern.  Enhancing media relationships and social media presence to engage and attract potential and current students. Double-digit increases were experienced in 2016-17 in media exposure for MCC.  Combining efforts of MCC Connect and recruitment for a skilled team-approach in attracting students to the benefits of higher education and more specifically, MCC. This more than tripled staff available for events, etc. depending on scheduling and other activities.  Merging of Registrar and Financial Aid to reestablish an Enrollment Management entity at MCC, allowing for a robust model of data collection, review and implementation for enrollment- based initiatives.  Receiving customer service as well as advising satisfaction among students in the 90+ percentile with services and assistance – with Student Services staff continually participating in training, self-awareness practices and information sharing sessions.  Leading MCC to be recognized as a Principal of Excellence college, ensuring adequate services are available to Veterans at the college. Veterans Services also facilitated the approval process for the Yellow Ribbon Program which 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.  Implementing iGrad, a financial literacy platform which contains modules that teach about a large variety of personal finance topics. One feature allows borrowers to import their student loan history into the tool to ease the tracking of their loans.  Establishing the Emergency Grant Program, in conjunction with the Office of the President and the Business Office. It’s designed to provide funding of up to $1,000 to eligible students when unexpected life circumstances would otherwise require a withdrawal from MCC.  Combining the Student Success Center with Advising and Testing Services to create the Student Success and Retention department creating new opportunities for collaboration and expansion of services.  Partnering with the Center of Excellence in Learning and Teaching (CELT) to facilitate new initiatives aimed at improving transitional math success rates utilizing The National Repository of Online Course (NROC) EdReady software solution. A real-time intervention strategy was implemented for currently enrolled transitional math students that included tutoring, EdReady access and support, and high levels of student engagement with advisors and student success center coordinators throughout the semester.  Playing a key role in establishing a partnership with Goodwill Career Services at the Bullhead City campus with Neal Campus Kingman and Lake Havasu City campus following in 2017-18. The pairing allows students and the public to receive support in all endeavors relating to the needs of job search, training and employment.  Continuing to become more data-informed throughout Student Services, giving the team guidance on what’s working as well as what needs improving. 50

 Providing more than 590 students with 5,000+ hours of support from the Student Success Centers college-wide.  Enhancing the Early Alert System to include Academic Alerts, Life Issue Alerts, Financial Alerts and Tutoring Referrals which provided a broad networking expanse for any MCC employee to have the capability to get the student into the right hands.  Strengthening and enriching Student Success Plans to capture a better understanding of what caused the academic concerns. Success plans provide students with strategies for overcoming the barriers that are faced. The intention is to provide students with resources, support, guidance and coaching aimed at successful completion of the courses in which they are currently enrolled.  Developing the Successful Start Advising Program where students in their first semester at MCC are contacted approximately one month after courses have started tschedule an appointment for a comprehensive conversation with an advisor.

Each of these initiatives, in addition to others, are detailed and discussed further in the respective sections of this report.

Recruitment The recruitment team consists of three recruiters, one for each of the lower three campuses. This group is charged with:

 Recruitment and admission of new college students.  Monitoring and improving admissions and registration processes, in collaboration with other departments.  Planning and facilitating new student orientation which is offered online.  Providing outreach and follow-up in numerous capacities.  Coordination of all dual enrollment testing and registration on and off-site.  Maintaining a positive reputation for Mohave Community College.

The recruitment team was combined with the campus Student Services front-line team and MCC Connect to create the Customer Service and Recruitment Department in 2016. The collaboration with the Student Services office manager, student service technicians, operation specialist and MCC Connect has allowed for load sharing of tasks, reduced redundancies and aids in identifying efficiencies, while helping to streamline processes. Campus Student Services staff and MCC Connect play a large role in assisting recruiting with outreach and community events.

Recruitment and outreach activities for 2016/2017 focused 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 has 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 and increase the public’s awareness of MCC. Recruiting and MPIO attended 60+ community events to help get the word out about MCC and the great value offered. MCC was able to speak to approximately 2,512 people at all of the events.

When a prospective student visits MCC’s website and has an interest in a program they are prompted to complete a lead. The lead form is then forwarded to the program director by email. The recruitment team is also copied on the email lead and makes a phone call to ensure that the student has timely information about MCC and the program. The email portion in years past was a manual process until May of 2017. Recruitment and MPIO teamed up to create a well-branded and visually attractive email that is automatically sent out. This greatly improved the appearance of communications, as well as ensured that an immediate contact was established. During the last year MCC received 1,750 website leads, 315 of which are now MCC students, for 18% conversion of leads into students.

The bulk of outreach activities were for community events or program launches that were done with the help of various departments. Recruitment targeted various programs such as Culinary, Visual Communications and Education. The events consisted of presentations from program directors, displayed work, and complimentary fare to make for a lively, engaging environment. Additionally, MPIO marketed the events live on Facebook, contacted the media for exposure and created flyers. The total number of attendees varied by city and event. A total of 245 contacts were made during the three events.

The Kingman recruiter now has regular weekly hours at Kingman Blended Learning Center (KBLC). The KBLC is a virtual online academy that has a student success center where students go to work on school work and experience student life. The KBLC consists of about 100 students, has hosted an MCC information session, has planned a FAFSA Parent Night, Application Days, and Early Start scholarship presentations.

KBLC invited MCC to participate in the field day on May 12th, as well as participate in the annual promotion ceremony on May 19th. Recruitment was able to connect the administrators at KBLC with MCC faculty & IT to help the students at KBLC utilize a 3D printer. The high school students at KBLC won a $1,500 grant to create a board game about drug awareness. The students plan on using the 3D printer to make the game pieces.

Partnership was re-established with Arizona@Work. The organization has a career center in each of MCC’s southern campus towns. The recruitment team has been able to secure office hours weekly at the Kingman office to assist their clientele. This is another great MCC opportunity to service an underserved population of the county. A request has been made to meet with the staff at Arizona@Work to establish a similar offering in Bullhead City and Lake Havasu City.

As a result of this renewed relationship, the department was able to address issues regarding Precollege Studies document and application errors. In March the team met with the administration at

Arizona@Work to find a solution to the missteps involving paperwork and admission. As a result, MCC was invited to attend the Registration Party scheduled in July to collect and scan any needed items. This will also allow for a full review of the student accounts, alleviating the need for return trips to the campus for enrollment.

Dual enrollment programs remained a strong outreach tool to high school students who wish to challenge themselves with college-level course work. Overall numbers of dual enrollment students increased from 775 in the fall of 2015 to 803 in the fall of 2016. In Fall 2016 the recruiters admitted, tested and enrolled 803 high school students in dual enrollment courses; for spring 2016, 808 students were tested and enrolled. This is a slight increase of about a 30 students from last year – resulting in a total of 10,303 credit hours – an increase from the previous year’s 8,702 credit hours. Concurrent enrollment experienced a similar trend.

Recruiters in Bullhead City and Kingman continued their office hours in the high schools. During scheduled office hours, recruiters met with students to discuss dual enrollment, concurrent enrollment, post-graduation opportunities at MCC and summer opportunities. The recruiters also encouraged discussions about how to pay for college which included highlighting MCC’s value proposition, discussing federal financial aid and filling out the FAFSA, as well as assisting with identifying scholarship opportunities. The recruiter in the Lake Havasu City area has MCC Mondays at the area high schools.

The college’s partnership with Joint Technological Education District (JTED)/Western Arizona Vocational Education (WAVE) and 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 pathways programs continue to grow, leading high school students from career/technical programs in high school into advanced programs with certificates and degrees at MCC.

The recruitment team hosted and/or participated in events on campus and within the various communities. One of the largest events was a March 2017 college fair hosted by the Colorado River Unified School District (CRUSHD) at the Mojave Event Center. “CRUSHD” (crushed) was a one-day event and attracted students from most Mohave County High Schools to learn about college and career options. MCC used the arena floor to showcase its array of academic programs. Recruitment and enrollment staff along with many faculty helped answer student questions throughout the day. Many students continue to wear their MCC t-shirts given out at the CRUSHD event around the area.

The team coordinated MCC’s participation in some career and job fairs in Bullhead, Lake Havasu, and Kingman hosted by the chambers of commerce and other community agencies. MCC also participated in veterans’ events such as the annual Veterans’ Stand Down in Bullhead City.

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 that

students may use to help fund their MCC education. Specifically, financial aid conversations are then carried on in more depth by the financial aid team.

Marketing and Public Information 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, with the primary objective of recruiting students. Additional goals include enhancing voter and stakeholder confidence and encouraging community involvement in events and activities at MCC.

While 2016-17 was a time of change and reorganization for the Marketing and Public Information Office, the office has seen many successes on several fronts, including the effort to create a stronger video and digital presence.

Among the larger projects in 2016-17, MPIO began working with the information technology department in a synergistic effort to develop a new www.mohave.edu website. The site design is based on department research of educational and corporate award winning designs, as judged by consumers and web designers. MPIO researched five years of analytics on MCC’s current site to identify the most visited pages, and used that information to guide the decision on the homepage layout.

The new site also has a much easier navigational flow and will use many videos and pictures to engage the website user and share the great benefits MCC offers students and the community. The site will also be properly coded, which will help with future management of the website and marketing campaigns. The goal is to go live with the new site during the summer of 2017.

MPIO successfully increased outreach with local media. This includes 121 news releases in the past eight months, and more than 125 stories published with a column inch value of $160,000 based on comparable pricing for advertising covering the same space. This estimate does not include the digital versions of the stories, which are still alive online and searchable, and add increased value. While hard to measure, there is tremendous intrinsic value in promotion of the positive image of the college in cooperation with MCC partners in the print and digital media.

MPIO is now advertising the benefits of MCC with a much more targeted approach, targeting key demographics in age, interest and location across all platforms. One example includes the campaign to boost enrollment in the Auto Collision Repair program and increase awareness of competency based education within that program. MPIO has television ads targeting 18 to 49 year-old males and females who express interest in the auto repair industry. The same group is targeted on all media platforms mentioned above and directed to the landing page www.MCCAutoShop.com, which the MPIO Director and IT created. In just one month, nearly 750 people visited the new page. The Auto Collision Program Director reports fielding more calls of interest in classes than can be remembered.

MPIO has dramatically increased MCC’s social media presence. Since September, MCC has seen an increase of 1,054 more people “liking” and following the MCC story on Facebook. The MCC page is 54

also now “Verified” by Facebook, which helps extend the MCC reach. MCC’s Twitter, Instagram and YouTube pages are also seeing heightened engagement among users and MPIO will continue to grow these platforms, while monitoring other social media apps that show promise.

MPIO’s enrollment and awareness campaigns saw great success in driving potential students to MCC’s enrollment landing page. From July 2016 through April 2017 the campaigns successfully pushed 20,994 people to the www.mohave.edu/enrollnow page. Advertising is spread across the aforementioned media platforms and distributed 60% traditional and 40% digital media. This includes promoting a positive image of MCC and raising awareness of its strengths on Mobile, Google, Facebook, YouTube, Instagram, television, radio, newspaper (print and digital editions), theaters and special publications.

Overall during 2016-17:

 Twitter Followers increased by 22%  Facebook Mohave Community College Page Likes increased by 26%  Instagram Followers increased by 32%  YouTube Views increased by 295%.

In 2016-17, MPIO started to create a high quality program, recruitment and informational videos, as part of a strategic video plan. The first three-minute informational program video under this plan was rolled out in April. The Auto Collision Repair video was uploaded to MCC’s YouTube Channel and social media platforms, as well as the current and new website. The video was boosted on Facebook and in the first week reached 20,000 people.

The goal is to have one two to four-minute program video done each month, which will be posted on the program’s website page, as well as MCC’s YouTube Channel and social media platforms. The video will also be sent to prospective students and made available for program events. MPIO also plans to create videos highlighting the MCC story as a whole, which will promote all the positive benefits the college brings to students and the community. These videos will be valuable recruiting tools which can be frequently updated.

MPIO is also continuing its’ support toward increased outreach to high school students, teachers, counselors and parents. MPIO’s primary objective on this front line is to assist recruiting in an effort to increase enrollment among students seeking value through MCC’s university transfer pathway, and those seeking MCC’s Career & Technical Education pathway. The overarching marketing campaign themes include “Great careers after 2 years” and “MCC’s University transfers save you thousands.”

MPIO also created an audience market analysis survey, which will be included in future MCC email and online orientations. Results of the survey will help guide MPIO in creating future marketing plans, ensuring funds are directed to the most effective efforts.

Many campus departments and clubs turn to MPIO for branding and printing materials for events. MPIO has roughly 45-50 projects in the daily project management queue ranging from event flyers to 55

large projects such as enrollment campaigns. Over the past 8 months MPIO has increased the percentage of completed projects to 92%, up from 73% previously.

MCC Connect MCC Connect is a centralized team dedicated to helping students, faculty, administrators, staff and the general 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 the strategic plan in all three of areas by supporting student success, community outreach, and is positioned to aid in sustainable growth. The strategic plan is also supported by teaching students where to access the correct information, the correct MCC processes and what is expected.

MCC Connect joined forces with recruitment in summer of 2016, with the department consisting of MCC Connect, campus Student Services Technicians (SSTs), Enrollment Services Operation Specialists, campus Recruiters and Office Managers. This alignment has positioned Student Services to enhance outreach by allowing for cross-functional tasks to be shared. Thus, it is not unusual to have MCC Connect SST’s assisting with recruitment events, working at the campus or helping to process enrollment applications.

MCC Connect adopted the Free Application for Federal Student Aid (FAFSA) outreach as a normal function in 2016. The Financial Aid Department provides MCC Connect with a list of all students that have completed a FAFSA. MCC Connect SST’s attempt outreach to each person reviewing the account thoroughly, and walking the student through verification and what is required.

During 2016 MCC Connect focused on activities to optimize and enhance the service provided to students:

 Created a standalone toll-free number for Parent Connect.  MCC Connect & IT upgraded the Cisco call center software, as upgrades had not been done since 2012.  Established a Microsoft SharePoint, this has been an extremely useful tool to ensure that accurate and timely information is available to staff. Additionally, the site has been shared with all of student services.  Aided the Registrar’s Office and Enrollment Management with moving all admission and enrollment processes online, this decreases the number of times students have to come to campus, or call in.  Training was conducted on: o Help Desk System o Early Alert System

o Financial Aid Help Desk System o Maintenance Help Desk System o eCampus o Active Directory Password Reset Software

MCC Connect worked closely with IT to develop a Nolij snapshot replacement. The replacement was created in-house by the IT department. As MCC Connect helped in creation and testing the replacement quickly became the resource of choice. Built into the new tool was the ability to see what licenses might be missing, keeping the students from logging in successfully.

Errors are indented and highlighted visually displaying within seconds what is needed, and with a click of a button the issue is resolved. This eliminated the need to be logged into three systems and about 10 minutes of research to identify the login problems. This saves time for the SST, the caller and allows MCC Connect to focus on helping students to enroll. This tool was shared with all student services, and MCC Connect trained the new users in February of 2017.

2016-17 CALL STATISTICS

Financial Aid

Password Resets/JICs Login Help

14% Testing Services

13% Transcript Inquiry Or Order Transcripts 52% 7% Student Services – 6% Admission/Registration/Appts 3%5% Phone Advising

All Other Calls

MCC Connect: Top 6 Types of Calls April 22, 2016 - April 22, 2017 Number of % of Type of Call Calls Coded Total Calls Financial Aid 8,507 14.1% Password Resets/JICs Login Help 7,666 12.7% Testing Services 4,021 6.6% Transcript Inquiry Or Order Transcripts 3,635 6.0% Student Services –Admission/Registration/Appointments 3,314 5.4% Phone Advising 1,799 2.9% Total number of calls coded 60,378 95.4%

MCC Connect: Call Stats April 22, 2016 - April 22, 2017 Total Calls Received 72,797 Total Calls Answered 63,254 Average Speed of Answer 1:29 Average Length of Call 4:36 Total Calls To Voicemail 1,555 Average Time to Caller Hung Up 1:12

Calls Handled by SST's

Calls Handled in MCC Connect SST's Calls Handled by Campus SST's

97%

Customer Service Survey MCC Connect conducted the fifth annual customer service survey in the spring of 2016. 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 251 students. The survey calls were placed approximately two days after the student had initiated a call to MCC. Data gathered was used to identify areas for improvement and fine-tune services accordingly.

MCC Connect Customer Survey Results

98% 99% 96% 98% 86% 87% 84% 88% 78% 81% 79% 71%

Results indicated a high level of overall satisfaction with the MCC Connect experience, with 87% of those surveyed being extremely satisfied. Ten percent were satisfied with the service. In addition, representative demonstrated good listening skills, this was up from 98% in 2016 to 99%, and 98% indicate that the representatives/SSTs are knowledgeable and adequately/accurately answered questions.

MCC Connect improved greatly in two areas; first contact about this issue went from 78% to 81% indicating that student knowledge is increasing, students are learning how to operate MCC’s self- services options, and that the MCC Connect SST’s knowledge has increased resulting in more issues resolved in fewer interactions. Additionally, issues resolved on this call grew from 84% to 88% supporting the above claim.

