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INTERIM (FIFTH-YEAR) REPORTSubmitted to Commission on Institutions of Higher Education of the New England

Association of Schools & Colleges

mwcc.edu

January 2017

MOUNT WACHUSETT COMMUNITY COLLEGE

Gardner, Massachusetts

INTERIM (FIFTH-YEAR) REPORT

Submitted to the Commission on Institutions of Higher Education of the

New England Association of Schools and Colleges

January 2017

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Table of Contents

Introduction ................................................................................................................................................... 1 

Institutional Overview .................................................................................................................................. 2 

Response to Areas Identified for Special Emphasis ..................................................................................... 4 

Standard One Mission and Purposes ............................................................................................................. 9 

Standard Two Planning and Evaluation ...................................................................................................... 10 

Standard Three Organization and Governance ........................................................................................... 13 

Standard Four The Academic Program ....................................................................................................... 15 

Standard Five Students ............................................................................................................................... 20 

Standard Six Teaching, Learning, and Scholarship .................................................................................... 24 

Standard Seven Institutional Resources ...................................................................................................... 27 

Standard Nine Integrity, Transparency, and Public Disclosure .................................................................. 30 

Standard Eight Educational Effectiveness: The Reflective Essay .............................................................. 33 

Institutional Plans ........................................................................................................................................ 50 

Figures

Figure 1. Credits Generated by Type and Fiscal Year ................................................................................ 20 

Figure 2. Credit Headcount by Fiscal Year ................................................................................................. 20 

Figure 3. Anatomy & Physiology I Pre- and Post-Redesign Successful Course Completion by Fiscal Year .................................................................................................................................................................... 36 

Figure 4. Comparison of SENSE Survey Benchmark Scores for Entering Students .................................. 42 

Figure 5. Graduation Rates for IPEDS Cohort ........................................................................................... 45 

Figure 6. MWCC 6-year Outcomes Compared to all VFA Participants ..................................................... 47 

Figure 7. VFA Main Cohort Developmental Math Placement Rate and Course Completion .................... 47 

Figure 8. MA DHE Vision Project Excerpt of the ATD Success Rate ....................................................... 48 

Tables

Table 1. Upper Level STEM Course Enrollments ...................................................................................... 22 

Table 2. STEM Awards and Program Enrollment by Fiscal Year .............................................................. 23 

Table 3. Strategic Plan Goals for Enrollment and Course Completion ...................................................... 33 

Table 4. Smart Start Enrollment Yields ...................................................................................................... 37 

Table 5. Trend and Goal Comparison of CCSSE Survey Frequency of Student Service Use .................... 42 

Table 6. Comparison of CCSSE Benchmark Deciles by Peer Group Type ................................................ 43 

Table 7. Noel-Levitz SSI Item Longitudinal Comparison .......................................................................... 44 

Table 8. Five-Year Impact Data-First time Full-time Degree-Seeking Students ........................................ 44 

Table 9. Impact of ASPIRE on All Degree-Seeking Students .................................................................... 45 

Table 10: Transfer Rates of IPEDS Cohorts ............................................................................................... 46 

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Appendices

Appendix A Affirmation of Compliance with Federal Regulations Relating to Title IV

Appendix B Financial Statements and Management’s Discussion and Analysis

Appendix C Auditor’s Management Letter

Appendix D Interim Report Forms

Appendix E E-Series Forms: Making Assessment More Explicit

Appendix F FY2015 Operational Plan and Mid-Year Progress Report (Excerpt)

Appendix G Organizational Structure

Appendix H Sample Cost Benefit Analysis Summary FY2015

Appendix I Template for Program Approval

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Introduction

Mount Wachusett Community College’s Interim (Fifth-Year) Report is a comprehensive narrative that describes how the college has transformed significantly over the past five years. The report addresses MWCC’s ongoing alignment with the Commission on Higher Education’s Standards for Accreditation and summarizes the college’s action in response to the Commission’s 2011 Letter of Accreditation. Projections for MWCC’s areas of focus for the next five years are also part of this report.

Many significant, transformative initiatives have occurred at the college since the last accreditation visit, including modernization of the college’s buildings and grounds, advancements in technology, innovations in academic programs and delivery of instruction. The college’s strategic plan, Embracing Transformation, is in its third year and has been the roadmap to implementing reforms that improve access, student success, teaching, and progress across all divisions of the college. Clearly defined metrics, supported by a robust data collection process, have allowed us to measure our effectiveness against key performance benchmarks. Successes have been attained in rates of student persistence and graduation.

The college is poised for further, imminent change with the retirement of the President in early spring 2017. As new leadership is established at Mount Wachusett Community College, this should provide renewed opportunities to develop the organizational dynamics that are critical to achieve true institutional success. Inclusion of all stakeholders within and outside of the college including students, faculty, staff, community and business leaders, will allow the college to develop a stronger sense of vision and purpose in its far reaching goals and its day-to-day operations. Leadership will grow at every level of the organization creating a stronger college that will collectively address every aspect of its mission.

MWCC began preparations for its Interim (Fifth-Year) Report on October 27, 2015 when a team attended the NEASC workshop on preparing the fifth-year report. The team is co-chaired by Melissa Fama, Vice President of Academic Affairs, and Shawn Case, Associate Professor of Mathematics. Other team members who compose the project steering committee include Tiffany Parker, Director of Institutional Research; Michelle Paranto, Dean of Curriculum, Instruction and Assessment; Joe Stiso, Vice President for Planning, Development, and Institutional Research; and Michelle Brennan, Staff Associate. The steering committee has met bi-weekly since the first week of November 2015.

President Daniel M. Asquino charged the steering committee with selection of individuals who would compose the committee membership for each of the Standards and Areas of Emphasis. The nominations were presented to President Asquino and the executive council for final approval on November 6, 2015. A shared Blackboard repository was developed to assemble resource documents and files to be accessible to those working on the five-year report. The resources and document drafts posted to the Blackboard site were made fully accessible by the college’s academic committees, faculty, and administrators.