In conclusion, the area most improved was the amount of personal effort a student puts forth to accomplish their service request. The question in the survey asks “Thinking about the level of effort you had to personally put forth to accomplish your request how difficult was it to accomplish?” This scale used is from 5 to 1, 5 being easy and 1 very difficult. Per the results this area went from 71% in to 79%. This is credited to more information available at the SST’s fingertips, increased knowledge and a dependable follow up process utilized by all.

Enrollment Management Last July, the Interim Registrar completed an Applied Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis of the Registrar’s Office. In the analysis, it was determined that although the Registrar’s Office had numerous strengths, such as a strong operational and holistic knowledge base regarding college curriculum, policies, compliance, and technology, it would need to reinvent itself in order to avoid the pitfalls associated with a nostalgic view of its traditional role. For example, the Registrar’s Office began redirecting its intention to becoming a “data mart”; an office that develops reports that allows the Office to identify areas of concern and either directly address or “dispatch” concerns to the appropriate office and/or department.

Upon the review of SWOT analysis, the Registrar’s Office and Financial Aid were provided the opportunity to merge in order to create the Office of Enrollment Management. As of September 2016, Registrar’s Office and Financial Aid began operating as “one” office under the direction of Associate Dean of Enrollment Management and Registrar, in the quest to streamline data and enhance daily processes and procedures in order to better support the College’s strategic plan. As of April 2017, Financial Aid and the Registrar’s Office reside together in the 107 Building on the Kingman campus.

Under the umbrella of Enrollment Management, the Registrar’s Office and Financial Aid continue to maximize interconnectedness by collaborating for outcomes that are greater than what could be accomplished alone as well as developing and/or enhancing partnership in these key areas:

 Non-Attendance and Non-Participation  Academic Progress

 Course Types  Enrollment Status  Withdrawals  Course Repeats  Citizenship  Transcripts  Date (Census, Last Date of Attendance)  Course Approvals  Lengths of Time in Class  Programs  Consortium Agreements  Transfer Pathways

Although the Registrar’s Office and Financial Aid have had a history of working closely together in the above noted areas, certain responsibilities will always be strongly identified with either the Registrar’s Office or Financial Aid e.g., transcript evaluations or disbursements; thus, they may still need to be acknowledged and recognized (within those individual offices or by the institution as a whole) due to their distinctiveness regarding their institutional role. Thus, by respecting the cultural identity, and maintaining routine interoffice communication through regular staff meetings along with shared responsibilities, projects, and purpose Enrollment Management continues to merge accordingly.

An example of a shared responsibility that has allowed the Office to address together as well collaborate with the Office of Student Success and Retention is the Arizona Foster Care Waiver audit. The Arizona Foster Care Waiver program is a state mandated program designed to provide free college to qualified students who were in the state foster care system. This waiver acts as a last dollar program funded by the colleges. The program is in its fourth year and is currently receiving the requisite program audit from the Arizona Auditor General. The purpose of the audit is to recommend whether the program should be continued beyond its five-year pilot period. To date, Financial Aid has approved one waiver. All other applicants received Pell Grants or other funding, in amounts that prohibited them from receiving this waiver.

One expected recommendation from the audit team is that schools need to do more to provide services to students who were in the foster care system. These recommended services may include access to tutors and mental health services. MCC is currently providing these services via the Student Success Center and Deer Oaks (student support program). However, before this recommendation was provided by the Auditor General in April 2017, Enrollment Management and Student Success and Retention had met with the Department of Child Safety Educational Specialist in January 2017, to start ongoing dialogue of how MCC could better serve these students regarding academic services and community referrals.

MCC was also provided with additional information about the Arizona Education and Training Voucher Program that can help students with both educational and living expenses. This program can help eligible students access up to an additional $5000 per year through the state of Arizona.

Another shared project that was implemented in the office was utilizing the MCC Cares hours provided through the College. Each week, staff members who choose to volunteer donate an hour of their time (as per the established schedule) to help the Kingman Food Bank as a way to give back to the community.

In addition, Enrollment Management staff participate in the following college-wide committees: Curriculum, Academic Standards, and Assessment (CASA), Red Flag, Risk, Policy, and Procedures (RPP), Module Managers, Commencement and Special Events, Continuous Strategic Improvement (CSI), and President’s Council.

Registrar The Registrar is dedicated to providing friendly and accurate service to students, faculty and staff while administering academic policies and procedures in a consistent and reasonab le manner. As the guardian of academic records the department facilitates:

 transcript compilation and delivery  enrollment and degree verification  transcript evaluation and acceptance of transfer credits  implementation of the college’s academic standards in order to maintain the integrity of the curriculum  degree audits leading to the conferral of certificates and degrees  preparation of diplomas  determination of Full-Time Equivalent Student Enrollment (FTSE)  collection of data for the Integrated Postsecondary Education System (IPEDS)  participation in state and federal audits  production of the college catalog  partnerships with other institutions of higher education

Full-time Equivalent Student Enrollment (FTSE) In September 2016, the Office of Auditor General conducted MCC’s routine full-time equivalent student enrollment 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 of Auditor General reported no findings and MCC’s Full-Time Equivalent Student Enrollment Report for June 30, 2016 was certified at 2,347 Total FTSE (with a Weighted Total FTSE of 2,588). In November 2016, Registrar’s Office provided a presentation to President’s Council regarding how FTSE determines the amount of monies each community college district receives and its statutory expenditure limitations. 61

Admissions, Transcripts and Course Transfer The Registrar provides a number of services that are tracked, some of the most significant are provided below:

Admissions 2016 2016 2017 2017 MCC Application Submitted Processed Submitted Processed January 1017 1011 962 529 February 538 543 605 984 March 473 472 351 366 April 424 417 259 233 May 78 72 - - June 482 455 - - July 669 583 - - August 1013 1088 - - September 422 416 - - October 413 421 - - November 645 629 - - December 511 507 - - Total 6685 6614 2177 2112

MCC Transcripts Sent 2013 2014 2015 2016 2017 January 487 335 359 321 293 February 250 200 253 238 261 March 238 216 258 151 293 April 292 258 243 255 230 May 492 479 415 402 - June 473 388 401 363 - July 427 446 329 296 - August 438 385 343 408 - September 247 241 191 249 - October 267 264 266 212 - November 273 247 186 253 - December 112 161 262 261 - Total 3996 3620 3506 3409 1077

Other Transcripts Evaluated 2013 2014 2015 2016 2017 January 98 138 89 53 34 February 71 74 74 47 52 March 49 56 21 21 36 April 76 96 45 59 23 May 139 60 77 54 - June 101 58 56 41 - July 127 101 62 54 - August 168 80 92 95 - September 87 91 80 48 - October 64 47 73 15 - November 24 28 35 31 - 62

December 69 17 58 66 - Total 1073 846 762 584 145

Courses Transferred In 2013 2014 2015 2016 2017 January 646 789 256 218 54 February 535 298 393 152 192 March 219 541 84 63 155 April 209 329 128 134 56 May 258 216 232 175 - June 287 282 196 169 - July 342 397 207 222 - August 576 302 269 212 - September 483 252 203 138 - October 267 200 183 34 - November 302 83 97 89 - December 161 102 184 193 - Total 4285 3791 2432 1799 457

Requests for some services from the office decreased, which may be attributed to a reduction in enrollment. The drop in the number of courses accepted in transfer continues with the practice of program specific evaluations. To reduce the number of unessential credits counted toward a degree or certificate, transcripts are evaluated based on the degree that the student has declared and only those courses that apply are accepted in transfer.

Purge and Scan Project 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.

Due to space restrictions, it was deemed necessary to start a formal purging project on all student files being held in the Registrar’s Office and other archival space. This project began in February, 2015. At that time, Registrar’s Office staff were purging/scanning files as time permitted. If a student’s file met the three-year requirement, it was purged. If the file did not meet the three-year requirement, all paperwork in the file was scanned into the student’s electronic storage file (NOLIJ). From February 2015, through June 2016, 7,927 files were purged; another 2,096 files were scanned. This was a total of 10,023 files.

In June, 2016, six temporary workers were hired for 19.5 hours per week to assist with the project. By the end of the project, only four workers were available.

By the end of the project on April 30, 2017, the following number of student files were purged/scanned by the temp workers: 47,819 purged; 8,034 scanned. This is a total of 55,746.

In all, 55,746 individual student files were purged and 10,130 student files were scanned. This is a total of 65,876 files. This does not include the 10,000+ duplicate files that were purged/scanned, as many students had multiple files.

Degree and Certificate Conferment Graduation applications continued with electronic submissions. The table below reports the degrees and certificates conferred in 2016-17 (spring and summer numbers show both conferred and pending since the process will not be completed at the time of this report).

Graduation Fall ‘16 Spring ‘16 Summer ‘16 Total Applications 216 329 37 582 Conferred or Pending 203 327 36 566 AA 33 81 16 130 AAS 50 143 16 209 ABUS 02 03 00 05 AS 03 08 00 11 AGS 05 15 01 21 Total Degrees 93 250 33 376 Certificates 22 70 03 95 AGEC 40 92 16 148 Students 117 282 36 435

Further, to assist with increasing the number of students completing degrees and certificates, the office is looking to find ways to review the transcripts of outgoing transcript requests of non-graduates to determine how close students may be in completing a program with MCC. If the student is close to completion, the student could be contacted and advised as to the necessary coursework in order to be awarded the degree or certificate. In addition, reverse transfer has been actively promoted with transfer partners as well as with potential partners e.g., Southern New Hampshire University and Southern Utah University. Recently, the Registrar’s Office had a phone conference with Northern Arizona University to solidify the reverse transfer process with them.

Clearinghouse Reporting students’ enrollment status to the National Student Loan Database through the National Student Clearinghouse continues to be a priority. The Registrar’s Office and Institutional Research work closely together to submit updated student records monthly and incorporate all required record additions when federal guidelines change.

The data provided by the registrar’s office to the National Student Clearinghouse self-service portal allows requested data to be immediately accessible to MCC students. Students can obtain enrollment certificates and student loan deferments 24 hours a day, greatly increasing convenience. Students can also view notifications that the National Student Clearinghouse has provided to loan holders, health insurers and view specific information about loans.

In 2015, Federal Student Aid (FSA) released their NSLDS Enrollment Reporting Statistics page. Each 64

month, NSLDS calculates a score based upon 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 in late March 2017.

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: 10/3/2016  Evaluation Date: 2/15/2017  Students in Portfolio: 2,552  Students Certified: 2,547  Students Certified with Program Enrollment: 2,400  Percent Certified: 99.80%  Percent Certified with Program Enrollment: 94.04%  Roster Records Returned: 54.433  Roster Records in Error Returned 9.340  Roster Error Percentage: 17.16%

Since the number of Students with “Program Enrollment” is below the number of “Students Certified,” it is likely attributable to 1) students not being reported with program-level data or 2) students who have new programs reported to NSLDS by Common Origination Disbursement (COD) System that need to be certified. Hence, a report will be executed in Enrollment Management in order to address the discrepancy associated with the Students Certified and the Students Certified with Program Enrollment.

In late 2016, NSLDS made a major change to the Student Status Confirmation Report (SSCR) error process. The (SSCR) Roster is used to update and maintain the appropriate student status for loan deferment and servicing. According to the latest NSLDS Enroll Reporting Guide, published in November 2016, schools are now required to correct errors on their SSCR Error Report within 10 business days vs. respond to the report within 10 days. MCC is compliant with SSCR error responses.

In February 2017, Clearinghouse hosted a meeting in Phoenix for multiple statewide community colleges and universities; MCC participated in this meeting. The SSCR error process as well as other audit issues were discussed, with it being emphasized that institutions have to report the “date determined” regarding non-participation, noting that the back dating and delayed reporting in general can be considered as an audit finding. NSLDS may also start to require that CIP codes are reported on a course level rather than a program level. The state auditor also communicated a similar message when it was noted CTE CIP course codes would be a required for the next FTSE audit.

The Registrar’s office also had the opportunity to meet with the (Clearinghouse) audit department to discuss current reporting and possible audit vulnerabilities. The only concern noted was a delay in the

handling of the error reports; this noted delay was during the transition in August- September (2016) transmissions when the Financial Aid department briefly managed the Clearinghouse report rather than the Registrar’s Office. Since then, Registrar’s Office has resumed the reporting (with the continued assistance from Institutional Research); error reports (which are usually under ten errors) are addressed in a 24-hour period. In addition, the Clearinghouse audit department had offered to assist MCC during any upcoming routine audits; The Registrar reported that staff have been able to successfully dispute 80% of audit findings.

Lastly, Clearinghouse reported discussions with the VBA, a Veterans Compliance Reporting Re- Engineering Project. Staff are proposing a streamlined solution via routine Clearinghouse reporting to address the labor-intensive veterans’ compliance reporting associated with VA-ONCE. Routine reporting captures approximately 80% of the student information that VA-ONCE requires. Clearinghouse reported slow movement with VA in order to respect their current reporting platform, VA-ONCE. However, VA has agreed in the next year to receive degree verification reports from Clearinghouse as a pilot program.

The Registrar’s Office is continuing to streamline the degree declaration process, particularly the Clearinghouse reporting and financial aid disbursement process. This spring semester, Registrar’s Office and Financial Aid worked hand-and-hand with student disbursement by ensuring degree declarations and AIMS were aligned for financial aid eligible credits.

Data Management At the close of the last academic year, Enrollment Management underwent a change to the staff and way of conducting business. Operation Specialists located on the three southern campuses were moved under the supervision of the Director of Recruitment and Customer Service while the North Mohave Campus and Enrollment Services Operation Specialist moved under the Office of Enrollment Management. The three full-time clerks left the office as a reduction in force.

Services were switched from in-person to online with students completing forms, submitting documents, enrolling and making payments. While these forms are online and relatively easy for the student to complete, there is a process that Operation Specialists perform in the background. Emails, tracking of emails, notations in the student record and/or contacting the student by phone is part of the process.

One of the areas which were switched to all online enrollment is for Community Education classes. In an effort to use the Jenzabar student information systems (EX and JICS) for their enrollment, the following steps were addressed:

 Community Education division, tel/web group, class prefixes and numbers were explored  Judgement on best practice was determined and discussed with Instruction and tel/web group, class prefix and numbers were entered into EX system  Instruction entered each course into jcatalog with necessary information

 Assisted Business Office with determining how fee tables would be utilized and entered into EX system  Tested fee tables for various scenarios  Instruction and MPIO to determine best practice for class listing with included fee information  Determined data needed to create MCC ID or match to previous student record  Created a shortened version of an application to provide all necessary data, being mindful to keep it short  Collaborated with Admin Computing on JICS best placement for application  Consulted Jenzabar support to determine if another tab could be utilized solely for Community Education  Admin Computing created new tab, tested portals for each item to be included  Application was moved to community education tab  Course search, add and drop features were added to community education tab  Testing of the new tab using several test students was completed  Collaborated with IT department on active directory account for community education students  Discussed best practice for the processing of community education applications, active directory creation, enrollment, non-payment drops, class section drops and class section cancellations  Processes and training were provided to student services and community education staff  A test student was provided to community education staff for use in showing students how to enroll

Enrollment began using Jenzabar EX and JICS. This process was used for several months until the adaption of a new system was created by IT using a combination of Jenzabar EX with a new computer program. This new combination system has proven to be a friendly student process.

Enrollment Management takes great care to ensure MCC policies and procedures as well as state and federal regulations are adhered to with regard to admissions, enrollment, grades and record management. Scrutinizing and refining admissions and enrollment processes for all students including specialized enrollment for dual, concurrent and cohort enrollments remains a priority. Data environment will become a focus target.

Quality assurance of records, gathering data and interpreting results can lend assistance to accurate state and federal reporting as well as assist in areas such as identifying student needs or course schedule creation.

Enrollment Management took on a project in conjunction with Instruction and Institutional Research to clean up student/course records from 2014, 2015, and 2016 to reflect the correct CTE designation (according to IPEDS). This project not only ensured reporting was correct to state and federal entities, but that expenditures allowed would be accurate.

Course Competency Based Education (CBE) is a new modality in offering course programs. This modality was approved for two programs the first being Substance Abuse Counseling and the second is Auto Collision.

Items of consideration for this modality was:

 Identify CBE students through the student and/or course  Pre-requisite table to be reviewed  Admissions into the program  Open enrollment vs. course authorization  Advising and advising trees in system  Dates defined for 6-month subscription period  Add/Drop/Withdrawal periods  Drop for non-payment  When will financial aid be applied to student account  Grading periods  Effects on Clearinghouse report  Transcripts

In an effort to ensure accurate data is reported for the Full-Time Student Equivalency (FTSE) report, areas for the report were examined.

 Incomplete grades entered for summer classes  Audit grades – verify entry  Grade changes - up to date  Reinstatements for administrative withdrawals  Reinstatements for non-participation grades  Withdrawals – check bin for any turned in overnight and processed  Report for withdrawal dates to check for accuracy  Checked emails received from faculty – where faculty had questions if the student should receive non-participation or an Early Alert  Confirm all Dual enrollment has been completed and high school has signed rosters  Run report to find any class starting on or has a drop period crossing over FTSE day  Notify Associate Deans of such classes to warn of possible issues

Some non-participation grades entered on 10/4/16 were missed from being dropped. These grades were from faculty who did not report the non- participation during the allotted grade window and waited until the last day of the FTSE window to report. Enrollment Management staff have developed a process to ensure the accuracy and timely response on the list above for future FTSE counts.

These submitted late non-participation grades are confirmed by staff. Each faculty member is contacted through email to confirm these requests are genuine non-participation and not that the student had stopped out.

Dual Enrollment Documents Research on each school district in MCC’s service area was done to provide insight of what documents are gathered when a student enrolls in high school.

A meeting with Kingman Unified School District in April was a fruitful discussion in building relationships and identifying how the school district and MCC can work together on gathering required documents for state and federal purposes.

Forms were shared and an offer to update their Student Handbook with Dual Enrollment information was provided. This has been completed and returned to Jeri Wolsey for her assistance in having this approved by KUSD and be included in next year’s handbook.

In collaboration with the Director of Recruitment and Student Services, Kingman Unified School District and Enrollment Management, a piloted process for gathering documents, keeping records and the enrollment of each student in a dual class will be used for the Fall 2017-18 school year. Once this process is examined for improvements, it will be discussed with other school districts as a way to work in partnership with them.

Catalog Update

The catalog change process (noted above) approved by President’s Council last year was followed for any request. In the process of producing the academic catalog, Enrollment Management staff reviewed the following curriculum submissions via Arizona Curriculum Review Evaluation System (ACRES):

 86 course package modifications  10 program modifications  1 new program  12 new courses  24 course retirements  1 retired program

The review process for the 2017-18 draft catalog started on Monday, February 13, and began with the curricular side, specifically the programs of study. With a due date of Friday, February 24. Reviewers were given a two-week time frame to review their programs and related information in detail.

Catalog review for the non-curricular side began on Monday, March 6, and concluded on Friday, March 24 (allowed one week for Spring Break). The non-curricular side of the catalog was broken out into about 230 individual sections and with around 32 reviewers. Both sides of the catalog have one week for dedicated requested edit review time, the week following the review due dates.

A “catalog review party” included staff from both the Offices of Instruction and Student Services,

which was scheduled in April 2017. All members looked at the catalog as a whole and were given an opportunity to ask questions and make suggestions, promoting the College’s standard of a college- wide review process. The catalog was published in draft mode on Monday, April 17. On April 20, it was acknowledged in RPP that the catalog had a complete read-through and on April 24, the Catalog

acquired consensus for draft publication. Draft catalog will be published in final format on Thursday, June 29, with three copies being provided to Veterans Affairs for further review of MCC established programs.

HLC Accreditation Visit Enrollment Services staff were active participants in completing the requested paperwork as well as participating in the various criterion meeting for the HLC visit during the 2016-17 academic year. HLC review team requested multiple transcripts in the following areas: military transfer, credit for prior learning and traditional transfer. Three copies were provided for each request and no additional information was sought and no findings were reported.

2016-17 University Partnerships According to a study by Alexander P. Ott and Bruce S. Cooper, a transfer student will need answers to two questions: How long will it take me? and How much will it cost? Enrollment Management has a valuable role with students who identify as transfer students. The Registrar’s Office has a unique place to support such endeavors due to its holistic and tactical use of college curriculum, transfer evaluation and policies. Financial Aid is able to provide assistance with consortium agreements and potential courses that are outside of MCC’s established curriculum, but are needed for approved TAGs and pathways with transfer partners.

Mohave Community College strives to be a stepping stone to advanced college degrees through its four-year degree transfer partnerships. Currently, MCC has 18 academic partners. The college and university partners offer seamless transfer of most MCC credits and degrees to their bachelor's programs. MCC strives to extend partnerships to more four-year institutions in order to serve MCC students’ and communities’ educational needs.

Current partnerships include:

 State Universities: o Arizona State University o Northern Arizona University o University of Arizona  Non-State Colleges and Universities: o Ashford University o Capella University o Chamberlain College of Nursing, LLC o Dixie State University o Embry-Riddle Aeronautical University Worldwide o Grand Canyon University o Kapan University o Northcentral University o Regis University – School of Professional Studies 71

o Saint Joseph’s College of Maine o University of Maryland University College o University of Phoenix o Upper Iowa University – Extended University o Western Governors University o Western International University

Arizona State University A total of 48 Transfer Admittance Guarantee (TAG) agreements were reviewed and published for the 2016-17 academic year. As of April 27, a total of 12 MCC students have signed up for TAG agreements:

 (1) Business (Food Industry Management), BA  (1) Business (Communications), BA  (1) Communication, BS  (3) Nursing, BSN  (2) Psychology, BA  (2) Psychology, BS  (2) Technical Communications, BS

Kathy Yeager, (former) Senior Director, Community College Relations from the Office of Academic Partnerships delivered an online update session on November 10, 2016. During the webinar, Ms. Yeager discussed details related to transfer and the TAG agreements; modifications to the MCC-ASU TAG webpage; scholarship information and other tools made available to students during the transfer process. All available members of advising teams attended, as well as Don Weide from CELT, Tricia Hanks from student success, Meghan Huicochea and Sharon Hanks from registrar/enrollment services.

Northern Arizona University Approximately 118 Transfer Academic Plans (TAPs) were reviewed for the 2015-16 academic year with a request to roll-over provided recommendations to the 2016-17 TAPs. Of this number, all were returned with requested modifications for a variety of reasons, mainly:

 Recommended AGEC only to satisfy NAUs liberal studies requirement (AGEC alone is not eligible for MCC financial aid), and not all MCC degrees contain AGEC component.  Associates degree recommended, but did not specify which MCC degree.  Courses from AZTransfer’s Course Equivalency Guide (CEG) were populating elective fields, which would prevent a student from successfully completing a chosen MCC degree.

NAU has recently restructured their business model under the new leadership of Kathy Yeager, Associate Vice President, Office of Educational Partnerships. Joey Sells-Hanley now serves as Assistant Director for Educational Partnerships, and is the new point person for MCC staff and advisors. Tom Franklin continues to reside with MCC to assist with students in their transition to NAU. These changes were made in an effort to increase communication, therefore better serving the needs of MCC transfer students. 72

A face-to-face meeting was scheduled at the AZTransfer Summit on April 13, with some Enrollment Management staff and several other NAU representatives to discuss proposed modifications to the TAPs. NAU noted that it is unable to modify the TAPs to MCC recommendations. However, enhancements have since resulted from the requested modifications and proposed language is forthcoming to ensure that MCC transfer students understand that the TAPs are not a guaranteed transfer admittance tool, and students will be encouraged to use the TAP planning tool with an MCC advisor.

University of Arizona The following transfer data was received from UofA, which reflects the total number of MCC transfer students beginning May 2016 to current:

 35 students (eight students have been identified as transfer students, two students are identified as readmitted and 25 as incoming freshmen)

Of the 35 transfer students, the following completed their degree at MCC:

 4 students (three students completed an AA degree, one student completed an AAS degree)

The 35 transfer students are currently enrolled in the following UofA programs:

 Pre-Business – 5  Computer Science – 3  Education – 3  Law – 3  Physiology – 3  Engineering No Major Selected – 2  Pre-Nursing – 2  Psychology – 2  Biochemistry – 1  Chemistry – 1  Criminal Justice Studies – 1  Family Studies & Human Development – 1  Film & Television – 1  Mechanical Engineering – 1  Neuroscience & Cognitive Science – 1  Nutritional Sciences – 1  Philosophy, Politics, Economics & Law – 1  Public Health – 1  Theatre Production – 1  Undecided – 1

MCC continues to promote the Bridge program with informational materials from UofA being distributed to all campuses. MCC is also seeking ways to engage with students and advisors by seeking pathways e.g., Mining Engineering pathway, requesting information updates and/or Q&A sessions with staff and faculty and a transfer fair (for all partners) for the upcoming 2017-18 academic year.

Ashford University Ashford University delivered their annual online Teaching and Learning Conference (TLC) November 1-3, 2016. The invitation was sent to the Dean of Instruction and Dean of Student Services with the opportunity for faculty and staff to attend these education sessions with no cost to MCC as part of the partnership. Below reflects the current data for Mohave Community College.

Capella University MCC has requested transfer data for which Capella University has not responded. MCC will continue to seek and encourage active engagement.

Chamberlain College of Nursing, LLC The following figures reflect the most current number of MCC transfer students since May 2016:

 Nine students have completed the application process.  Three of the nine students are actively enrolled in the RN-BSN program.

MCC’s Director of Nursing Program has expressed an interest for a transfer partner presentation and fair for nursing students. Chamberlain College of Nursing, LLC representative is scheduled to be on site on May 2, 2017, as well as tentatively scheduled for August 2017.

Dixie State University In an effort to meet the needs of North Mohave students, MCC and Dixie State University (DSU) recently signed an articulation agreement in February 2017. As part of the agreement, students 74

transferring from MCC who have fulfilled the Arizona General Education Curriculum (AGEC-A, -B, or -S) requirements with an AA, AS, ABus, or AGEC Certificate of Completion, will be considered to satisfy the General Education requirements at DSU.

Embry-Riddle Aeronautical University Worldwide The following figures reflect the most current number of MCC transfer students since May 2016:

 Two MCC students have transferred; one in BS Aviation Maintenance and BS Logistics and Supply Chain Management

MCC has recently called upon ERAU-W to help articulate a degree being established by MCC’s Computer Information System (CIS) department, “Unmanned Aircraft Systems, AS,” with a degree offered by ERAU’s Prescott campus. Carol Clark, Campus Director, has agreed to help with establishing articulation for their degree with the Prescott campus once MCC’s degree is established.

Carol Clark, Campus Director, was scheduled to attend MCC’s 46th graduation ceremony.

Grand Canyon University GCU Grand Canyon University (GCU) participated in MCC Student Services Team Building event held on Bullhead City campus, October 21, 2016. The purpose of their visit was to introduce themselves to the advising team, as MCC’s newest transfer specialists. GCU representatives also delivered an exciting and informative session as it pertains to students who choose to transfer to GCU, scholarships and university information. GCU also extended an offer to MCC’s advising team to participate in their on-campus “Advisor and Counselor Fly-In Event” which took place December 7-8, 2016, and February 23-24, 2017. Six MCC advisors attended.

 26 MCC students transferred to GCU from May 2016 to current  19 of the 26 students completed their degrees at MCC

Degree Program Number of Students Completed Degree Online/Ground RN to BSN 17 17 Online B.S. in Counseling with an Emphasis 1 0 Online in Addiction, Chemical Dependency and Substance Abuse B.S. in Sociology w/an Emphasis in 1 0 Online Social Work B.S. in Elementary Education 2 1 Online B.A. in Theater and Drama 1 0 Ground B.S. in Biomedical Engineering 1 0 Ground B.S. in Sports Management 1 0 Ground B.S. in Business Management 1 0 Ground B.S. in Nursing (Pre-Licensure) 1 1 Ground

Kaplan University Kaplan has announced that it is not utilizing designated transfer pathways. MCC’s designated point of contact at Kaplan has changed which has compromised communication including the unanswered request for transfer data. MCC will continue to seek and encourage active engagement.

Northcentral University Northcentral University has provided transfer materials to be provided to MCC graduate students. MCC will continue to seek and encourage active engagement.

Regis University – School of Professional Studies MCC has requested transfer data for which Regis has not responded. MCC will continue to seek and encourage active engagement.

Saint Joseph’s College of Maine MCC has requested transfer data for which Saint Joseph’s College of Maine has not responded. MCC will continue to seek and encourage active engagement.

University of Maryland University College The following figures reflect the most current number of MCC transfer students since May 2016:

 Three MCC students have transferred; 0 students have completed their degree at MCC.  MCC transfer students enrolled in the following: Computer/Information Sciences (2) and History (1).

University of Phoenix University of Phoenix has expressed interest in pursuing a Concurrent Enrollment Program (CEP) with the Nursing Department. Instruction has requested this be held temporarily until a future date where respective department directors from both institutions can discuss the details associated with designing of a pathway.

The following figures reflect the most current number of MCC transfer students since May 2016:

Upper Iowa University – Extended University MCC has requested transfer data for which UIU has not responded. MCC will continue to seek and encourage active engagement.

Western Governors University The following figures reflect the most current number of MCC transfer students since May 2016:

BS, Business Management 6 BA, K-8 Education 7 BS, Accounting 4 BS, Nursing 38 MS, Nursing, (bridge program for ADN to MSN 3 BS, HR Management 1 BS, IT 2 BS, Healthcare Management 1 Secondary Science Education 5-12 1 Special Education 2 BS, IT Management 1 BS, IT Software 1 Total 65* *Total actively enrolled. 21 of the above students have graduated from MCC with an Associate’s degree in Registered Nursing, and one with an Associate’s degree in Business.

Western International University The following figures reflect the most current number of MCC transfer students since May 2016:

 Two MCC students have transferred; BS in Business Administration (1) and BA in Behavioral Science (1).  Transfer students have not completed their degree at MCC; it was noted one student has withdrawn from WIU.

MCC has recently learned that Western International University is no longer accepting new enrollment; it was reported that WIU is closing and providing a teaching out plan with their current students. MCC has requested for a formal cancellation notice in order to terminate the partnership.

University Partnership Summary Due to vacancies within the Office of Enrollment Management, resources had to be redirected in the fall semester. However, positions have been filled and thus attention has been redirected to transfer partnerships. Currently, MCC is working on new partnerships with Southern Utah University and Southern New Hampshire University. On May 23, 2017, the Associate Dean of Enrollment Management, Registrar were accompanied by MCC North Mohave staff to meet with SUU staff to discuss an articulation agreement. In addition, SNHU and MCC are in the last stages of completing an articulation agreement.

Veterans Services Veterans Services reports to the Associate Dean of Enrollment Services, Registrar, but continues to work closely with Student Success and Retention and Recruitment. The Veterans Services Coordinator was tasked this year with researching multiple veteran specific programs, such as Principles of Excellence (POE) and Yellow Ribbon Program (YRP). Principles of Excellence is an executive order (13607) enacted by President Obama on April 27, 2012. The following information represents what MCC is required to perform in order to maintain POE status: (1) provide students with personalized form covering the total cost of an education program; (2) provide educational plans for all military and veteran education beneficiaries; (3) end fraudulent and aggressive recruiting techniques and misrepresentations; (4) accommodate service members and reservists absent due to service requirements; (5) designate a point of contact to provide academic and financial advice; (6) ensure accreditation of all new programs prior to enrolling students; and (7) align institution refund polices with those under Title IV, which governs the administration of federal student financial aid programs.

On April 19, 2017, the Department of Veterans Affairs Education Service informed MCC’s Veteran’s Coordinator that MCC is now considered a POE school. This information is now reflected on the Veteran Education Comparison Tool www.vets.gov.

The Yellow Ribbon GI Education Enhancement Program (Yellow Ribbon Program, YRP) is 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. Only the following individuals are eligible to receive YRP funds: (1) only veterans and their spouses using transferred entitlement, eligible at the 100 percent benefit level (based on service requirements) and (2) 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. All students must apply to receive Yellow Ribbon funds of which once approved the information will be submitted to the Veterans Affairs. This is a first-come-first-served process.

On April 4, 2017, the application for MCC to be classified as a YR school was submitted with the approval of the president. The application outlined that eligible students during the 2017-18 academic year are eligible to receive $250 per semester from the YRP; this means that the VA will also contribute $250 to the student. As of April 11, 2017, the Department of Veterans Affairs Yellow Ribbon Program staff provided information to the VSC that MCC has been approved to be a Yellow Ribbon school beginning August 1, 2017 through July 31, 2018.

During the 2016-17 academic year, 157 fall semester students and 127 spring semester students were certified to use their education benefits under Chapter 30, 31, 32, 33 and 35. It has been identified that 16 veterans and/or veteran dependents will be graduating this academic year. The current veteran population is as noted: 226 students have been identified as veterans, veterans using benefits, or are non-veterans using veteran benefits; 78 veteran students are enrolled at Bullhead and Kingman Campuses, four veteran students are enrolled in the Distance Education and North Mohave Campus and 59 are enrolled at the Lake Havasu Campus.

Several trainings were attended in the past four months, such as the Arizona Veterans Program Association & U.S. Department of Veterans Affairs (AVPA-VA). This conference was intended for newly appointed school certifying officials (SCO) and advanced SCOs. Information was presented regarding new federal laws that have been passed that will impact colleges, using the VA-ONCE system, and learning about best practices for SCOs. Another conference the VSC attended was AZ Transfer Summit which provided detailed information regarding transfer of credits and southern colleges evaluating best practices in Prior Learning Assessment (PLA).

In order to build a wider network of partnerships and learn from other veteran-friendly campuses, the Veteran’s Services Coordinator (VSC) visited the University of Nevada, Las Vegas (UNLV) and met with the Director of their Military and Veteran Services Center. On March 24, 2017, MCC provided UNLV with their 2016-17 academic catalog in order for further review regarding potential pathways as well as a partnership.

Several training events for the VSC are scheduled for May and July 2017. A webinar was scheduled for May 4, which provided detailed information on how to create a veteran-friendly campus through engagement, retention and graduation. On May 16, MCC’s VSC attended the Veterans Navigator training which discussed the importance of connecting veterans and veteran dependents with community resources and the key factors that impact veterans and their families. The VSC will also attend the Western Association of Veterans Education Specialists conference scheduled for July 7. This annual conference provides an opportunity for training and networking among other SCOs as well as training of certifying procedures for Veterans Administration Education Benefits.