Another 43 faculty and staff members participated in review of the Standards and the Areas of Emphasis and submitted drafts of their work for the report to the steering committee. The committees met on February 2, 2016 and were briefed on instructions and the process being used by the NEASC co-chairpersons. Meetings occurred during the spring 2016 semester to gather the information needed to prepare the interim report. On May 16, 2017, the college faculty were randomly assigned to participate in two work teams to provide input and perspectives on each of the Standards and Areas of Emphasis. The feedback was collected by the chairs of the Standards committees and Areas of Emphasis committees and then presented to the steering committee. This gathered information formulated the narrative foundation upon which drafts of the Standards were written. The director of institutional research coordinated the data compilation process, completed the requisite data tables, and uploaded the tables to the Blackboard site for internal dissemination.

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Draft versions of the Standards and Areas of Emphasis narratives were completed in October. The Standards committees and Areas of Emphasis committee members reviewed the drafts and provided additional information to help inform the final draft narrative. A full first version of the draft report was shared with college faculty and staff on November 1, 2016. Three open forum sessions took place in November to solicit feedback and engage conversation on the draft. Feedback from these sessions was incorporated into the final document.

Institutional Overview

Mount Wachusett Community College is an accredited, public two-year institution serving 29 cities and towns in North Central Massachusetts. The main campus is located in Gardner, Massachusetts; satellite sites are located in Leominster, Fitchburg, and Devens. The Fitchburg site is located in proximity of the Fitchburg community health center and offers the college’s dental programs. The instructional site at Devens offers the college’s biotechnology and manufacturing programs and is in proximity of numerous regional employers including Bristol-Myers Squibb, Bio-Technet, Johnson Matthey Pharma Services, and Nypro Healthcare. The Leominster campus is less than a mile from Route 2, the region’s main east-west connector. The site offers programs in English as a Second Language (ESL), human services, business, and computer information systems as well as support courses for many of the programs offered at the Gardner campus.

Mount Wachusett Community College’s mission, as the community’s college, is to lead in the process of building citizenship and character by providing opportunities in the areas of learning, cultural awareness, wellness, and economic enhancement. The college offers over 40 associate degree and certificate programs, as well as adult basic education/GED programs, education and training for business and industry, and noncredit lifelong learning courses. The largest academic programs by enrollment area are liberal arts, business, human services, nursing, criminal justice, early childhood education, interdisciplinary studies, computer information systems, media arts and technology, and allied health.

The college was founded in 1963 and more than 80,000 people visit the campuses each year for workshops, seminars, or events. Total annual unduplicated credit headcount was 5,553 and annual, unduplicated noncredit headcount was 9,025 in FY 2016. In FY 2016, total annual credits generated were 82,175, non-credit course registrations were 20,500, and of those, 18,842 registrations occurred in workforce development courses. The most recent data shows that 90% of career graduates are placed in jobs or are furthering their education. In 2015/2016, the college awarded 250 certificates and 512 associate degrees to 691 graduates.

MWCC has been a leader in the area of civic engagement, grant development, and high school partnerships. In FY 2016, inclusive of volunteerism, service learning, internships, externships, co-ops, practicum and field experience, MWCC students gave 121,863 hours of service to the community, a value of $3,534,027. The college was awarded the Carnegie Classification (re-classification good through 2020) in civic engagement and is one of only 19 community colleges to have achieved this classification nationwide. Over 3.3 million dollars was awarded the college to support student success, workforce development, and K-12 partnerships.

The college’s total annual budget in FY 2016 was $35.87 million. The college has secured $9.2 million in grant support from federal and state sources as well as private foundations during FY 2016, which is included in that total. Over the past several years the MWCC Foundation has built the largest endowment in the Massachusetts community college system. The foundation now annually awards more than $320,000 in scholarships to MWCC students.

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In February 2016, the college’s president, Daniel M. Asquino, announced his retirement effective February 2017. Immediately following his announcement, a search committee was formed in accordance with the guidelines set by the Massachusetts Department of Higher Education. The search committee worked with an external search firm to create a presidential profile and recruit candidates for the position. They interviewed a cohort of applicants and narrowed the candidates to five. Each of these five candidates visited the campuses for a full day of interviews and meetings. Feedback was gathered from all faculty, staff and students who participated in the full-day visits. This feedback was compiled for the Board of Trustees. The Board met on December 15th and voted to recommend Dr. James Vander Hooven as the next president of MWCC. Dr. Vander Hooven earned his Doctorate in Higher Education Leadership from the University of Maine in 2009. He is currently serving as the Vice President for Enrollment Management at Landmark College in Putney, Vermont. The Board’s recommendation has been given to Commissioner Santiago and will be voted on by the Massachusetts Board of Higher Education at their January 17th meeting. The goal is to have a new president in place by February 2017.

In fall semester 2016, the college opened its new, 35,000-square-foot science wing. This new building replaced 40-year-old science labs with modern teaching and learning space and state-of-the-art equipment to support the growing number of students enrolled in Science, Technology, Engineering and Math (STEM) programs. The 37.9 million dollar project included update and repair of the aging infrastructure of the main Haley instructional building at the Gardner campus and the creation of additional study, academic advising and meeting space that is modern and inviting. Former labs are in the process of being converted to active teaching and learning classrooms.

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Response to Areas Identified for Special Emphasis

Area of Emphasis #1 Developing and executing a communication plan for dissemination of the mission, vision, and values of the institution to all members of the campus community. The staff, faculty, and administration have taken numerous steps to disseminate the mission, vision, and values of Mount Wachusett Community College with the intention to make them more broadly known and understood among employees, students, and visitors:

Banners printed with the mission, vision, and values statements have been placed at all campusesin places visible to the entire campus community;

The MWCC web site contains information on mission, values, and vision (updated August 2014); The mission, vision, and values were reviewed and revised when updating the strategic plan

(current plan covers years 2015-2017); The student and staff portal, iConnect, lists links to these statements and the college’s strategic

plan under “faculty and staff resources”; and More opportunities exist for dissemination of information through technology, for example,

satellite campuses are able to remotely participate in faculty assembly meetings and all-collegemeetings as well as vote on issues.

Projections for 2022 While the implementation of these changes has been extensive, more work remains to be done. The following recommendations for future actions will help strengthen communications and development of a communications plan, which has not yet occurred.

Develop a comprehensive plan for improving communications among and within the collegecampuses under the leadership charge of the incoming college president;

Revise the mission statement to become crisper, more focused, and easier to articulate, and seekapproval of same from Board of Trustees and Massachusetts Department of Higher Education;

Enhanced dissemination of the mission, vision and values by:o Posting these statements in all classrooms;o Adding this content to the iConnect portal home page;o Posting periodic “Value of the Day” statements and asking the reflective question: “How

have you brought this value to the workplace?”;o Printing the college mission statement on employee business cards;o Adding sessions to student, faculty, and employee orientations; offering workshops at

professional development events and all-college meetings; ando Integrating a tab on all Blackboard courses to include the statements; and

Reviewing the college constitution and investigating provisions for on-line voting to foster betteroverall participation/communication among members of the college assembly.

Area of Emphasis #2 Developing and implementing an assessment plan that engages adjunct faculty in the formulation and assessment of student learning outcomes. The division of academic affairs has undergone a significant change during the last five years that involves taking on the oversight of all adjunct faculty, which previously was handled by the college’s Division of Lifelong Learning. This shift has allowed academic affairs to build a more coherent system for creating and implementing professional development for all faculty – fulltime and adjunct – to include the formulation and assessment of student learning outcomes. This shift has also allowed the college to build a more coherent review process for course syllabi that now involves department and program chairs

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in giving feedback to adjunct faculty on their syllabi and their fulfillment of the requirements for syllabi design. This feedback has been used to assist adjunct faculty in the formulation and assessment of student learning outcomes for their courses and the alignment of their courses with program student learning outcomes and institutional student learning outcomes.

Through a multitude of professional development opportunities, over a 100 adjunct faculty members have learned about student learning outcomes and methods of assessment. The dean of curriculum, instruction and assessment with the assistant dean of academic affairs designed a monthly professional development series for adjunct faculty starting September 2015. This series consists of monthly workshops throughout the academic year. Each three-hour workshop addresses a key issue identified by our adjunct faculty (e.g., syllabus design and establishing student learning outcomes, Blackboard tools and best online teaching practices, engaging students in the classroom, assignment design, assessment/grading practices and rubric design). In 2016, the college invited all adjuncts to attend division meetings with full-time faculty. At the conclusion of the division meetings, adjunct faculty met with full-time faculty in department meetings to discuss student learning outcomes and course assessment.

Projections for 2022 One of the goals for the next five years is to continue to design and implement an adjunct faculty development program that addresses the needs of faculty in formulating and assessing student learning outcomes. By putting student learning outcomes at the center of professional development, the college seeks to engender conversations about important subjects like alignment among content, skills, assignments and assessments. The institution also hopes to strengthen faculty ability to build positive authority in the classroom that invites students to take ownership of their learning. With transparent student learning outcomes, faculty and students can jointly construct knowledge and academic success. Professional development activities will include face-to-face opportunities for faculty as well as online and hybrid opportunities. The college will also continue to build an ongoing feedback loop with adjunct faculty that contributes to how, where, and when professional development opportunities are offered that address the formulation and assessment of student learning outcomes.

Area of Emphasis #3 Renovating and Restoring Aging Infrastructure on the Gardner Campus Since the 2012 self-study, the college has received a share of the Commonwealth’s 2008 Capital Improvements Bond Bill. The bill infuses $1 billion of capital money into the state’s 24 institutions of higher education to be phased in over a ten year period. Mount Wachusett Community College’s share of these monies is $37.9 million for renovations to the existing Haley Academic Center and construction of a new STEM building and greenhouse and an additional $5.5 million for repairs to the parking lots and roadways. In the spring of 2012, the college, under the auspices of the Commonwealth’s Department of Capital Asset Management and Maintenance (DCAMM), began the process of selecting an architectural firm, completing a study and design and ultimately constructing the new facility. An architectural firm, Architerra, was hired to design the new science wing and complete renovations to the Haley building. Architerra worked with faculty and staff to design classroom, lab and study space most conducive for learning. The following renovations have occurred in the Haley building on the Gardner campus:

The theatre was renovated to allow for wheelchair access to the lower seating area and the stage; Theater ramping was reconfigured to correct improper slopes, and an elevator was installed to

provide lower level access; The theatre basement was renovated to include two new dressing rooms; Four additional restrooms were installed for theatre patrons; A classroom that was not handicap accessible was demolished and converted to a new Academic

Advising Center with six private offices, 10 cubicle spaces, and a meeting room;

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The space previously used for advising has been converted to a multipurpose room with a seating capacity of 150;

Large new restrooms were constructed in the space adjacent to the new multipurpose room; The large conference room at the main entrance to the college was demolished to accommodate

the new restrooms for the multipurpose room and to allow for an informal student lounge area along the main hallway of the building;

A 400-square foot Student Business Center was created off the main hallway to give students access to a printer, copier, charging stations, and collaborative work areas; and

The commons area, which previously was offset two steps below the main level, was brought up to the main level to allow for easier access.

The renovations to the Haley building also included the following technical/mechanical renovations as well as renovations to the Fitness Center:

Old/failing hot water piping was replaced in the Haley building; Inefficient transformers from the 1970’s have been replaced and right-sized to accommodate

modern technologies; All of the low-lying roofs of the Haley building have been replaced; The building energy management system has been upgraded; A domestic solar hot water system has been installed at the Fitness Center; and New, energy-efficient LED lighting has been installed at the Fitness Center.