This year the VSC has made it a priority to reconnect with community members and organizations that support local veterans. Some of the community contacts include interactions with the VA Disability Benefits Advisor from Veterans Affairs; staff from the Jerry Ambrose Veterans Council (JAVC); staff from the Veterans Treatment Court (VTC); several individuals from the Arizona Coalition for Military

Families; as well as participation in the March Veterans Stand Down Event in Bullhead City. In addition to community responsibilities, the VSC also participates in college-wide activities such as the Curriculum, Academic Standards, and Assessment (CASA) Committee, Emergency Grant Fund Review Group, Campus Communications Committee (CCC), and the Commencement and Special Events Committee. Lastly, the VSC has accepted the nomination by the current president for the permanent advisor position to the Veterans club.

Financial Aid Financial Aid strives to further students’ goals of attaining their chosen education credentials through increasing student access to education. This is primarily achieved by lowering the cost of education though access to grant and scholarship funding as well as low interest student loans.

During the 2016-17 academic year, a new director of Financial Aid was hired – this change brought a change an approach that further enhanced the student-centered nature of the work being done in the office. Previous leadership focused on perfecting and streamlining processes that resulted in putting financial aid awards in the hands of students within 24 to 48 hours after receipt of a FAFSA. The new approach seeks to build on that efficiency and shift the team from a processing focus to one of student- centered service. This shift began in March 2017 with weekly training sessions and a reorganization of task assignments that will improve knowledge level and instill a “backup” system into processing.

This new approach is expected to be fully implemented by the start of the Fall 2017 term and provide students with greater access to the Financial Aid team. This access will allow students to feel an increased connection to the College, have a better understanding of their financial aid, and promote a greater loan repayment rate as students will have the continued connection to the Financial Aid team as a resource.

To assist students with financing their education, Financial Aid 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 staff 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 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 MOUs entered into by the College  Adhere to College policies and procedures and serve on cross-divisional committees

 Participate in and deliver on-going trainings, 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

In working towards lowering the cost of education, Financial Aid is on track to disburse over $10 million to students for the 2016-17 academic year.

2016-17 Financial Aid Disbursed as of 4/25/17 Fund Disbursed # Students Average Award Federal Pell Grant $5,494,884 1889 $2909 Federal SEOG (Grant) $174,250 404 $431 LEAP Grant $27,000 61 $443 Federal Work-Study $102,083 44 $2320 Federal Direct Subsidized Loans $1,888,779 578 $3268 Federal Direct Unsubsidized Loans $1,523,013 481 $3166 BoG Scholarships $381,334 281 $1357 Foundation Scholarships $343,525 221 $1554 Totals $9,934,868

In order to be able to award and disburse funds, the Financial Aid team first reviews applications for thousands of students each year. Because applications are reviewed in anticipation of a student’s enrollment, it is understood that the Financial Aid team will review applications of students who will not ultimately enroll. Additionally, each student may submit multiple versions of their FAFSA which must also be reviewed. The Financial Aid team is required to review each version of a student’s FAFSA that is submitted.

FAFSA Counts*

6186 5436 5657 4950 4797 4510

2870 2677 2243

113 54 43

FAFSA HEADCOUNT ANY AWARD HEADCOUNT SCHOLARSHIP ONLY DISBURSEMENT HEADCOUNT HEADCOUNT 2014-15 2015-16 2016-17

*Information presented for 2016-17 is presented as of 4/27/17 and does not reflect applications received after this date.

Approximately 33% of all FAFSAs are selected nationwide for a process called Verification. This figure varies widely from school to school and year to year. Verification is a federally mandated quality control review of the FAFSA that requires the Financial Aid team to reconcile specific FAFSA fields with additional income information provided by the student. In the case that an application is selected for Verification, federal financial aid cannot be disbursed until Verification is complete. Further, the Financial Aid team can select additional applications for Verification when questionable information is presented on the FAFSA.

Verification Counts*

2541 2260

1680

1099 986 822

2014-15 2015-16 2016-17

Students Selected for Verification Verfication Completed

*Information presented for 2016-17 is presented as of 4/27/17 and does not reflect applications received after this date. Key Campus Relationships Financial Aid interacts daily with almost every area of the College. Strong working relationships are built and maintained by the staff to facilitate these interactions and ensure that all teams are operating at optimal levels. Some key relationships and the components that directly impact Financial Aid include (Hope J. , 2015):

Administrative Computing/Information Technology  ensuring that systems perform properly and facilitate software updates for PowerFAIDS, NOLIJ, EX and Regent Review  assist with systems and reporting solutions to more efficiently manage financial aid programs and processes  responding to questions and service requests via online ticketing system  providing training to staff as requested

Business Office  disbursing financial aid to student accounts  reconciling federal, state and institutional financial aid funds  providing accurate financial reporting

Institutional Research  maintaining compliance with federal regulations around reporting for Gainful Employment, IPEDS and enrollment  review data to create profiles of populations based on particular characteristics

Instruction  reviewing proposed curriculum changes via ACRES to ensure federal regulations are met  reporting grades in a timely manner at the end of each semester to allow for accurate calculation of Satisfactory Academic Progress (SAP), which is a determining factor for financial aid eligibility  coordinating new program development to ensure that the program will receive approval by the appropriate accrediting agency(ies) to be eligible for financial aid and added to the Program Participation Agreement (PPA)

MCC Foundation  provide amounts and sources available for scholarship spending  provide information regarding eligibility for individual funds  coordinate the creation of new scholarships for students in various academic programs  lead fundraising efforts to create new scholarships and endowments that will lead to additional scholarship funds for students  work with donors around amending eligibility requirements when necessary  build and strengthen community and donor relationships to ensure that students continue to benefit from local philanthropy

MPIO  facilitate website updates and social media campaigns  provide printed materials for community events, i.e., CRUSHD  provide accurate information to media in the form of press releases  assists with borrower outreach by providing branded materials and small gifts (i.e., pens) to include with mailings

Recruiting/Retention  deliver general information about the affordability of an MCC education  connects current and prospective students with Student Services for assistance

Registrar’s Office  ensure accurate enrollment information is recorded and provided for Clearinghouse, IPEDS, FISAP and other federal, state and institutionally required reporting  review and provide guidance around program adjustments and creations to ensure that information provided to students is consistent and accurate across College divisions  review and provide guidance around transferability of coursework to ensure that students can complete their chosen educational goals as quickly and inexpensively as possible  provide training to staff for a better understanding of how work impacts other areas of the College

Student Success and Retention/MCC Connect  provide high quality frontline service for students and other community members  perform direct outreach to students throughout the year  assist in identifying opportunities for improved communications

Activity and Process Highlights Cohort Default Rates Cohort Default Rates continue on a downward trend. As of 4/26/17, the 2014 rate is expected to decrease to 17.7% in the final version. Financial Aid entered five data challenges for this cohort, four were accepted, to lower the draft rate of 18% to the anticipated rate of 17.7%. The final rate is typically released during the late summer or fall.

In previous years, dozens of challenges were submitted. That only five challenges were submitted speaks to the improvement of accuracy in MCC’s own data reporting for enrollment. This improvement is, in part, a result of the increased accuracy of course withdrawals being entered by Instruction, and data management by the Registrar.

Cohort Year Rate Number Defaulters Total Borrowers in Cohort 2014 18.0% (draft) 158 873 2013 18.0% 180 998 2012 22.7% 253 1110 2011 28.6% 304 1060 2010 32.7% 368 1123 2009 36.6% 313 853

Current efforts for the 2015 cohort are showing an even lower default rate of roughly 16.3%. Financial Aid has greatly stepped up its outreach efforts, contacting borrowers directly by phone and email to maintain this lower rate. The 2015 draft rate will be released in January 2018. Additional planned outreach efforts include sending mailers to borrowers in the late stages of delinquency that include information about forbearance and repayment options.

To get an early start on increased outreach to the 2016 cohort, Financial Aid is designing a postcard mailing campaign to target borrowers in early to middle stages of delinquency.

Implementation of iGrad MCC implemented iGrad, a financial literacy platform, in October 2016. This platform is offered free of charge to all members of MCC’s community. To date, there are 340 users on the system. iGrad contains modules that teach about a large variety of personal finance topics. One feature allows borrowers to import their student loan history into the tool to ease the tracking of their loans.

In additional to learning modules, iGrad offers a wealth of articles discussing personal finance and career topics. MCC worked with iGrad to create a how-to article about the importance of writing ‘thank

you’ letters to scholarship donors. This article is one tool used by the Student Success Center as part of a college-wide effort to help students improve their writing skills.

Growth of Future Fund The 2016-17 year saw the creation of the Future Fund to provide last dollar scholarships to qualifying students. These funds covered regular tuition and fees that are not covered by the Pell Grant. The Future Fund was born from the Bighorn and BoG funds of previous years. Retooling these funds to specifically provide last dollar scholarships addressed all three issues of access, retention and completion.

Future Funds (or Equivalent) Disbursed

$284,998

$193,204

$119,500

2014-15 2015-16 2016-17

*Figures for 2016-17 are presented as of 4/26/17 and do not include funds that will be paid during the summer term.

When awarding the Future Fund, preference is given to students whose Pell Grant does not cover their standard tuition and fees. Additional restrictions guiding the awarding of the Future Fund include:

New High School Graduates Current MCC Students High school GPA 3.0 or higher MCC GPA 2.5 or higher 12 or more credits earned Based on students who submitted the 2016-17 FAFSA by 4/11/17, and were enrolled in credits that were eligible to receive financial aid, 1877 students had GPAs on record, indicating prior enrollment at MCC. Of these students, 1471 earned GPAs that would potentially qualify them to receive Future Funds, leaving 21.6% of the students ineligible based on GPA. From this same population, the average GPA is 3.06. There is a correlation between decreased GPAs and increased hours spent working to earn money to cover living expenses. Based on this data, Financial Aid will be making a recommendation to decrease the GPA requirement to a 2.0 to match federal satisfactory academic progress standards. By making this change, access and retention could be increased for an additional 188 students.

Further data is being collected to determine the potential impact of covering all or a portion of course fees as well. Course fees for allied health programs and CTE courses can be prohibitive, or force 85

students to borrow through federal loan programs. By covering course fees, MCC would encourage enrollment in lab science courses and increase enrollment in CTE programs. In the long run, covering all or a portion of these fees will further discourage unnecessary borrowing and protect the trend of the decreasing default rate. Recommendations for 2017-18 will also include this initiative.

Academic Scholarships for High School Graduates MCC offers academic scholarships to high school graduates of up to $2000 per year for two years. Financial Aid partners with local high school representatives to identify eligible students during the spring of their senior year.

Financial Aid has continued this partnership with local schools for early identification of eligible students for the 2017-18 year. By identifying students early, MCC can work with the schools to provide award certificates so that students may be honored on award nights and encouraged to enroll at MCC in the fall. For the fall of 2017, 71 students were identified as being eligible for an academic scholarship as of 4/26/17, and were presented with an award certificate.

Number of Academic Scholarships Disbursed

66 58

2014-15 2015-16 2016-17

Training Opportunities Training efforts both within the Financial Aid team and to the larger Student Services staff have been increased. At the Student Services Training and Teambuilding sessions, the Financial Aid team has recently presented on:

 Emergency Grant Program – this training primarily covered the redesigned application process discussed below.  Prior Year (PPY) & 399 Codes – Beginning with the 2017-18 application cycle, the FAFSA is completed with “prior year” tax information, necessitating the use of 2015 federal tax information two years in a row. This training discussed the issues created by PPY and the 399 Codes that track potential discrepancies between aid years.

Additional trainings are provided to Student Services staff on a monthly basis. The topics for these trainings are driven primarily by the needs and questions of members of MCC Connect and Student Success and Retention. Sessions were presented in-person for those able to attend and over zoom for those who could not. Financial Aid began to record to make available training sessions for members of the team who could not attend either delivery mode and for later viewing. Moving forward, additional/supplemental training sessions will be delivered in a fully pre-recorded version. Monthly training topics have included:

 Annual and Aggregate Loan Limits  The FAFSA Form  Verification Requirements

The Financial Aid team has embarked upon a comprehensive training program delivered by both the Director of Financial Aid and the Financial Aid Manager. These sessions are meant to provide a deep and wide knowledge base to better prepare the team for providing financial aid counseling directly to students and families. Each training in this series involves presenting written materials to the team, engaging in discussion, and completing exercises using case studies. These trainings are being further supplemented through attendance at training conferences provided by regional and national professional organizations.

Emergency Grant Program The Emergency Grant Program is designed to provide funding of up to $1,000 to eligible students when unexpected life circumstances would otherwise require a withdrawal from MCC. This program is one facet of MCC’s comprehensive efforts to increase student retention and completion.

During the 2016-17 academic year, Financial Aid and the Veterans Service Coordinator led efforts to redesign the process by which Emergency Grant applications were reviewed and processed. The process was changed from a linear review process to a committee structure and a rubric was introduced. The committee is made up members from across Student Success and Retention and Financial Services. This committee structure allows for a more holistic approach to application review and response than was previously employed.

As part of instituting a committee structure to review the applications, a rubric was developed by Veterans Services Coordinator to ensure consistency of decisions. Use of the rubric removes subjectivity from the decision process and documents that procedures are being followed as stated.

The committee is able to provide a 24 to 72-hour response time after a complete application is received. The alert system, implemented in 2016, makes this quick turnaround possible. The Associate Dean of Student Success and Retention oversees the committee in order to confirm their decisions. Using the alert system, any faculty or staff member can mobilize the Emergency Grant committee before an application is submitted.

Future work to improve this program involves: 87

 Developing a communication campaign to ensure that faculty and staff are aware of this student resource and how to access it.  Devoting one fund for use as Emergency Grant funds to allow ease of tracking future expenditures – use of funds for emergency grants has not been consistent in the past.

The communication project is being headed by a working group in the Continuous Strategic Improvement (CSI) committee. The CSI Group includes the Director of Financial Aid as well as leadership from across the campuses and divisions, providing access to perspectives and ideas that would not otherwise be available to the Emergency Grant Committee. In the first brainstorming session, ideas included ways to reach faculty through Faculty Council and programming directed at them. The group suggested including information about the program in new student orientation, on the website and in the College’s online systems. The group recognized the need to develop communications that are directed to specific audiences and will continue to develop and implement ideas over the summer and early fall.

Competency Based Education (CBE) Programs Efforts continued on designing financial aid processes around the implementation of CBE programs. Financial Aid, as part of Enrollment Management, has provided input into the creation of the CBE academic calendar and continues to provide guidance on federal regulations that establish financial aid eligibility requirements at the program level.

Financial Aid was involved in discussions around the planning of additional programs that will move to a CBE format. This participation involved providing guidance around program requirements to ensure that the program will be eligible for students to receive federal financial aid funds and the process of adding the program to MCC’s Program Participation Agreement (PPA) for Title IV programs.

HLC Accreditation Visit Financial Aid was an active participant in completing the paperwork for HLC visit during the 2016-17 academic year. Information provided documented the improved quality controls employed by Financial Aid over the past several years. Information requested included A-133 audits, program review reports and placements of policy and disclosure statements.

The federal compliance portion of the paperwork was largely completed by Financial Aid, with assistance and direction from the Compliance Officer and the Deans of Student Services and Business Services.

During the accreditation visit, Financial Aid participated in discussion sessions alongside other members of Enrollment Management, Student Services, Business Services and Instruction. It is worthy to note that, at the session dedicated to federal compliance, the HLC representatives did not have questions or concerns that required clarification or discussion at that time.

Community Outreach Both on its own and as part of Enrollment Management, Financial Aid participated in a number of community outreach efforts.

 High School Financial Aid Nights – Several times a year, members of the financial aid team presented to high school students and their families on the topic of how to apply for financial aid and what types of funding are available to make their education affordable.  Library Presentations – During the spring of 2017, the Director of Financial Aid presented to high school students at the Mohave County Public Library in Bullhead as part of their Teen Life Skills series. Information from the Department of Education written in both English and Spanish, as well as MCC’s own Scholarship brochures were provided to demonstrate the availability and sources of funding available to students.  Student Club Presentations – The Financial Aid Manager was invited by Phi Theta Kappa and Psyched Out to present on scholarship opportunities available to students. Offered at this event was information about MCC Foundation Scholarships as well as information about how to find and apply for scholarship funds from organizations outside of MCC.  CRUSHD Event – Three members of Financial Aid took part in representing MCC at the CRUSHD event in Bullhead City in 2017. The team spoke with high school students about how to apply for financial aid and the types of funding available to help make education more affordable. The team was able to provide literature from the Department of Education written in both English and Spanish to help demonstrate the sources and availability of funding available to students, regardless of their choice of college or academic program.

Phone Hunt Group In the spring of 2017, a phone hunt group was installed on the financial aid phones. This new system promotes a student-centered philosophy of service. Previously, Financial Aid would receive questions via the Advisors and MCC Connect through a ticketing system. In the past, a reduction in the use of the ticketing system spoke to greater levels of training provided by the Financial Aid team to their colleagues rather than an improved level of service provided on a day-to-day basis.

The Phone-a-Friend system was implemented to be used in conjunction with the ticketing system to reduce both response times and the number of tickets entered. This system assigned an on-duty Financial Aid team member to be the recipient of all calls for an assigned time period, usually one day per week. The Phone-a-Friend system introduced a service component and did provide reduced response times, but still resulted in delays and tickets being entered when the on-duty person had multiple calls at the same time or stepped away from her desk for any reason.