The new science wing contains the following classroom and study space additions:

Eight combined laboratory and didactic spaces to accommodate 24 students each; Twenty-four new faculty offices; Two student study/tutoring rooms; Five (5) new laboratory prep rooms; The relocation, expansion, and modernization of college’s largest conference room; and Three informal lounges for student use.

The college also completed renovations outside the scope of the construction project in order to provide better teaching and learning space. These renovations to the Haley building are as follows:

Eight corner classrooms have been completely renovated; Rooms 343 and 354 were combined to create a classroom large enough to accommodate flexible

classroom furniture to support modern pedagogical models including collaborative learning; Lab room 341 was renovated to increase capacity in the lab area and add large screen monitors

and other teaching technologies; New tablet armchairs were installed in 15+ classrooms; and The student dining area (north cafeteria) was renovated to create a more welcoming and

supportive atmosphere for students and to foster a greater sense of community amongst the student population.

Projections to 2022 The college is currently working on the parking lots and roadways project as identified in the 2008 Capital Improvements Bond Bill. $5.5 million in funding has been provided to repair the badly worn parking lots and roadways, restore the electrical infrastructure that support these areas, and allow for the installation of emergency call boxes in remote parking lot areas. The work is underway and is projected to be completed during the summers of 2017 and 2018 with the bulk of the repairs occurring during 2017. A plan for ongoing renovations to classrooms in the Haley building has been developed. These renovations

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include refurbishing the corner classrooms, joining adjacent classrooms to create larger learning spaces, and reconfiguring the old science labs to create contemporary spaces for academic and support programs.

Area of Emphasis #4 Provide an update regarding the accreditation status of the Associate Degree in Nursing program and Practical Nursing certificate program. In response to the final recommendations from the Accreditation Commission for Education in Nursing (ACEN) visit of February 2014, the college took several steps to address the areas of non-compliance in Standards 2, 4 and 6 for its Associate Degree in Nursing (ADN) program and Standards 4 and 6 for its Practical Nursing (PN) certificate program.

ACEN Standard 2: Faculty and Staff. Qualified and credentialed faculty are sufficient in number to ensure the achievement of the end-of-program student learning outcomes and program outcomes. Sufficient and qualified staff are available to support the nursing program.

To address Standard 2, the ADN program has actively recruited master’s degree prepared nurses for adjunct clinical positions. The nursing program administrator is committed to hiring nurses with graduate degrees in nursing into ADN adjunct positions. Master’s prepared part-time clinical instructors hired for work in the PN program have been offered assignments in the ADN program if the assignment is appropriate to the individual’s area of expertise. Since fall 2014, the ADN program has met and exceeded the minimum 50% requirement with percentages ranging from 52.4%-73.3% of part-time faculty possessing a Master’s in Nursing degree.

ACEN Standard 4: Curriculum. The curriculum supports the achievement of end-of-program student learning outcomes and program outcomes and is consistent with safe practice in contemporary healthcare environments.

To address Standard 4, the entire nursing faculty met in consultation with the college’s dean of curriculum, instruction and assessment to draft new student learning outcomes. The newly developed outcomes have been incorporated into program course syllabi and newly developed clinical evaluation forms. Faculty from both programs worked to align curriculum, teaching modalities and assignments with student learning outcomes. Faculty also aligned test questions with student learning outcomes and the NCLEX test plan within both nursing programs. Additionally, faculty blueprinted all exams to document level of test question, content area, student learning outcome and NCLEX test plan content. Evidence of these curriculum improvements may be reviewed in the self-study reports of both the ADN and PN programs.

ACEN Standard 6: Outcomes. Program evaluation demonstrates that students have achieved each end-of-program student learning and each program outcome.

To address Standard 6, faculty reviewed the programs’ systematic evaluation plans and revised and improved the documentation process. While many of the criteria did have measurable expected levels of achievement, several areas needed revising. A revised systematic evaluation plan (SEP) was written for both nursing programs with comprehensive data collections in all areas. Standards 1 through 6 demonstrated three years of assessment and evaluation evidenced in the self-study documents for both the PN and ADN programs. Due to changes in personnel, the aggregation of data was not as comprehensive as in previous evaluation periods. Nursing faculty and staff have worked on an overhaul of the process which has provided improved aggregate data that is used in a systematic manner for maintenance and improvement of the programs.

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Several strategies had been put into place beginning in AY 2013/2014 to address the low NCLEX pass rate in the ADN program. These included the incorporation of more supplemental materials to increase curricular rigor and meet student learning needs and stopping the practice of rounding grades, which at times resulted in less-qualified students passing their nursing courses without truly achieving the required grade of 77%. Beginning in September 2014, all courses now require a test average of 77%. Students may earn additional credit from other assignments, such as papers and presentations, but evidence of the ability to achieve a 77% average on NCLEX-style examinations is now required for matriculation in both nursing programs. The cost of an NCLEX review course has been added to the ATI supplemental package. This provides the opportunity for each graduate to attend an NCLEX review without the burden of having to pay the $300 course fee. In the past, this cost prevented many students from participating in this valuable learning experience.

The official pass rate for the ADN class of 2014 was 87%: an increase of over 10 percentage points from the previous year and significantly above the national pass rate of 79%. The 2015 pass rate was 82%, which is equivalent to the national pass rate of 82%.

Response to graduate surveys has been lackluster in spite of the use of email to elicit responses. Faculty continue to evaluate the survey tool and strategize to improve the response rate. It is anticipated the formation of a nursing alumni group may assist in this area. The first alumni event, held in June 2014, was attended by over 80 graduates. Program faculty and administrators continue to work with the alumni group to improve the survey response rate. Response to yearly employer surveys has been very low despite the best efforts of the program administrator and faculty. Surveys have been sent electronically, by mail, and distributed at meetings, yet the response rate at times is less than 10%. The strategy for subsequent surveys is to follow-up its distribution with phone calls to bolster participation.

Previous attempts at obtaining job placement data have not yielded large scale results. For the past two years, faculty have employed social media to contact graduates with improved results. Recent data for the ADN program revealed a 71% survey response with 100% of respondents employed in nursing in 2015. In 2014, the response rate was 29% for PN program graduates with an employment rate of 75%.

In February 2016, the Practical Nursing program submitted a follow-up report to ACEN addressing the areas of concern. The self-study was reviewed by subcommittee and received written notification in August that the program is in full compliance with all ACEN standards; the next accreditation visit is scheduled for spring 2022.

The Associate Degree in Nursing program hosted a follow-up accreditation visit October 4-6, 2016. Members of the accrediting team reviewed the self-study report focused on standards two, four and six, met with faculty and staff on campus, toured clinical sites and held public meetings. Their recommendation at the conclusion of their focused visit was continued full accreditation for the MWCC Associate Degree in Nursing program. This recommendation will be reviewed by the Evaluation Review Panel in January 2017 with final determination by the Board of Commissioners in early March 2017.

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Standard One Mission and Purposes

Since the 2012 Self-Study The mission statement of Mount Wachusett Community College shapes and defines the organization and its purpose. As the sole open enrollment, postsecondary education institution in north central Massachusetts, the college’s vision, mission, and values statements reflect the institution’s heritage and point toward its future direction. The statements were developed as part of a comprehensive strategic planning process which culminated in August 2014. Participants in this process included faculty, staff, students and administrators. The strategic planning committee presented the recommended statements to the president and the executive council for review and approval. The following statements were approved by the college’s Board of Trustees and adopted in August 2014.

Our Vision Mount Wachusett Community College is the college of opportunity and a model of teaching and learning excellence.

Our Mission MWCC is a lifelong learning community dedicated to excellence in education and responsive to the changing needs of the communities we serve. Our focus is the preparation of individuals for lives of fulfillment, leadership, and service in a diverse and global society. We are committed to engaging students in rich and challenging learning opportunities within a small college atmosphere that is known for its personal touch.

Our Shared Values Mount Wachusett Community College is a community of learners where all are welcomed, valued for their individuality, and applauded for their unique contributions to making the college a special place to learn, work, gather, and grow. Students, faculty, and staff recognize the importance of diversity in sustaining a rich, healthy, and vibrant environment and affirm the following values that unite us as a collective body and guide our daily interactions:

Human Potential Pursuit of Excellence Mutual Respect and Trust Institutional Integrity Considerate Open Communication Creativity and Responsible Risk Taking Cooperation and Collaboration

The college’s strategic plan is anchored by four strategic goals, which are the organizing principles used each year to implement annual actions that uphold the college mission. These goals are:

Access: We commit to building access to opportunities for learning for all and creating newlinkages that increase the region’s college-going rate, improve affordability, and increaseparticipation among diverse and nontraditional populations, increase college enrollment, andincrease the opportunity to develop skills needed for employment.

Success: We are a community of learners in which all students, faculty, staff, and administratorsare active participants in the principles of lifelong learning and where engaged teaching andlearning form the foundation for improved student outcomes, demonstrated by increased rates ofcompletion, retention, graduation, transfer, and acquisition of career skills.

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Learning: We provide innovative, effective teaching and superior quality in academic programsand pedagogy. We seek to impart to students a comprehensive general education, up-to-date andindustry driven knowledge, and the ability to make an impact on their lives and community.Collaboratively, we shall continuously strive to improve our academic offerings by beingresponsive to industry needs through comprehensive outcomes assessment as well asimplementing and sustaining innovative teaching and learning strategies and policies; and bysupporting and developing a college faculty who focus their development and practice onemploying exemplary teaching, learning, and advising strategies.

Progress: We will devote our efforts and resources to demonstrate effectiveness and efficiency inbusiness operations that lead to institutional self-sufficiency. Further, we shall serve as aprominent driving force and resource in the region in the areas of economic development,leadership, and innovation.

The college publishes these statements for access by students, parents, community residents, employers, alumni, and other stakeholders. In addition to the college catalog, other print publications in which these statements appear are the college’s strategic plan and the annual President’s report. The statements are also posted in numerous places on the college website. These statements are currently under review at the institution as part of the strategic planning process. The college is preparing its next iteration of the strategic plan for the period 2017-2020.

Progress Made Toward Completion of Projections from 2012 Self-Study In 2014, a college wide committee reviewed an updated mission statement as part of the next planning cycle. A system is in place whereby all departments review their unit missions in comparison with the institutional mission and refine their mission as necessary. The college has promoted awareness of its mission principles across all campus sites through print, electronic, and visual means.

Projections to 2022 It is expected that the incoming president will be closely involved in setting the tone and priorities for updating the college’s vision, mission, and values statements. A survey will be developed to measure awareness of the college’s current vision, mission and values. Results from the survey will be used to improve inter-campus communications and promote a broader understanding and embracement of the vision, mission and values.

Standard Two Planning and Evaluation

Since the 2012 Self-Study Planning. Mount Wachusett Community College uses an integrated and systematic approach to planning and evaluating the achievement of its mission and purposes. The current, three-year plan was adopted in 2015, put into place just three years after the 2012 comprehensive evaluation. Most of the college’s projections from the comprehensive evaluation were used to help inform the design and structure of the strategic plan. Most notable among those projections are those pertaining to the implementation and evaluation of strategies to support the Academic Program, Faculty, and Student standards.