By using the existing technology in the current phone systems, the phone hunt system distributed calls more equitably across the Financial Aid team and the need to use the ticketing system was further reduced. When a call is placed to a main phone number in Financial Aid, the system determined which phone line had been inactive for the longest and ring that phone first. If that person did not answer the call, a second line is rung. The phone system will ring for 30 seconds before entering a voicemail system.

The caller may then leave a voicemail or enter a ticket to receive a response prior to the end of that business day or within a maximum of 24 business hours. This system also has a ‘do not disturb’ feature that can be enabled when a staff member is away from the phone for any reason. By distributing calls across the team, the phone hunt system provides a greater level of service with decreased wait times.

While the start-up of this system was a little rocky, reviews were largely positive and complaints have been minimal. The Financial Aid team, advisors and MCC Connect all prefer this system to the Phone- a-Friend system, as it provides more consistent phone coverage without worry of staff needing to trade days or receive calls on off-duty days.

New Quality Control Measures Introduced As part of daily and weekly work, the Financial Aid team has introduced new quality control activities. A few examples of these new controls are:

 Pending Aid Report – on a weekly basis, the Financial Aid team now reviews the weekly disbursement reject report to determine why an award is not able to be disbursed and resolve the issue so that the funds can be paid to the bill. Much of this work involves calling students to request documentation be submitted. This review can also result in the removal of aid for students who have not enrolled for a given term making for more accurate fund reporting throughout a given term. Ultimately, the result is that aid is disbursed to students faster than it would be otherwise, allowing better control of the College’s receivables and for students to receive refunds earlier.  Early Notification of Aid Reduction – for students who drop a class, their aid eligibility is often reduced. The Financial Aid team is notifying students of the change in eligibility. This early notification potentially allows time for the student to enroll in another class, reconsider the withdrawal or simply receive an explanation for the change in their award.  File Review Process modified – previously, the Financial Aid team was completing ISIR checks which involved a cursory review of a student’s application. This review generally did not catch issues or inconsistencies that would later hold up aid disbursement, resulting in delays in students receiving refunds, outstanding receivables and student frustration with the length of time it took to complete the financial aid process. The file review process is a more thorough review of a student’s financial aid application that was implemented in April 2017 as part of the team’s shift to a student-centered service philosophy. In the few weeks that this process has been in place, the team has seen that inconsistencies of information are being resolved much sooner than with an ISIR check and do not necessarily need the escalation that was previously employed. This more thorough review of student applications will lead to aid disbursing sooner based on increased personal outreach to students, lowering student confusion by reducing the number of award changes received and more accurate financial aid awards.  Training across the team – redundancy across tasks is being introduced on the Financial Aid team. This cross-training will create a series of back-ups for critical processes and tasks. To date, the daily processes and the moving of data between isolated systems, has been the focus of this cross-training. Previously, only one team member was a process expert. By cross-training for this and other

processes, the Financial Aid team will ensure that essential functions can be completed by an expert regardless of any staffing issues that may arise.

In particular, the file review process is a dramatic internal shift in how aid is processed at MCC. Successful implementation of this process will not only be invisible to most College employees, but will require rigorous training and a deep understanding of a variety of financial aid processes, eligibility measures, federal regulations and the resources available to Financial Aid professionals.

By implementing the file review process, student satisfaction with the service provided by financial aid will improve the ability to resolve issues with their applications earlier than before. Students will be able to focus more time and attention on studies rather than on the financial aid process. This process encourages the Financial Aid team to reach out to students at multiple points in the process. By reaching out to students, the team is encouraging a level of trust that didn’t necessarily exist before and demonstrating that there are knowledgeable professionals available to provide assistance with all aspects of financial aid.

Nursing Student Orientations The Office of Financial Aid will continue to participate in the orientation programs provided to students in the nursing programs. This programming helps students to better understand their financial aid and responsibilities for repayment if funds are borrowed through federal loan programs. Further, it encourages students to begin to develop relationships with an administrator at MCC which contributes to improved retention and completion rates.

FISAP In 2016-17, the Office of Financial Aid took over the completion of the FISAP from the Business Office. The FISAP is the federal form that reports aid expenditures for the past year and requests funding for the upcoming year. This form is due on September 30 of each year. Submission of this form by the Office of Financial Aid will continue in the 2017-18 academic year.

Arizona Foster Care Waiver In the audit, it was noted that all of MCC’s approvals and denials of waivers were correct and accurate. However, MCC received findings related to the ongoing maintenance of records, thoroughness of policy and procedure statements, and the lack of an MOU with Foster Care 2 Success, the organization who hosts the student application. Individual schools will not be named in the audit. The findings for MCC have only been released to MCC and will not be institutionally identifiable in the final report. A draft report is expected in early June. MCC will have approximately 10 business days to comment. The final report is expected at the end of June.

Financial Aid has been working with the Auditor General’s Office throughout the spring term to make updates to policies and procedures to avoid future findings should the program be continued. At this time, the policy around the waiver has been approved through the Risk, Policy, and Procedure (RPP) Committee and new procedures are in the process of being updated to include more specific information as requested by the audit team. 91

Mohave Community College introduced a new financial literacy platform, iGrad, in October 2016. This platform is designed to help provide financial knowledge and wellness to its users. iGrad offers nine different interactive modules on various topics like student loans, smart spending, budgeting and investing.

Financial Aid has worked with Human Resources to offer these modules as a professional development opportunity to staff and faculty. MCC requires its full-time staff and faculty to complete 20-25 hours of professional development annually. Staff/faculty are able to claim up to 4.5 hours upon completion of all iGrad modules.

Financial Aid and MPIO have released multiple notifications to students to register for this financial literacy platform. Since its launch, there have been 340 registered users on the platform; 271 students and 69 staff/faculty.

To gain a better understanding of the needs of Mohave County communities, Financial Aid began conducting a survey of registered users in spring 2017 to collect data about the public reception of iGrad, as well as to find out what topics and information are most relevant to users. Data collected indicated that overall reception is positive and individuals enjoyed the large variety of topics.

Phone calls to administer the survey are conducted by a work-study student employee. The survey is ongoing and will continue into the summer and fall terms when a new student employee is hired. This work-study position provides a student with the opportunity to develop professional skills and build their resume. In particular, the student is developing customer service, data analysis and critical thinking skills.

MPIO posted multiple iGrad articles to social media sites. iGrad has many articles on a variety of topics such as taxes, interview tips and student aid. Financial Aid has worked with iGrad on developing a custom article to help students write ‘thank you’ letters to scholarship donors. This writing skill coincides with the strategic goal of educational attainment and student success by teaching writing

techniques that can be used in their professional careers. The Student Success Center will also be providing assistance to those who need help with expressing their thanks to the donors. iGrad offers a $250 monthly challenge that individuals can enter by reading an article that relates to financial literacy and answering challenge questions. In February, MCC student Aja Lauck won this monthly challenge by reading Why Creating an Advanced Directive is Essential and watched a video on Finance and Family: Conversation Starters and said “I have learned to budget my spending better and also that I need to find a power of attorney so that my family is less stressed in case of emergency.”

Financial Aid has worked closely with IT in developing a single sign on (SSO) process to allow students to use their MCC login information to access the iGrad platform. This feature is available to students who log into JICS and click on the iGrad link located on the Financial Aid tab.

Financial Aid continues to have weekly meetings with iGrad representatives to find new innovative ways to incorporate this platform into different areas of the college. (Hope, 2015)

Student Success and Retention Student success is truly a college-wide effort which requires that instead of asking if students are ready for college, Student Success and Retention asks, “is MCC ready for students?”

The approach to student success is to address students’ needs holistically, not simply through the academic lens. Student success hinges on students finding a balance between home, work, academics, and general life/survival issues.

The Student Success Center merged with Advising and Testing Services to create the Student Success and Retention department creating new opportunities for collaboration and expansion of services. Student success initiatives implemented in 2015-16 continued throughout this year. New intervention strategies are in place for students on academic probation; tutoring services have expanded to include summer session and CIS and science tutors; advising services conduct successful start advising sessions for new students in their first semester; testing services provide support for financial aid by conducting high school transcript evaluations; and success rates in transitional math and 200-level courses continues to be evaluated.

New initiatives were implemented aimed at improving transitional math success rates utilizing The National Repository of Online Course (NROC) EdReady software solution. A real-time intervention strategy was implemented for currently enrolled transitional math students that included tutoring, EdReady access and support, and high levels of student engagement with advisors and student success center coordinators throughout the semester. The team looks forward to reviewing student success rates at the end of the academic year.

The departments conducted a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis this spring and will utilize their findings as teams continued to improve services, provide support and empower MCC students to turn hassles into tassels!

Student Success Center The Student Success Center (SSC) continued its second year of growth and application of ideas that address students holistically so to maintain a focus on the question, “Is MCC ready for students?” The SSC continued to explore support services that went beyond tutoring to provide students services designed to meet student needs. This included active review of prior initiatives to assure effectiveness for departmental and strategic goals. This year, through April, 595 students received over 5,088 hours of additional support from the Success Centers. Although the individual student head count was reduced by 25 unique students there was still an increase in visit time by almost 500 hours and the academic year has not yet ended. The data indicates that the students utilizing the center find the support received beneficial and important in their endeavors to succeed.

One important item to draw attention to is the work and growth seen on the Lake Havasu Campus from year one to year two. 2015-16 data reflected low utilization and student use which was improved. During year two, fruitful return was witnessed on energies as the team documented an increase in visitors of 44% and an increase in center visits jumped by 80% overall. This was a good measure of accomplishment for the Lake Havasu Campus team which will continue to work to assure ongoing support is provided.

Figure 1 Traffic Snapshot 94

Each southern campus houses a Success Center in a prime, widely visited section of campus; Lake Havasu has a center on the second floor of the Hodel library, Bullhead City’s center is housed within the campus Hargrove Library, and Neal Campus Kingman moved into the newly constructed Student Center in the 300 building where it is located next to the library, testing services, advising team as well as multiple private study and conference rooms.

The department has settled into its new functions and, among the responsibility and improvements on efficiency, have continued to branch out in order to identify weaknesses in scope and work to improve the success of the student population.

Tutoring Services Tutoring services have been provided at MCC for many years and continues to be the main service utilized by the students. Each of the three southern campuses have tutoring centers with tutors scheduled daily for walk-in and appointments for traditional English and math needs. Based on student interactions and requests, coverage was maintained for math and English along with diverse subject specific tutors available by campus availability and need as resources allow. Due to demand CIS and science tutoring offerings have been increased with good success. There has also been assistance given to the TEAS nursing students and GED students that receive full access to all tutoring center services.

Recent surveys created and collected through the SSC indicated students still have high levels of satisfaction for tutor accessibility and perception of abilities and concerns for well-being and personal learning. Annual trainings were maintained for the tutors in the center to assure tutors are abreast of changes and are involved with various actives within the department to encourage knowledgeable and actively involved employees.

Developmental Math Outreach In support of the goal to improve the success rates of MCCs developmental math students and increase the movement of students through math pathways, Student Success staff have moved beyond initial semester start outreach aimed at assuring successful contact and support. The coordinators visit all on ground courses at the start of the semester to present to the class the services and resources available. Call lists are completed for all online developmental math courses to share the benefits of the embedded tutoring service SmarThinking™.

Tutors also call to invite students in for midterm and final exam practice sheets for TRM 090, TRM 091, MAT 101 and MAT 121 courses to help students prepare for testing. This active outreach resulted in over 500 phone calls to students.

In addition to the above engagement activities, students at risk of failing were monitored in real-time on a weekly basis during the semester. These students were invited to participate in a variety of tutoring and supplemental instruction activities in the SSC. Supplemental resources and support in the way of tutors and training for alternative math advancement pathways were provided.

Goodwill Partnership A new partnership with Goodwill Career Services started in April 2017, which will provide an additional resource in the Success Center overlay of career and employment support, and continue until all southern campuses have a fully functional center. The Bullhead City campus has established the presence successfully and is moving forward with overlay on other southern campuses.

This pairing allows students and the public to receive support in all endeavors relating to the needs of job search, training and employment. The company helps their clients create competitive resumes, search for positions within the community with skill matching precision, provides training on dress, interviewing and soft skills, as well as covers the cost of transportation and necessary placement costs if there are opportunities.

One of the most touching experiences of Student Success center is watching firsthand how staff handle and support clients who come in. Many positive outcomes have been witnessed, but one that stands out is a Bullhead city resident who related the following story:

“I’ve done a little bit of different things over the years but nothing that gave me an edge when I was looking for jobs on my own. When I came for help they took what I had done and made it better and I had an interview and call back for a good job. I was excited but because I hadn’t worked in a while I was getting nervous about actually being able to do it. Goodwill said they would pay for my food handler’s class and even helped me get to my appointment at the casino. I am happy they were there to help me or it could have been a different ending.”

The goal for many of MCC’s students is eventual job placement in the field of their focus or to find a good fit for their skill set. With this partnership MCC can now trust students have a supportive exit strategy into the workforce which will increase the ability for completers to improve their opportunities to obtain employment.

The NROC Project and EdReady In an effort at improving student success in transitional math courses, the Student Success and Retention department partnered with the CELT department to explore a low-stakes, user friendly resource called The NROC Project (National Repository of Online Courses). NROC offers a wide variety of stored resources to support secondary, post-secondary and adult learners. NROC resources include the 10-year-old project known as HippoCampus which is a growing, no-cost repository of nearly 6,000 multimedia learning objects from NROC and other respected providers, such as Khan Academy, PhET, NOAA and NROC English. This course was developed for students striving to meet basic college entrance requirements using an integrated curriculum, spanning reading comprehension, writing, vocabulary building and grammar skills, allows students to practice strategies for reading and writing effectively. EdReady is a math readiness system that employs a low-stakes knowledge inventory to personalize a learner’s path to subject mastery within the context of a specific goal.1

1 http://nroc.org/what-we-offer/ 96

EdReady – A Math Readiness Solution at MCC The SSC piloted a project using EdReady (an Accuplacer aligned software solution) for those students that were identified as struggling to overcome math advancement obstacles. The aim of the project was to provide students the opportunity to work a well-designed and easy to access web based site with a customizable platform for math remediation and acceleration into college level courses.

Student progress using the EdReady software continues successfully. Currently two students have enrolled in college level courses that were placed utilizing the predesigned pathways in EdReady as well as three more students that successfully completed the EdReady pathway and are planning to enroll in college level math courses next term. The students that utilized EdReady initially gave positive reviews and were renewed by the opportunity for alternative support mechanisms for preparing for college math course work.

The successes of the students currently utilizing the software has had a profound impact on the staff of the Student Success center as some students faced challenges and lost motivation for completion after multiple attempts without progress. These students previously were limited on what support for success was offered. For example, two of the first successful users are preparing to graduate this year. One of these students came back to MCC after years of stopping-out of school had this to say about the experience:

“Because to be honest, TRM was NOT working for me. I tried it twice and messed it up, messed up my financial aid for it, and dropped out because I simply didn't think I could do it. Without EdReady, I wouldn't be graduating, I wouldn't be able to enroll in Summer classes to BE graduating. I wouldn't have the confidence to believe I could make it.”

These are words from a student who had completed two years of their time with MCC and then walked away (stopped out) when they felt incapable of hurdling that last obstacle, math. The SSC now has resources that empower students to succeed (in this case complete a degree) thus supporting MCC’s mission!

High School Summer Bridge Projects – EdReady The Success Center also initiated Summer Bridge projects providing Accuplacer test preparation for high school students wishing to enroll in dual enrollment math courses that scored just below the threshold for College Algebra on their Accuplacer placement exam.

Opportunities for use of these resources appear endless and the SSC team continues to identify ways to build upon the concepts and integration of the EdReady software capabilities. The team is developing a new vision for ways to engage students in math remediation.

Supplemental Instruction Resident faculty recognized students need additional support outside the classroom and provide regularly scheduled hours of supplemental instruction within the centers. During the 2015-16 academic year 324 students utilized 735 hours of supplemental instruction. 97

Students rated satisfaction with supplemental instruction services at or above 90% during 15/16 AY. 2016 fall semester ratings were the same. Students remain appreciative of faculty support in the centers.

Student Alert System The college developed an in house alert system to help streamline the ability to make student success an initiative across the board. The current IT and facilities request software was utilized to expand to include Academic Alerts, Life Issue Alerts, Financial Alerts and Tutoring Referrals which provided a broad networking expanse for any MCC employee to have the capability to get the student into the right hands.

Figure 2: Spring 2017 Student Alert Snapshot for Tutor Referrals

Student Services continues to focus on assuring that all MCC employees are aware of their ability to access and place student alerts. This will be a continued focus moving forward as right now the trend has shown that it is a very small population of faculty that utilize the resource.

SSC Strategic Plan Goals GOAL 1. Support the implementation of the Math Restart project by providing support to improve EdReady module completion rate of participants by 5% during the spring semester, January thru May of 2017.

 Provided support for students opting into the Math Restart Project and found that most were confident working independently with the awareness that there were support mechanisms in place for when the demand was merited.  Monitored incremental score increase in each participating student by identifying the time and progress spent to move into the next target scores range in the unique milestones in the math pathways.  The results show nearly identical Results for the MAT 142 and the MAT 151 pathway with successful utilization from all campuses.

EdReady Pathway Statistics MAT 142 MAT 151 # of students # of students Students that completed Initial Diagnostic 19 19 Students that have improved EdReady Score 15 15 Median Initial Diagnostic Score 48 41 Median EdReady Score (Most Recent) 58 63 Students who have eclipsed Target Score 3 Students – 15% 2 Students – 10% Average Score Gain 15 points 15 points Goal Met Successfully  Final course grades for the MAT 142 and MAT 151 students for the Spring of 2017 are not yet available although records currently indicate the students are active and on track for successful completion.  One-third of the other completers will be completing MAT 142 in the summer with continued to monitoring for support and success.  With the first arena of exploration complete staff have moved into more elaborate and better structured use of the EdReady software.  Future goals include the further planning, development and implementation for college wide math remediation.  Implement pathways for developmental English

GOAL 2 Increase math tutoring accessibility in North Campus during spring of 2017

 Utilizing Zoom conference technology, the CELT department, North Campus team and the Manager of the Success Centers outlined all the needed manpower, software and hardware needed for southern campus math tutors to project to North for tutoring appointments.  Math tutors were identified and trained on the basics of Zoom technology and the use of a document camera.

Goal Not Yet Met The technology on the North Campus required updates that took longer than anticipated to settle although it was completed by April 2017, a utilization schedule has not yet been set by the North Mohave team.

The details for session recordings and storage in an online repository still need to be worked out.

GOAL 3 Improve Student Success Plans

 Success plans were strengthened and enriched to capture a better understanding of what caused academic concerns.  An electronic form was created for ease of workflow processing utilizing web based software.  Training provided to the advising team and faculty advisors.

 Success Plan Holds were placed on the students’ account notifying them to come in and meet with an Academic Advisor to create a unique plan for the semester identifying needs and concerns and plans to address them.  Students who fell into the lagging indicator category of academic probation were contacted by an Academic Advisor or the resident faculty assigned to the student’s declared program of study to be provided with a plan aimed at circumventing any barriers to completion.

These success plans are provided to students with strategies for overcoming the barriers faced. The intention was to provide students with resources, support, guidance, and coaching aimed at successful completion of the courses in which they were currently enrolled.

Goal Met with Concerns Although the goal was met through the form redesign and the diversity of adding faculty support to the outreach and follow-up, the student services team is still looking at a more progressive and successful method of outreach, tracking and long term support in the student success plans.

The tracking, reporting and follow-up could be more effective and this goal will be maintained as a future project for consideration on improvements.

Student Perception of Student Success Center Services A survey designed to measure student perceptions of the services offered through the Student Success Centers (tutoring, advising and supplemental instruction) was administered twice each semester: two weeks at mid-term and two weeks at the end of the semester. Student success staff will use this data to refine services for the next academic year.

Tutoring Summary Metric: Ratings above 90% met expectations. Tutoring Services Summary While the overall positive response ratings for tutoring services were above 90%, the SSC team believes there is room for improvement. Tutor accessibility 99% Goals for working with tutoring skills in Perception of tutor abilities… 94% transitional courses will be established for the Perception of personal learning 92% 2017-18 academic year. Continued 85% 90% 95% 100% professional development for tutors will also be planned for next year.

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Supplemental Instruction Summary Metric: Ratings above 90% meet expectations. Supplemental Instruction Summary

The overall positive response ratings Faculty accessibility 98% for supplemental instruction met the Perception of faculty abilities and 92% identified goal. The team will work concerns for his/her well being to continue the efforts and bridge the Perception of personal learning 90% current gap from students’ perception of faculty concern with 86% 88% 90% 92% 94% 96% 98% training on empathetic outreach and emotional engagement that pairs with success initiatives within the developmental education redesign which may show an improving ratings for the 2017-18 academic year.

Neutral and Dissatisfied Responses Summary Metric: Ratings at or below 5% meet expectations. Neutral and Disagree/Strongly Although a decrease was seen in the neutral and Disagree Responses disagree responses during the second year there is still work to be done to reach the expectations. 8% 8% 9% 6% 2% 1% Student Success Centers Summary The indicators of student success examined during TUTORING SERVICES SUPPLEMENTAL INSTRUCTION 2016-17 will continue to be measured in 2017-18. A Neutral Disagree/Strongly Disagree Total strong foundation was developed on operational aspects for focusing on student success and retention. The centers continued to develop a greater focus on college-wide plans for improving student success. Staff will continue to create, implement and measure effectiveness and maintain a high level of excitement and enthusiasm for maximum impact on student outcomes.

Advising Academic Advising is crucial 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.

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

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develop a plan for remaining program requirements, review of financial aid, resources available at MCC, transfer after MCC, etc.

Milestone advising is a process which 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 of 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 complied – with the number continuing to grow. Amazing!

Seventy-three percent (73%) of students who completed a Milestone Advising session in the Fall enrolled in 15-week classes for the Spring semester. This resulted in 2,851 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 Witnessing the success of the Milestone Advising initiative, Advisors began another Advising initiative this year. The Successful Start Advising session 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 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 the students’ 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 enthusiastically to this new Advising initiative. In fact, several students who are in their second, third and fourth semesters have heard about the Successful Start sessions from their friends and have requested meetings with an Advisor for a Successful Start appointment, even though it is not required for them. As of April 1, 267 students have completed the Successful Start session. It is hoped, that similar to Milestone Advising, this number will continue to grow and that advisors will be able to meet with all new students for this essential Advising session.

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Advising Days In the spring semester of this year, advisors on all three southern campuses hosted Advising Days, another opportunity for students to receive advising from a professional advisor or a faculty advisor in their specific program of study. Advising Days sessions were held for two days and students were able to walk-in, without an appointment, to meet with an advisor, professional or faculty. Unfortunately, there continues to be low attendance at these events. Advising will continue to work with faculty to determine the best way to encourage students to engage with the faculty in their chosen degree for additional advice and guidance on course selection, university transfer and career paths.

Student Services Training and Teambuilding Training continues to be a focus of Student Services. This year, the monthly Student Services Training and Teambuilding sessions continued with approximately 50 staff members from across all Student Services Departments in attendance at the sessions. Trainings have included important team-building opportunities, as all Student Services staff work closely with staff from all campuses and areas of Student Services and beyond. Additionally, training on Registrar’s office processes and procedures, financial aid regulations and processes, veteran’s services training, Title IX training, Student Success Center/Ed Ready training, disability services, testing services, marketing and recruitment trainings have all been covered in the monthly training sessions. Several guest speakers presented on topics including Millennials, Respect, AZ Transfer and ACT CBE program at MCC. This year two new features were incorporated in monthly training sessions: Panel Sessions with various departments to foster an understanding of what colleagues do and Higher Ed Hot Topics.

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 in-depth and holistic advising that required 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 engaged in several professional development opportunities throughout the year. Advisors attended the Grand Canyon University Community College Event, a two-day event on the GCU Campus in Phoenix where Advisors toured the campus and heard from various programs at GCU. This was an opportunity for Advisors to learn more about this transfer partner, GCU, in order to better advise students about university transfer.

Another event designed to enhance Advisors’ ability to advise transfer students was the AZ Transfer Summit, held in Phoenix. This was a two-day event consisted of informative sessions from other Arizona Community Colleges, ASU, NAU and UofA on topics ranging from transfer of specific student populations to dual enrollment partnerships. With MCC’s goal of increasing educational attainment levels in Mohave County, these professional development opportunities in the area of university transfer are essential.

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Four advisors were selected to participate in the MCC Leadership Academy this year. This involved the Advisors meeting with leaders/potential leaders from across the college to develop and enhance leadership skills. The four chosen advisors were able to attend sessions on a monthly basis and found the experience quite valuable.

In the area of professional development, it is a joy to report that one Academic Advisor earned a Master’s degree this year and two other Advisors are close to completion on their Master’s degrees. The department consciously works to support further educational attainment for Advisors and is so proud to report that soon half of the Advising team will possess a Master’s degree.

Student Support in the Classroom Three Academic Advisors are currently teaching the STU 103 – Survive and Thrive in College. It is hoped that one or two others will be teaching this course next year. As a course that introduces student 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 MCCs 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. Chat and email advising have also been added to “Online” Advising services. A dramatic increase throughout the year in the utilization of these services has been noted.

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 for 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.

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Staying Connected with Faculty Advisors hosted Faculty Information Sharing meetings, wherein faculty members from various programs met with all advisors via ITV to present any program changes for the 2017-18 catalog and any specific items faculty would like advisors to be aware of and share with potential students. These sessions are also affectionately referred to by faculty as “Advise the Advisors.” Advisors truly appreciated the guidance from the subject matter experts on how to best advise students declared or interested in these programs.

Advising Services Survey MCC Connect completed a survey of advising services received by students via phone, email or in- person. One hundred students were surveyed. The results were quite favorable with results showing over 90 percent satisfaction in five of the six categories surveyed. There is room for improvement in all areas, but especially in the area of “Met Needs” (showing 75 percent satisfaction). The “Met Needs” category allowed students to provide additional comments on how advisors could improve service, if the student answered “no” to the question of whether their needs were met. The comments were:

 Student was upset over the financial aid situation that was discussed. She states she didn't understand the issue fully when she left. Student states she felt rushed.  Student was very upset and crying when discussing how she felt with the advising that she received. Student stated that she felt rushed and said she was made to feel like she was wasting the advisor's time. She said that she ended up dropping her classes because she felt she wasn't getting any assistance and did not want to go to the advisors anymore.  Student stated that she was very impressed with Rachel. She complimented Rachel in the fact that she goes above and beyond every time. Student states she is very happy with advising.  When student called, student needed academic advising - was also in a position where student states a little empathy and someone to take seriously the reasons she was calling. Student states that the advisor was only about the academics. Advisor was nice and pleasant but student states that advisor needed to listen more.

Because few of the 75% of students who indicated that their needs were not met provided a comment, staff made some assumptions as to why students felt that their needs were not met by their Advising session.

Assumptions:

 The course the student wanted to enroll in was not available.  Financial Aid did not pay when expected.  May have needed to come to campus to deal with their issue when requesting Phone Advising.

Below are the survey results from this year and last year. There were improvements in five of six categories and Advising will continue to strive to improve in all areas. Notably, 100% of students

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surveyed found the Advisors to be knowledgeable. This is an outstanding result and validates the time spent on continuous training. Advising Survey 2016

100.00% 96.04% 98.02% 92.08% 94.06%

75.00%

OVERALL ADVISOR ISSUE RESOLVED WOULD TIME/QUESTIONS MET NEEDS EXPERIENCE KNOWLEDGEABLE RECOMMEND VALUED MCC ADVISING

Figure 3: 2016 Advising Survey Levels of Student Satisfaction

In efforts to continually improve Advising services, Advisors met repeatedly throughout the year to

Figure 4: 2015 Advising Survey Levels of Student Satisfaction develop goals related to MCC’s Strategic Plan, brainstorm new Advising initiatives to increase student success, conduct a SWOT analysis and have worked collaboratively with Office Managers and Student Services Technicians to improve office processes, such as student check-in and student wait times. The Advisors have truly embraced the concept of working as a college-wide team, advising students from all campuses and assisting one another in serving all students.

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The Advising team consisted of seven Advisors, which is a decrease in staff from previous years due to having lost one Advisor who moved out of the area and whose position was subsequently eliminated. That left Advisors with a caseload ratio of 1:500. Despite the challenges presented by such large caseloads, Advisors worked well with the individual campus teams and the college-wide Advising team. They supported one another and communicated important information via a SharePoint site for Advising. This site also housed valuable training materials for Advisors.

Because Advisors are the only staff in the campus Student Services offices who were able to remain Salaried under the FLSA regulations, Student Services was not able to remain open on Saturdays in August and January to provide additional hours during the busiest times. Realizing how valuable this is for students and knowing the impact upon enrollment to provide non-traditional hours for MCC students to receive Advising services and register for classes, Advisors continued to work on Saturdays in August and January via Phone Advising. Over 150 students were assisted via Phone Advising on these Saturdays.

Advising Traffic (July 2016 - April 2017)

3304, 32% In-Person Advising 6892, 68%

Figure 5: Advising Traffic July 2016 - April 2017

Advising Traffic 2016-17

1968 1579 1095 1015 1035 934 799 494 616 661

Figure 6: Advising Traffic by Month 2016-17

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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 a tickets for various reasons: Tutoring Referral, Academic Alert, Life Issue Alert and a Financial Alert.

Advisors worked with students experiencing difficulties, 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 regard 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 April 1, 157 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, Life and Financial Alerts are managed by Advisors. The Financial Alerts are also reviewed by Financial Aid staff.

Early Alerts 2016-17

409

170

15 32

ACADEMIC ALERTS FINANCIAL ALERT LIFE ALERT TUTORING REFERRAL

Figure 7: Early Alert Data 2016-17

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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 ranges from around 1 to 4 percent, slightly lower than national standards – however, has proven to be an extremely valuable resource in helping staff and faculty appropriately triage students and get them needed help for life issues.

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 COMPASS and Work keys assessments, College Level Examination Program (CLEP) tests, Test of Essential Academic Skills (TEAS) and Health Occupations Basic Entrance Test (HOBET) for allied health programs, on- ground tests for online 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.

This year, the Testing Coordinators worked diligently to successfully transition from the Compass placement test to Accuplacer. Staff within Student Services were trained to reach Accuplacer score reports, proctor exams and offer Accuplacer preparation tools.

Dual Enrollment Testing Coordinators continue to assist recruiters in administering placement tests at the local high schools for Dual Enrollment students. Coordinators also trained 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.

MyMath Test Support Testing Coordinators also worked closely with faculty to offer the MyMath Test (MMT) as an alternate placement option for placement in math courses. Students have the opportunity to take the MyMath test and receive a report indicating deficiency areas. Students are then able to work through various modules to improve their math skills and then re-test for more accurate placement in math classes. The

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MyMath Test is currently the required test, should a student desire to re-test on the math portion of the Accuplacer exam.

The MyMath Test has proven to be a challenging re-take option for students. Testing Coordinators have given out 487 MyMath Test codes to students. The codes are required for students to work through the MMT modules on their own. Students must get a 75% on the practice test before being able to return to the Testing Center to take the MMT for placement purposes. Of the 487 students given MMT codes, only 71 students (15%) have been able to earn the required pre-test score needed in order to return to the Testing Centers to take the MMT for placement.

Realizing that students were not doing well with the MMT, Testing Coordinators contacted 100% of all students given codes to ensure the students understand how to utilize the MMT software. Additionally, Testing Coordinators offered MMT Lab hours where students could receive assistance in navigating the software. Only two students, college-wide utilized this MMT Lab. Testing Coordinators were not offering math tutoring, just ensuring students were comfortable with the technology.

Faculty Support Testing Coordinators worked closely with faculty on several projects this year. Testing Coordinators provided Accuplacer data to faculty throughout the year, so that faculty could assess the placement scores established for the new exam. As a result, faculty recommended changes to the placement scores. Testing Coordinators also worked with faculty to obtain certifications to proctor various CTE and Allied Health exams.

Financial Aid Support The Testing Coordinators took on additional duties this past year, working with the Financial Aid department to evaluate high school transcripts that were received for the Financial Aid verification process. The Testing Coordinators received training from the Registrar’s Office in the requirements for High School transcript evaluation.

In addition to working on the evaluation of high school transcripts, Testing Coordinators undertook a project directly related to the Strategic Plan. Coordinators were given the task of researching new student orientations, determining what is effective and engaging and re-designing the current new student orientation. Testing Coordinators found that best practices indicate that new student orientations should be delivered in person, rather than online. The Testing Coordinators designed an interactive orientation, including appropriate mechanisms for assessing student learning, as well as the delivery method.

Coordinators determined that the new student orientations could be delivered in the Testing Centers prior to students taking placement tests. Because of staffing shortages in Student Services over the past several years, new student orientation was moved online. The solution provided by the Testing

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Coordinators allowed MCC to orient new students (as those are the ones who are taking placement tests) at the initial stages of their educational journey.

Testing Coordinators moved to hourly employees under the FLSA regulations, working 40 hours a week to complete their jobs. Strict testing times were set and student appointments were required, so that the orientation could start on time and thus testing sessions could also start on time. This proved to be a sticking point for one of the campuses, as that campus allows students to walk-in for testing times rather than make appointments. The campus leadership felt that the culture of that campus and larger community was such that the ability for students to walk-in for tests was essential to student enrollment. For this reason, the new student orientation remains online.

Testing Traffic July 2016-April 2017

2200

1150 1013 41 2 8 249 47 242 53 20 184 406 302

Figure 8: Testing Traffic July 2016 - April 2017

Top 5 Testing Categories 16-17

302, 6%

406, 8% Accuplacer Accuplacer at High Schools 2200, 43% 1150, 23% PearsonVue Plural Course Exams TEAS 1013, 20%

Figure 9: Top 5 Testing Categories for 16/17

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Testing Coordinators continued to focus on improvement of services, engaged in a SWOT analysis and spent time brainstorming process improvements and additional/different utilization of the Testing Centers. Professional development opportunities were sought through membership in AZACTA (Arizona Association of College Testing Administrators) and attendance at the annual AZACTA conference.

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 take action on the opportunities identified in SWOT analyses, capitalize on strengths, and work to determine process improvements to overcome the identified weaknesses.