A reformed strategic planning process was implemented in 2013. Under the leadership of President Asquino, a strategic planning committee was appointed and charged with the development of a three-year planning document, which was a departure from past plans which were five years in length. The intent of the shorter planning cycle was to enable the college to more deftly navigate the rapid changes that continuously occur in the external environment. The planning process was:

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Research and Data Driven: The strategic planning process was conducted with a deliberatefocus on the Massachusetts Department of Higher Education report, “Time to Lead: The Needfor Excellence in Public Higher Education” (September 2012). The report, which articulates theDHE’s vision and goals for the state system of higher education, drove MWCC’s strategicplanning team through a robust examination of internal and external environmental trends likelyto impact the college for years to come: population and socioeconomic demographics; economic,business and industry outlooks; labor market and workforce trends; education, technology,political and social trends; college admissions and enrollment patterns; student persistence andperformance factors; and financial resources. Internal and external environmental trend analysesand numerous reports on the projected trends of relevance to community colleges across thenation were prepared and released to the college community through the college’s Blackboardand SharePoint sites.

Committee and Consensus Focused: The president empowered a cross-functional strategicplanning committee of faculty and staff from all campuses and organizational components tooversee the strategic planning process and develop a new three-year plan adhering to aconsensus building, participatory process. The committee analyzed data; reviewed all faculty,staff, student, and stakeholder input; and, armed with this essential information, engaged in a fulldiscussion of strengths, weaknesses, opportunities, and threats at a January 2013 planningretreat. Consensus was reached on the vision, mission, key strategic priorities and actions for2015 through 2017. Six priority focus groups met to refine and further clarify priorities, goals,and objectives. This refinement process occurred in March 2013 with revised drafts posted forreview and feedback by the committee, focus groups, and college community. In December2013, the strategic planning committee met for a final time to review the plan and reachconsensus on additional changes and release of a final document to President Asquino.

Outcome Focused: The strategic planning committee, six priority focus groups, and executiveleadership developed priorities into strategic goals, objectives, and major strategic actions forannual planning. The new shared vision, mission statement, principles, values, goals andobjectives set a sound direction for the future. Goal-related indicators and outcomes measuresare defined for each objective and are included. In addition, each vice president created anannual implementation timetable for their institutional division that collectively form theoperational components of the planning strategy. These operational plans defined the timelinefor activity implementation, the key individual(s) responsible for managing and implementingeach objective, and the resources required to carry out each activity.

Open and Participatory: Faculty, staff, students, and community stakeholders were offeredmultiple opportunities to share their thoughts and insights on institutional strengths anddeficiencies, key opportunities and threats, areas for institutional improvement, and essentialpriorities for future growth and advancement. In November 2012, the strategic planningcommittee, full and part-time faculty, full and part-time professional and classified staff, and asampling of enrolled students and alumni were electronically surveyed. Responses werecompiled and then summarized into documents to inform the thinking of the strategic planningcommittee at their January planning retreat. The strategic planning committee also madeeffective use of divisional and departmental meetings as a means of facilitating input. Collegeconstituencies were encouraged throughout the process to offer verbal and written thoughts andfeedback.

In 2014, President Asquino, with the assistance of his executive team, developed Wildly, Important, Goals (WIGS) for the institution. These goals are aligned with the strategic plan goals but have more aggressive outcomes; they are the “reach goals.” The WIGS were approved by the Board of Trustees, shared with the college community, and have been incorporated into the college’s employee evaluation process. The WIGS address the following areas: enrollment, graduation rate, student persistence, closing

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the achievement gap, financial viability, fundraising/grants, faculty/staff satisfaction, physical plan/modernization, and civic learning.

Each year, the executive team works with staff in their division to develop an operational plan which identifies activities planned for the year to meet the goals set forth in the strategic plan. In some cases, the activities carry over from year to year as they are in the process of becoming college practices. For example, one ongoing activity from FY 2015 was “use Degree Works to identify students with 100% completion of their degree or certificate program who have not applied for graduation and notify them of their ability to graduate.” More often the activities are one year in nature and are responsive to the changes in the institutional, state, or federal landscape. For example, in FY 2015 an activity was “submit grant proposal to continue to offer Winchendon Skills Program in FY 2016 for Winchendon residents” as a direct response to a grant opportunity.

Evaluation. Every year, the strategic plan is managed, tracked, and measured by the division of planning, development, and institutional research. An annual operational plan with metrics for the year is jointly developed by the executive council with input from the management teams that support each of the college’s vice presidents. Metrics are determined (e.g., enrollment goals, graduation rate goals, fundraising goals, etc.) each year based on historical data and data projections provided by the college’s research analysts. The operational plan is shared widely and is posted to SharePoint. Metrics to measure achievement of strategic goals are aligned with the WIGS and the DHE Vision Project, and each new operational activity is related to one or more of these measurements. The NEASC standard that each activity addresses is also identified within the operational plan. Progress is measured at mid-year as part of the formative evaluation process (see Appendix F). This helps college leaders gauge the progress made to date and enact course corrections if planned targets are not likely to be met without special intervention.

Progress Made Toward Completion of Projections from 2012 Self-Study Each college division has defined its data needs and established baseline data in order to better track and analyze measurable improvements in outcomes over time. Baseline data were collected and established in 2013. These data were used as the foundation for the strategic plan. Each year, progress is measured against these baselines as well as annual projected changes in key strategy areas (e.g., enrollment, retention, service learning, etc.). These performance indicators are published annually in the college’s mid- and end-of-year strategic plan reports. These reports are sorted and organized in several ways to demonstrate progress toward the WIGS, the DHE Vision Project and strategic plan goals (see Appendix F).

The college has implemented the following student surveys for the purposes of gaining information on student satisfaction, student engagement, and student success: SENSE, CCSSE, and Noel-Levitz (see Standard Eight). Other surveys that have been administered by the college have included: the Chronicle of Higher Education’s “Great Colleges to Work For” (faculty and professional staff) and ad hoc surveys to help inform the design of college programs and services.

The institutional planning and effectiveness office developed training to help end users across all college divisions better understand and use data effectively. Training is conducted, as requested, for individual data users that has been customized to meet the user’s needs.