Student Life and Leadership Student Life and Leadership continued to fall under the Office of Student Services. The Campus Deans, however, served as Student Activities Council (SAC) advisors on each campus and had oversight for all club activities on their campuses. Student Services continued to maintain oversight on Student Life Policies & Procedures, contained within the Student Life Handbook. This year, the SACs continued to offer fun, diverse and educational programming for the student body.

The SAC in Lake Havasu City held Welcome Back Bashes at the beginning of the semester and end-of semester celebrations (a luau held in the Spring). The Council also participated in Lake Havasu Campus events, such as MCC Shines, the London Bridge Days Parade and the MCC Spooktacular (Halloween festival). The Lake Havasu SAC also sponsored a multi-cultural speaker series, and co- sponsored the Advising Days event with Student Services to encourage students to register early for Summer/Fall classes. The SAC provided financial support to several clubs who traveled to conferences this year. SACs matched funds raised by Phi Theta Kappa, Surgical Technology Club and Physical Therapist Assistant Club to assist in travel/conference expenses. The Lake Havasu SAC also began work on some larger projects, such as upgrading the Lake Havasu Fitness Center, which is being relocated and will have new equipment. Additionally, plans were outlined for a walking path around the Lake Havasu Campus.

The Kingman SAC had a busy year with co-sponsorship of nearly a dozen movie screening with various campus clubs throughout the school year. Welcome Back Bashes were hosted at the start of each semester. This past year, the SAC also held some holiday-themed events, assisted with the campus Halloween event, Boomer’s Bootacular Candy Adventure, a Valentine’s Day dance in February and, in April, held an Earth Day event for the community. The SAC also worked with the library to host a speaker series throughout the year. Several Kingman SAC members traveled to the National Collegiate Leadership Conference in Tucson in February.

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The Bullhead City SAC filled the year with many student events, holding 12 movie nights throughout the year for students, and students’ families/friends. Welcome Back Bar-B-Que’s were held each semester. Another student favorite was the College Daze event that featured food provided by the Culinary Arts students, games included tricycle races and giant hamster balls, and giveaways for students. The SAC also worked closely with the MCC Foundation to support many fundraising events. The Bullhead City SAC partnered with the library to host a guest speaker who presented on cultural issues.

The North Mohave Campus SAC held several events, assisted with campus/MCC Foundation events, and worked to improve the campus. In both the Spring and Fall, Welcome Back activities were hosted for students. The Council provided healthy snacks during finals week, held an on-campus food drive, donated time to supporting Oktoberfest, MCC Shines and Halloween activities at local area schools. Financial support was provided by the Council to the Student Nursing Organization for the pinning ceremony. In the Spring, the SAC implemented a snack bar on campus and this group also attended the NCLC Conference in Tucson.

Student involvement in the campus SACs 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. 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.

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Bullhead City Campus

Building upon the successes of previous years, Bullhead City Campus (BHC) constituents witnessed increased student life opportunities and important advances in emergency preparedness. The campus was distinctly perceived by area citizens as an important part of the community, and organizational partnerships blossomed—with the physical presence of several new partners on campus. The previous downward enrollment trend for the campus showed signs of reversing. It is hoped that the attractive facilities, skillfully maintained and improved by the facilities team, and expanded student opportunities afforded through healthy partnerships and through integrated enrollment management efforts will attract additional students in the upcoming academic year.

Student Life: Student life opportunities at the Bullhead City Campus continued to expand and evolve based upon a growing sense of tradition. Student feedback was solicited at the beginning of the year in a series of three campus student forums. Students were asked about the types of activities in which they were interested and about ways to strengthen feelings of inclusion. Student Activity Council (SAC) elections followed immediately after the forums, and the forum results were used to drive decision making with the new officers. Consequently, the BHC SAC hosted a series of activities:  an open house to celebrate a new, fabulous fitness center location, new gym equipment, and an enhanced vending area;  continuation of the Outdoor Movie Night series (providing a fundraising opportunity for student organizations who took turns running concessions);  a special presentation in the Hargrove Library obtained through the Arizona Arts Council about Arizona Food and Culture;  Welcome Back events each semester involving free food and activities;  a spring College Daze event with large-scale activities, food, and music;  a Student Appreciation event during spring finals week that provided quick, free meals to students studying in the library;  No More “Paint the College Purple” campaign activities in March addressing domestic and sexual violence awareness, reinforcing civic mindfulness.

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. At the annual Boom Box Parade, approximately thirty students and staff from SAC, Phi Theta Kappa (PTK), Culinary Club, SADHA (dental programs), and the Skeleton Crew (rad tech) represented the college. The campus dean drove, pulling a float constructed by staff and students on a route over a mile long, while the students and staff handed out candy to the thousands of citizens watching the parade. 114

3. Participation levels were significantly up from previous years at a successful Student Club Open House in February, sponsored by SAC. Students appeared to have a good time participating in the event, which included food, beverages, and giveaways while student organizations presented displays and conversed with potential new members. 4. In March, SAC and PTK joined forces to engage in a Hohstadt Nature Trail cleanup followed by lunch. 5. Richie Mitten, ACT program faculty, organized a highly fruitful April car show with close to sixty entries and involving students from the Rat Rod club, Culinary Club, SAC, and PTK. The event effectively highlighted both college automotive programs as well as the welding program, and the Rat Rod club raised approximately $900. 6. The dental programs students (SADHA) continued their Tobacco Free at MCC program, further supported by grant obtained by Director Tracy Gift. 7. In November, staff, faculty, and students from Spanish, art, and culinary classes presented a “Multi- Sensory Day of the Dead” cultural event. 8. 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. 9. 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, Programs & Culture: The growing number of on-site organizational partners was a distinctive aspect of the BHC campus experience in 2016-17. The college’s role, working closely with city and county partners, to attract Dot Foods was widely publicized and helped stimulate the development of a business incubator space at BHC. Dot Foods will occupy Rooms 3 and 4, in conjunction with SBDC personnel and other partners like County Workforce, from May 2017 through February 2018. Although standardized processes are still in development to continue the incubator concept after Dot Foods finishes and occupies its own facilities, the current paradigm involves an ongoing active collaboration with the City Manager’s office to identify prospective future participants.

After significant negotiations, the Goodwill Job Connection commenced operation in July, operating in partnership with the BHC Student Success Center and Hargrove Library staff. The college provided facilities and infrastructure; Goodwill provided career services to MCC students and the public. Just weeks later, unfortunate organizational issues resulted in the disbanding of all regional Job Connections. Fortunately, after reorganization, Goodwill of Northern Arizona returned in April to engage in a parallel partnership, again offering much-needed career services to students.

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. Dr. Iburg will provide opportunities to involve students in research projects, is willing to engage with classes to 115

provide learning opportunities, and has engaged the faculty in collaborative discussions. 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 are deep in the planning processes to provide area youth a summer College for Kids opportunity. Next, Dr. Erik Jones, resident faculty of Business, reached out to several corporations that have employee tuition assistance programs. It is hoped that the first cohort of students will be registered for business management certificate courses on a special day being arranged in July. 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 maintained a high level of activity. The chapter’s primary fundraising unit, the Voices of the River Choir, netted nearly $30,000 this academic year through the Christmas Gala, culinary scholarship dinner show, and spring concert. $13,500.00 in brand new chapter-funded scholarships were awarded to BHC students during the school year, and additional scholarships were developed and budgeted for auto students and culinary students in fall 2017. In addition, the chapter engaged in quarterly “friendraising” events and hosted another New Teacher Breakfast in July. Throughout the year, BHC campus dean worked with many Foundation contributors, and organizational partners: Dr. Ben Venger and the Tri-State Pain Management staff, Joshua Springs Senior Living, Bullhead Regional Chamber of Commerce (board of directors), WARMC (board of directors), and Bridges to Recovery (board of directors). Multiple meetings with Harrah’s executives were convened to enhance the natural partnership between the college and the casino in order to develop pathways leading to expanded numbers and quality of applicants for positions within the Harrah’s organization. In March 2017, Carrie Kelly, Faye Kidwell, and Shawn Bristle participated in a photo op at Harrah’s Casino celebrating a $5,000 donation for culinary program scholarships.

Examples of BHC campus connections to the community in addition to the aforementioned partnerships include the following:

 The College Now pilot project at Fox Creek Junior High provided 8th graders STU 103 credit and was suspended after the first semester with ongoing conversations about adopting sustainable practices to increase 8th grade student awareness of future college opportunities, increase college readiness skills, and to foster a mindset conducive to future college success.  The local Vietnam Veterans of America asked the college to once again host a special anniversary event for them on March 31. The campus has hosted a Vietnam Veterans Day memorial activity for the past several years.  A new college-wide initiative, implementation of Campus Advisory Committees on each campus, was addressed at BHC with meetings each semester involving a carefully selected cross

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section of the community. Results from the meetings were collected by each campus and resulted in action across the college.  Golden Vertex Mine, the UA School of Mining Engineering, and MCC partnered over the year to design a pathway for local dual enrollment students to steer in the direction of mining engineering.  MCC put their best foot forward at the CRUHSD College & Career Expo on March 2 at Mojave Crossing Center. Every program was represented, allowing regional junior high and high school students to interact in person with many different college personnel. Groups of BHC employees, frequently joined by staff and faculty from other campuses represented MCC at many high school events such as the Laughlin High School Career Fair, Laughlin Jr./Sr. High Career Day, MALC Career Day, and several JTED Parent Night events.  An April “EDU Recruitment Night” marketed the college’s Education program to interested local persons.  College personnel engaged in planning with Mohave Accelerated Learning Center to discuss the development of a Learning Center located at MALC, in which college programs might be delivered at this location. The model introduced in December failed to elicit adequate public interest, but the concept and dialogue remain alive.  A jobs board implemented two years ago, now managed by Imelda Felix in the Hargrove Library, has grown into a meaningful tool, with students regularly checking for opportunities and area businesses now making regular direct contact to have positions posted.

A multi-pronged approach to positive culture anecdotally yielded positive results. Associate Dean of Instruction Dr. Jennifer Woolston continued to lead “Coffee with Colleagues” once a month, featuring topics such as “Flipped Classrooms,” “Classroom Management,” and “Stress Busters.” Two iterations of a voluntary Secret Pal employee program resulted in strengthened relationships. The campus continued a long tradition of inclusive holiday potluck dinners involving employees, board members, and Foundation volunteers. BHC implemented Pulse Check meetings, extensions of CCC, to offer additional opportunities to share information—and CCC agendas reflected a consistent effort to address sustainable positive culture. Another informal example of attention to campus climate included a November potluck meeting in honor of the contributions of Craig (employee) and Margaret Baker, during which the couple was applauded and given a small token of appreciation. New weekend facility and staffing procedures were developed collaboratively by the campus deans to reduce unnecessary staffing during times without scheduled campus activities.

Campus Safety and Emergency Preparedness: Emergency preparedness, an important topic actively addressed by the college for many years, took important steps forward. Regular “systematic crisis management” meetings of the campus crisis management team and expanded interaction between campuses to increase standardization of crisis preparedness activities formed the background. Communications drills, building level drills, regular training, exercises, and one campus-wide drill were conducted over the year. The BHC Campus Training Manual and Emergency Plan further evolved, and the campuses collaborated to standardize 117

the format and much of the content of emergency plans as possible, ultimately resulting in extremely positive recognition by the Trust and a significant annual discount. Campus events during the year reinforced the notion that all activities should be planned using Incident Command System (ICS) paradigms. Call Center Manager Melinda Sylva led important developments in crisis communications, establishing dedicated crisis communications phones and extensions on each campus as well as the processes involved in their use. The model and training systems developed by Ms. Sylva for Call Center Personnel implementation of cellular and campus phone emergency notification systems were adopted college wide, and training efforts of local employees is ongoing.

Facilities Projects and Improvements: Facilities Manager Dan Worden and his team accomplished numerous facilities improvements, including the following:  A new student fitness center and vending area were opened in July 2016 in the space previously occupied by the bookstore.  A new, small storage building was erected in September to meet the needs of the ACT program.  In December, new light poles were installed along the college entrance (nearest HWY 95) to increase safety with better visibility for drivers.  Throughout the year and continuing this summer, the culinary area was addressed with plumbing work (including a major project involving installation of new subfloor grease traps), light remodeling, and space reallocation.  Over winter holiday break, the facilities team refreshed 500 student learning lounge with new subflooring, VCT tile, carpet and paint, and new entryway lighting.  A January resurfacing project for the back parking lots behind 400, 500 & 800 also included the addition of a crosswalk between the western “pod” building and 1100.  The server frame, servers, and accompanying tech currently in 500A were moved to the more secure and appropriate adjoining space (also labelled 500A) immediately south of its current location.  An external LED lighting upgrade was completed in February, producing high quality light and greatly reduced energy consumption. (Fixtures were rated as 74% more efficient than existing units.)  The Legacy Allied Health Building II was upgraded with an HIT (1108) retrofit with new PCs, computer furniture, and a projector/screen upgrade. Lettering for the doors of 1100 now advertises the programs housed in the building.  An RFP for a new alarm system resulted in system installation that is still in process. Prep work for the system involved installation of new fiber connection around the campus, as well as new wireless connection to the alarm company—believed to be more effective than previous copper connections.  The dental clinic is in the final stage of a remodel project to allow for additional space in each operatory. The remodel creates workable space by eliminating the pony-walls, allowing access on every side of the dental patient chair. In addition, portable computer carts have been purchased with Perkins grant funds to support electronic health records. 118

 A continuation of the rotating five-year campus project plan was completed.

Major Initiatives Currently Underway or Planned Two summer bridge programs are scheduled to begin on June 5. First, students who need to increase math skills in order to become eligible for college level courses may participate in a four-week program offered through the Student Success Center. The free Accuplacer Test Preparation program will operate from 6/5 – 6/29, and it highlights a low-risk, flexible and individualized opportunity for those hoping to meet eligibility requirements for fall classes that require college-level math skills. Second, high school students who meet prerequisites may take either or both of the following eight-week sections: ART 230 H31 World Art History, PSY 101 231 Introduction to Psychology. Tuition will be covered through scholarship, and an enhanced level of support will be provided with students involved in the summer bridge project.

Building 200 is at the beginning stages of a remodeling process to be concluded during the summer months which will result in replacement/relocation of the front counter in immediate proximity to a new registration/FAFSA computer area. All Student Services offices will be located together in the southwestern corner of the building. A refresh of surrounding spaces will include a new color scheme involving new paint and carpeting.

A project to create an instructional space for the new approach to transitional math will soon commence. The current, tentative design is to use glass walls and doors to repurpose the southwest corner of Hargrove Library (immediately adjacent to the Student Success Center) as a transitional math lab/classroom.

Expectations for 2017-2018 In March 2017, the BHC campus dean and dean of business met with a representative of The Trust to review emergency plans and talk about next steps. The college plan was credited with a more highly developed emergency plan than many peer institutions. Future improvements suggested by The Trust included the following:  An enhanced, systematic program of documenting and evaluating exercises and crisis management activities was suggested, along with development of a threat assessment (sometimes called behavioral intervention) team and processes.  Physical site vulnerability assessments were advised, with future guidance by The Trust on the matter promised.  Development of an accountability check-in system was suggested, enabling students and staff to somehow notify the college of their status during an emergency situation.

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LAKE HAVASU CITY CAMPUS

This has been another exciting year at the Lake Havasu City Campus. The dedicated faculty continued to deliver quality education to students, opening doors, changing lives, and improving the community it serves. The campus staff continues to provide the best possible services to external customers seeking information, attending meetings held by members of the community and potential students seeking admission as well as to internal customers by working productively and congenially with all departments. The campus leadership team meets each morning to discuss the day and any issues that need to be addressed, the Campus Communications Council meets monthly to share information from within and around the college and the Crisis Management team meets monthly and, as needed, to discuss campus safety.

Instruction and Student Services The LHC campus hosted the Biology and Mathematics ATF meetings. Representatives from 11 community colleges and 3 state universities attended. Two members of the staff attended the AZ transfer summit. Instruction and student services staff continued collaborative relationships with the NAU staff on campus and the staff at ASU Havasu. ASU Havasu representatives participated at the LHC Student Activities Council end of year event.

The campus library became an important meeting place for students. The number of students visiting the student success center increased as did the number of students who utilized the computer center. The AZ Speaks presentations were held in the reading room and brought together not only students and staff but also members of the community. Several plural classes originated from the campus and two additional classrooms were set-up with the technology needed for this mode of learning. In July 2016, 21 students enrolled in the LHC summer bridge program. Seventeen successfully completed the program and enrolled in fall term classes. Fifteen of the 17 students enrolled in a combination of dual enrollment classes, classes on campus and/or online. Two students enrolled in classes on campus only. The program resulted in generating 141 credit hours for the fall term.

The Association for Supportive Child Care began a pilot program at Lake Havasu City campus 2 years ago for individuals employed by local childcare centers. The program, paid for under a professional development grant funded by the La Paz/ Mohave Region of First Things First, provided tuition and fees for 12 childcare workers to take an initial Childhood Development Associate class. As the program continued additional child care workers joined the first 12 to become MCC students, enrolling in CDA classes. As a result at the end of that academic year, a total of 113 credits were earned by program students, all paid for by the grant. In the 2016-2017 academic year, the program was expanded to include the Kingman Campus and total number of credits paid for, and awarded rose to 121. For Fall, 2017 the program is scheduled to expand to the Bullhead City and Colorado City campuses (although students from BHC have traveled to attend LHC classes).

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Campus Facilities The Student Services Center at the Campus has always played a key role in the long-term operational capability of student services, administration, two Allied Health programs, precollege studies, and the student lounge. In the summer of 2016 the renovation of the west side of building 200 took place to address obvious and, in some areas, hazardously uneven sections in the floor that developed over time. The floor needed to be repaired and made current. In order to adequately complete the project 3 offices and the kitchen/snack bar were demolished. In addition, the existing pony walls surrounding the eating area were removed to make way for a more modern and open concept. The project took approximately 6 weeks from start to completion and required redirection and/or relocation of staff, offices, vending and other functions. The result of which produced a flooring system that is safe, up- to-date and easily-maintained, furnishings and décor that provide a more aesthetically appealing area and entrance into the building for the students, staff, faculty the campus community, an open concept where students can plug-in, study alone or in groups, have a light snack and interact socially and, an overall environment that compliments the important academic and student services already in place.

All campus exterior map signs were removed, updated and installed. Various faded exterior signage (handicapped parking, no smoking, and designate smoking areas) were updated and replaced . No parking signs were placed along Chaparral Dr to address the problem of surrounding businesses using the area unauthorized. Installation, rework, and reprogramming of security alarm systems were completed in 5 buildings. LED lighting was installed as buildings throughout the campus were painted and refreshed. Selected thermostats were upgraded to wireless controlled. Campus room key management was re-organized and a process developed as employees leave or are reassigned, when new employees come on board, and when new or renovation/construction occurs on campus.

Crisis Management and Security The Campus Crisis Management Team met monthly to discuss safety issues. The team membership was updated to include representatives from each campus building. Each team member conferred with staff and/or faculty in their building and developed a plan for emergency preparedness to be shared with the larger group. All phones and extensions on campus were tested to make sure they work properly in the event of an emergency. An Emergency phone was installed at the front desk in the administration offices. Protocols were developed for its use and selected staff were trained. Crisis management/emergency preparedness training sessions were conducted at faculty orientation and again at two required faculty and staff meetings the next day with 100% attendance. Crisis management team meetings included table top exercises focusing on active shooter, bomb threat and chemical spill. Alarm code protocols were established for staff and faculty who utilize the campus in off hours.

All key holders were periodically reminded of the need to secure rooms and buildings evenings and weekends. Safety protocols were established for open lab sessions in the Art and Technology building. The Crisis Management Plan was updated to reflect changes in campus and district staff, campus maps and evacuation routes. AED and first aid kit locations were added as well as locations of 121

critical campus resources, including electrical breakers, gas, and water shut-offs, HVAC, fire alarms, and fire extinguishers. Emergency protocols and evacuation maps have been posted in each building and in each classroom. CPR/AED/First Aid Training was conducted for all members of the crisis management team. Additional emergency resources were purchased and distributed, i.e., emergency lights for interior areas without natural light, First Aid kits that needed updating and replacement packs for AED defibrillators.

Community Engagement, Outreach and Events The campus continues to cooperate with community, religious, government, civic, educational organizations, and businesses by making available the use of facilities. Twenty different community organizations utilized rooms at the Lake Havasu Campus. The campus Dean, the community education coordinator and campus recruiter regularly attended Lake Havasu Chamber morning and evening meetings. Sixteen LHC women attended the Chamber’s Up with Women luncheon. For the second year, resident business faculty offered VITA a Volunteer Income Tax Assistance program that recruited students to help low income residents complete income tax returns. The project resulted in 72 accepted filings. The campus staff, faculty and students participated in the London Bridge Days’ parade, Balloon Festival and Winter fest. The campus also hosted the Education Town Hall planning committee meetings that worked to improve Lake Havasu Schools and three Vision 2020 business education training sessions. Campus personnel participated at LHC Chamber of Commerce Teacher Appreciation event and spoke with LHSD teachers and administrators about MCC programs and services and how MCC could assist in providing education to their students and continuing education to teachers though MCC and/or its educational partners. The campus assisted with Cancer Association’s 24 hour Sleep-in fundraising event.

Continuous relationships are maintained with the K-12 community through Dual Enrollment, Summer Bridge and Early Start programs. The campus hosted a high school counselor breakfast to present new MCC programs and processes. Fifteen scholarships were awarded to Lake Havasu High School students at the high school’s annual Evening of Excellence ceremony.

Student Life and Leadership Forty-one students were recognized for scholarship, leadership and service at the annual Student Recognition Luncheon. Three outstanding students received the Dean’s award for academic excellence, and their service to the campus and college community. Six LHC students received faculty scholarships. The LHC Student Activities Council (SAC) approved funds to renovate space and to move the fitness center to the student services center. It is anticipated that the fitness center will be used more by students when it is moved to an area that makes it more accessible. SAC sponsored 2 welcome back and two end-of-semester events, 2 chats with the president, The campus Halloween Pumpkinfest and MCC Shines featuring the LHC Symphonic Winds orchestra. SAC also sponsored 3 speakers from Arizona Humanities AZ speaks in recognition of African-American History, Women’s History and Multicultural Communication months.

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SAC matched funds that PTK raised to attend the PTK regional conference in Phoenix and the national conference in Nashville. At the regional conference PTK won three awards: Honors in Action-“Theme 7” program, Honors in Action-“Hall of Honor”, and the “Drive Toward Five” program. The Physical Therapist and Surgical Tech clubs engaged in several fundraisers to help raise money to fund trips to their national conferences. SAC was able to match funds in support of their efforts. The LHC Bighorn Decoders Club sponsored two “Take a-part” computer events with the goal of teaching people how to fix the hardware in their computers. Nearly 2 dozen people attended from the community, from young adults to senior citizens. Under the supervision and guidance of MCC students, they learned the basics of computer hardware. Consistent with the cultural and civic components of the strategic plan to develop events that promote multicultural awareness to local communities, the student clubs, PTK, PTA and Surgical Tech and campus departments, Admin and Student Services staff decorated trees with ornaments that represent 8 different countries. Next to each tree is a narrative that included each country’s geographical information, demographics, culture, traditions, and folklore.

MCC Foundation guidance, leadership This year the LHC foundation board elections resulted in a new president and treasurer. Sub- committees were formed to better facilitate event planning. Fund raising events this year included, 2 Dinners and, in co-sponsorship with Community Education, two art and craft events that showcased faculty and student artwork. The artists who participated agreed to donate 20% of their sales to the foundation for student scholarships. The foundation and campus co-sponsored Pumpkin Fest & MCC shines. An estimated 200 parents and children attended MCC shines and at the Halloween event, approximately 400 were in attendance. The annual Donor appreciation dinner was a success with over 120 in attendance that included donors, student scholarship recipients, guests and foundation members.

A Vision Forward The campus is looking forward to developing new initiatives, new community partners and new educational programs. The campus communications council has made 14 recommendations for campus events designed to increase awareness of campus offerings and services. The CTE programs are preparing expansion at LHC to include skill centers for welding and auto collision. Space at the campus is being explored to assist new small businesses, existing businesses and entrepreneurs who wish to start a business. Facilities and technology upgrades are underway for creation of a Transitional Math Lab in the library and for new technology in the newly designated precollege studies classroom in the 300 building.

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Neal Campus Kingman

Facilities Projects and Improvements During the 2016/2017 fiscal year, the Neal Kingman Campus (NCK) Facility’s Department, has contributed in part or in whole the following improvements to NCK. Grounds Improvements Vegetation management and improvements to irrigation systems.

Installation of safety hand rails between the 200 and 300 buildings. Building Improvements Removed 300 building to make room for new 300 student services building.

Roof system installation: Geogard roof system installation on the 500 building to provide a water barrier and maintenance of existing roof system.

Interior Demolition 104: Completed all interior demolition to the 104 building to allow buildout for welding/skilled trades’ expansion.

Lighting improvements: Installation of improved LED lighting in the following areas, parking lots on the east side of campus between the 200 and 300 buildings.

Completion of the 200 building remodel: Completed interior remodeling of the 200 building that included EMS classroom and lab, large meeting room (240), faculty offices, information center.

Completion of the new 300 building: Completed the new 300 student services building, to include, deans office, faculty and student services office and service desk, library, student success center and other amenities. The Remodeling of Building 200 and Construction of Building 300 The NCK facilities department contributed a significant time investment in the remodeling of the 200 building and the construction of the new 300 building. Additionally, the department initiated 12 projects during the 2016/2017 fiscal year. Each project was completed on time and within budget and all projects contributed to the overall health and appearance to the NCK.

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Student Life Student life had a significant resurgence in the 2016/2017 year. Several years of construction limited the ability of student clubs to meet and host activities. The new and remodeled buildings have proven to be valuable venues for the student clubs to gather and host activities beneficial to the student body. Similarly, the dedication of the Student Activities Council (SAC) executive board enabled student life on the NCK campus to thrive.

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 Bootacular Candy Adventure, MCC Shines, and MCC Goes Green were received with great enthusiasm and attendance by the community.

The Student Activity Council (SAC) this year funded a faculty and student basketball team that won the Kingman City 125

championship for their division. From left to right: Justin Major, Kyle Dunn, John Hansen (faculty member), Reyes Lerma, Deryan Walema, and Ian Penn.

The NCK hosted their MCC Shines on December 1, 2016 where over 300 Kids were entertained by Mr. and Mrs. Santa Claus. The lighting was spectacular and Santa had a very special ride.

The American Welding Society’s 2016 Welding Thunder was a huge success. The Competition was held at the Las Vegas Convention Center, November 2016. MCC was awarded the “People’s Choice” over 20 other teams entered from California, Nevada and Arizona. There were two awards in two categories the first was fabrication and the second was the “best of the best” BBQ grill. The MCC team had two memorable first place wins in both fabrication and the “best of the best” BBQ grill. This activity was seen by a couple thousands visitors on that Friday and Saturday in November of 2016.

Eight students and one student advisor traveled to Goodyear AZ to observe under water welding facility. CDI uses standard technology for under water welding & cutting. It has three 21,000 gallon training tanks, decompression chamber & classrooms designed for commercial diving training. NCK Events Fall 2016

 “The Atheist Delusion,” (Movie showing) sponsored by Chi Sigma and S.A.C.  Welcome Back Bash  “Archaeology’s Deep Time Perspective on the Environment and Social Sustainability” (Guest Lecture) sponsored by the Library and Arizona Humanities  “Antarctica Challenge” (Movie Showing) sponsored by the Bighorn Science Club and S.A.C.  “Hush,” (Movie Showing) sponsored by Chi Sigma and S.A.C.  Boomer’s Bootacular Candy Adventure  Fall Art Show featuring student works  “Vikings Unearthed” (Movie Showing) sponsored by the Bighorn Science Club and S.A.C.  “Autistics in the Workplace,” guest lecture sponsored by the Small Business Development Center  “Vaxxed,” (Movie showing) sponsored by Chi Sigma and S.A.C.  MCC Shines  Northwest Basins Planning Meeting – Sponsored by the Arizona Department of Water Resources

Spring 2017

 Annual Mohave Court and Probation Conference – Sponsored by the Superior Court of Mohave County  “Careers in Intelligence & How to Fly a Satellite” by Fed Barber, Guest Lecture sponsored by the Library  Welcome Back Bash sponsored by S.A.C.  MC4 Club Console Game Competition 126

 Valentine’s Day Dance sponsored by S.A.C.  Nova presents: Alien Planets – Movie sponsored by the Bighorn Science Club and S.A.C.  “Darwin: The Voyage that Shook the World” – Movie sponsored by Chi Sigma and S.A.C.  “What’s So Funny?” by David Schildkret, Guest Lecture sponsored by the Library, S.A.C. and Arizona Humanities  Campus Blood Drive sponsored by United Blood Systems and the Student Nursing Organization  MC4 Gaming Event and Pet Food Drive  Customer Service Presentation by the BBB – Sponsored by the Kingman Chamber of Commerce and MCC Corporate Education  “Unlocking the Mystery of Life” – Movie sponsored by Chi Sigma and S.A.C.  MC4 Club Console Game Competition  “Nova presents: Rise of the Robots” – Movie sponsored by the Bighorn Science Club and S.A.C.  “Art of the Internment Camp: Culture Behind Barbed Wire,” Guest Lecture sponsored by the Library, S.A.C., and Arizona Humanities  Mathlympics Competition for Area High Schools  NCK Spring Art Show – Sponsored by the ART Club and S.A.C.  PTK Induction Ceremony  Teachers of Tomorrow sponsored making superhero masks for the kids at the Superhero 5k at KRMC  “Nova presents: What will the Future be like?” – Movie sponsored by the Bighorn Science Club and S.A.C.  Earth Day Event – Sponsored by SAC  “The Legacy of World War II Cadet Nurses” by Elsie Szecsy, Guest Lecture sponsored by the Library, S.A.C., and Arizona Humanities  Student Recognition Luncheon 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.

The crisis management team is coordinating with the Mohave County Risk and Emergency Management department to test MCC’s crisis management plan via the use of tabletop and live exercises.

Additionally, NCK has held several CPR and first aid trainings that have led to 28 staff and faculty becoming certified through the American Heart Association’s Heart Saver CPR First Aid course.

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North Mohave Campus The North Mohave Campus celebrates its accomplishments and looks forward to a bright future as the college solidifies its place in the community. NMC looks forward to the building of its new multi-purpose complex and the campus is pleased to have met its goals set out in the 2016 three year plan.

Facilities The North Mohave Campus is looking forward to the construction of a new building. The multipurpose room will host many campus events such as senior day, student recognition, 9th grade career day, and community meetings. The new nursing lab will include a permanent Sim Man mannequin, and there have already been inquiries about the business incubator space. People from all over the community have expressed enthusiasm about the project.

Other improvements across campus include an updated computer lab with computers that communicate smoothly with the ATI nursing testing site. Progress on Three Year Plan The leadership team at NMC has met more than 80% of the goals established in the 2016 three year plan. The plan includes three sections; the entrepreneurship program, dual enrollment, GED, and transfer partnerships.

NMC is developing a program for neophyte entrepreneurs in an effort to support the changing, growing local economy. Successful business owners from the area have worked with instruction to develop convocations and other enrichments to MCC’s current Business and Entrepreneur AAS degree. Much of the lab work will take place in the new business incubator common spaces. DACUM meetings continue to develop the program.

Dual enrollment has also been enhanced. The number of dual enrollment courses offered at El Capitan High School increased last year from two to nine. Each of those nine classes will be repeated next year. NMC is working with the schools to find ways to continue to offer courses despite teacher certification issues.

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. NMC has partnered with the Luanfai Foundation to better serve these students. The foundation has donated money to scholarship the cost of GED testing for students who cannot afford the $150 cost. The foundation has also sponsored a community outreach beginning computer class to enable students who are unfamiliar with computers to gain enough skill to enroll in MCC courses. And for the summer semester, the foundation has scholarshipped tuition, fees and books for two GED graduates who wish to go on to MCC’s CNA class. Their contribution to date has been over $7000 with more promised for Fall semester students. Similarly, NMC has

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partnered with the Diversity foundation to offer over $10,000 in scholarships for GED graduates to continue on as MCC students.

Mohave Community College has updated and enhanced its articulation agreements with Dixie State University (DSU) and Southern Utah University (SUU). Both of these colleges appeal to NMC students because they are near Colorado City. Both universities have border policies that scholarship part or all of the out of state cost of tuition for NMC students. Other Utah schools have similar policies which have been outlined in the NMC three year plan. However, DSU and SUU are the most appealing schools to students in the area. Both schools have outlined transfer pathways for education and business students from NMC. Additionally, two Utah schools have policies that encourage MCC students to complete their associate degrees. Both Weber State University and Southern Utah University will automatically accept community college students who have completed their associate degree. 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 conducted multiple drills in their classrooms. Emergency notification systems are tested monthly. First aid and blood borne pathogens kits have been upgraded and installed across campus, and flashlight are strategically placed for use in a blackout situation. Cooperative drills are conducted across the college. Image within the Community Each campus at MCC has developed a community advisory board with the charge to “provide an opportunity for representative members of each community to meet with MCC campus leadership and provide advice, general recommendations and information. In addition, campus leadership will provide campus and college updates to members of the advisory councils.” NMC’s advisory council includes representatives from the UEP, Kaibab Paiute Tribal Council, each of the local schools, the Utah Department of Workforce Services, Kane County Hospital, local businesses, and the Colorado City Mayor (through a separate phone conversation). The diversity of the board allows for creative conversation regarding the direction of the North Mohave Campus.

In a more literal sense, the image of MCC in the community has been greatly enhanced by four new skins on the billboards in town. And, the community looks forward to traditional events on campus. This year events included Senior Day for five feeder high schools including the new Water Canyon School. 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 129

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 they graduated four seniors. This year enrollment is over 400 and they graduated 26 seniors. The prediction for next year’s enrollment is 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 not seen the kind of change as Hildale. The city government has blocked the subdivision of parcels, which means no deeds can be issued and so individual properties cannot be sold. However, the US Department of Justice has found the Colorado City Council and other city entities to be discriminatory against non-FLDS in their practices. The city has been ordered to start subdividing parcels beginning June 1. This paves the way for a similar transition in Colorado City. 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.

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