Projections to 2022 The Massachusetts Department of Higher Education (MA DHE) has written policies and procedures for developing strategic plans at state colleges in Massachusetts. Strategic plans need to be developed in conjunction with and be approved by the MA DHE. The college postponed starting the process of developing its strategic plan until the MA DHE guidelines were finalized and the new president has

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started his position. The executive council will review the current plan, and the vice presidents will work within their respective divisions to articulate activities for fiscal year 2018 and incorporate relevant metrics for FY 2018 by February 2017. President Asquino will present the amended strategic plan to include FY 2018 to the college trustees for their approval by March 2017. The planning office will launch mission, vision and values exercises across all campuses and among all stakeholder groups (faculty, administration, students, community representatives, alumni and others) beginning April 2017. The planning office will begin the process of conducting internal and external scans of the MWCC environment beginning May 2017. A robust SWOT analysis is scheduled to commence with the launch of the fall semester in September 2017 to assure faculty and student participation. A working draft of the plan will be prepared by the strategic planning committee by November 2017. Internal and external stakeholders will participate in open forums to provide comment on the draft through January 2018. A final draft will be vetted by the strategic planning committee by February 2018. The executive council will review the plan and make final recommendations to the president by March 2018. The president will present the new strategic plan to the Board of Trustees for approval by May 2018, and the new plan will become operational by July 1, 2018.

Standard Three Organization and Governance

Since the 2012 Self-Study There have been no changes to the structure of the college’s Board of Trustees although individual member’s terms have ended and new members were appointed by the governor of Massachusetts. The Board has met regularly, conducted periodic self-evaluation and engaged in professional development through annual retreats. The Board participated in the selection of the new president through a transparent and inclusive process that involved an open meeting where each member discussed his or her choices for the position and debated the merits of each candidate. As mentioned in the Institutional Overview, the Board was able to come to consensus during this meeting and recommend Dr. Vander Hooven as the next president of MWCC.

Since 2012, there have been a few changes in the organization of the college’s executive team (see Appendix G). Although the number of vice presidents at the executive level has not changed, their areas of responsibility have changed as departments were realigned in order to achieve operating efficiencies. The reorganization resulted in the move of the responsibility for the management of adjunct instruction from the vice president of lifelong learning and workforce development to the vice president of academic affairs. This change resulted in significant changes pertaining to adjunct faculty, including their hiring, course scheduling, professional development, and methods of communication. The result has been increased communication with adjuncts and more communication regarding college governance. Oversight of the admissions office, job development and the center of civic learning and community engagement were moved to the vice president of external affairs, communication, and K-12 partnerships.

In 2014, the college implemented a hosted solution that provides electronic workflow for academic course and curriculum approvals with seamless connection to the college’s catalog. The CourseLeaf® product replaced two homegrown solutions that had proven cumbersome and faulty over the last several years. Faculty, departments and the academic affairs committee can track submissions of changes to course or curriculum content and approve and move forward these changes through the prescribed governance structure. Once approved, the records office manages the content into the published catalog. Similarly, academic and other college policy is developed and vetted by collaborative authors with the final content going through the approval processes before publication.

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From October 2015 through late February 2016, the faculty was on work-to-rule, which meant they adhered to their contract obligations, as their Massachusetts Community College Council (MCCC) collective bargaining contract was negotiated. During this time frame, all college meetings that involve faculty were adjourned. The academic affairs committee did not meet and there were no curricula changes done during this time period. Upon the temporary agreement of the contract in March, the college resumed meetings. The academic affairs committee doubled the amount of meeting time in order to make pending course and program changes. The MCCC reached an agreement with the Department of Higher Education for a new contract to be in effect July 1, 2016. There are no changes within the contract that have an effect on organization or governance of the college.

Progress Made Toward Completion of Projections from 2012 Self-Study In an effort to increase the amount and quality of communication with faculty and staff at satellite instructional sites, the college’s assembly meetings and “all college” meetings are now streamed live to all MWCC instructional sites. Meetings regarding college business are also often scheduled at the satellite locations so that faculty and staff there can participate. The campus managers at each satellite attend academic affairs committee meetings and serve on other committees listed in the college’s Constitution and By-Laws.

In 2013, the college established an employee advisory committee. This committee is comprised of membership, exclusive of the executive level, from staff representing different departments across the college and includes membership from the satellite instructional locations. This committee has met regularly to bring forward issues of concern to the president and other members of the executive council. Thus far, issues have been brought forward related to college policies, operations, practices and general communication issues that warrant conversation. Responses are given from the executive level and shared with the EAC membership and the college community. The group is self-convening with no oversight by the administration other than providing feedback and answers to general questions. The EAC utilizes suggestion boxes located at all campuses to gather questions from faculty and staff.

The college completed a risk analysis project in 2013. Vice presidents were asked to identify the risk associated with each strategic objective and action item in the annual strategic plan. The executive team met to review all items. The team uses the risk assessment to prioritize action items, discuss how risks can be mitigated, and enact strategies to minimize risks.

An assessment of communication practices has not yet been completed. An instrument used to measure employee satisfaction (“Great Colleges to Work For” compiled by the Chronicle of Higher Education) was administered in 2012, 2013 and 2014. Survey results were overall positive and indicated needed improvement in areas related to communication and collaboration. A two-year break was taken as the results over the three year period did not have a statistically significant change. Efforts have been made to improve in the areas indicated. The survey will be administered again during the spring 2017 semester and follow a two-year administration cycle.

Projections to 2022 The college has maintained the current structure of governance since the self-study in 2012. The Constitution and By-Laws of the Mount Wachusett Assembly are in the process of being re-evaluated during fall 2016 with the vote for changes to take place during spring 2017 and the adoption of changes effective fall 2017. The executive team along with the new president will establish meaningful ways to engage the college employees with the college’s Board of Trustees and Foundation Board of Directors. The appointment of a new president will most likely result in some reorganization of the executive team and other areas of the college.

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Standard Four The Academic Program

Since the 2012 Self-Study The academic program at the college changed significantly since the 2012 self-study. Assessment of student learning outcomes, new state-wide initiatives, and employer demand led to many changes in courses and programs at the college. Increased efficiency in the college’s academic governance processes enabled a streamlined approach to the process of approving and implementing changes in academic courses, programs and policies.

The college has several articulation agreements with other institutions that include 2+2 agreements and 3+1 agreements. The college also has clear transfer guidelines for students wanting to transfer credit. In 2013, the Massachusetts Department of Higher Education started a project to ease transfer to community colleges, state universities and the UMass system. The first step in the process was creating a database that contains crosswalks to all courses at all state colleges and universities. Concurrently to this initiative in 2014, the college worked with Fitchburg State University, Worcester State University and Quinsigamond Community College to create the $30K Commitment. This new partnership locked in tuition and fees for qualifying students who started in fall 2015, enrolled in one of the two community colleges to pursue degrees in life sciences, computers or business and guaranteed a transfer after two years of full-time study to earn their bachelor's degree at one of the two universities. The MA DHE used the $30K Commitment as a model to create a new state-wide initiative – the Commonwealth Commitment. Similar to the $30K Commitment, the Commonwealth Commitment guarantees the transfer of credits in certain programs to state universities that have similar programs and provides a 10% discount on tuition each semester for students who earn a 2.7 GPA at the conclusion of each semester at the community college. For 2016, there are six pathways approved by the state (of which MWCC has four); and for 2017, there will be ten additional pathways added, all of which will be offered at MWCC.

The advancement in transfer at the state-wide level required the college to align its curriculum to meet the requirements of the new transfer agreements. Since fall 2014, department chair members participated in joint meetings with state and university faculty to align curriculum to develop transfer pathways. This work resulted in curricula changes for the college’s transfer programs. The academic affairs committee voted to change the requisite grade of transfer in credit from a C to a C-, voted to create tracks within the college’s Liberal Arts and Sciences program and voted to reduce the number of credits in many academic programs to be between 60 and 62 credits (with exclusion of accredited programs).

New Courses, Programs and Delivery Methods. The college added seven new certificate programs and one new associate degree program to meet the employment needs of the area. One certificate program and one degree program were closed and taught out so students could complete their program of study. Eight programs changed their name to better reflect the curriculum. The college created six tracks for the Liberal Arts and Sciences degree program (four for the DHE transfer initiative) and one track for the Computer Information Systems degree program. Program credits were also reduced to near 60 credits to meet new financial aid restrictions and to be in accordance with DHE transfer practices. The definition of the credit hour was placed in the catalog, and all faculty are encouraged to include this definition on their course syllabi. Curriculum maps were designed for all programs to guide students and advisors through the course registration process leading to successful completion of degree and certificate programs.

The math curriculum changed significantly to address the growing evidence of need for student success in mathematics. In 2013, the college began work with Leominster High School to develop a new program titled “Math Modeling.” Math Modeling brought high school and college math instructors together to develop a math curriculum for high school seniors. The new curriculum was taught during the 2013/2014 academic year at Leominster High School and since has expanded to eight area high schools.

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Concurrently, the college changed the math curriculum and eliminated one level of developmental math. Further, the work created math pathways that increase access for students to enter college-level math if they are in a non-math related degree or certificate program. The effects of these changes have been significant: in AY 2015, the college increased its percentage of students who complete a college-level math course to 34.1% from 26.6%. MWCC became first in the state for math completion among community colleges and surpassed the average completion rate for community colleges by 11.9%. MWCC also participated in a pilot program from the Massachusetts Department of Higher Education that allowed for the waiver of Accuplacer for placement in college math for students who earned a 2.7 GPA in high school. During FY 2014/2015 and FY 2015/2016, students who were placed based on high school GPA did better (8.6% difference in FY 2014/2015 and 7.4% difference in FY 2015/2016) in college-level courses than those students whose math course selections were based on Accuplacer scores. For those who entered in AY 2014/2015, the outcomes in the second math course for DHE pilot students was lower than tested college level students (22.7% difference in FY 2014/2015 and 22.5% difference in FY 2015/2016). However, the majority of majors do not require two college-level math courses and more students entering FY 2015/2016 completed the second course.

K-12 Partnership Programs. The college serves over 4,000 middle and high school students through 17 college/ K-12 partnership programs. Annually, these programs provide thousands of hours of services designed to increase college awareness and readiness, including college tours, leadership events, college and career exploration, financial aid and scholarship information, academic advising and tutoring. These programs, which target specific school systems within MWCC’s service area, are community based and equipped to respond to the changing needs of those communities while promoting educational excellence, leadership and service. Since 2012, the college has continued its long standing work with dual enrollment. Course enrollments have increased by 9% and headcount by 22%. The number of articulation agreements has increased by 22%.

These increases are attributed to an increase in concurrent enrollment. Concurrent enrollment differs from our other dual enrollment programs because the courses are integrated into the regular school day at the high schools bringing college directly into the high school environment. Class offerings for concurrent enrollment include: Introduction to Biotechnology I, Introduction to Biotechnology II, Introduction to Criminal Justice, Introduction to Psychology, First Year Seminar, College Writing I, Digital Imaging, General Chemistry I, Psychology of Self, Emergency Medical Tech I, and Emergency Medical Tech II. During AY 2015, 155 students participated in concurrent enrollment coursework; 208 classes were taken for college credit; 149 students passed their courses with a “C” or better; and 615 credits were earned by concurrently enrolled students. The Massachusetts Department of Higher Education is reviewing different models of concurrent enrollment and will be publishing their findings. It is expected that this model of delivery will increase in the next five years.

As a result of these combined access initiatives, MWCC is known regionally and nationally for its innovation in its K-12 partnership work. It has been highlighted in annual reports for the Rennie Center for Education Research and Policy (Boston), and the college’s Gateway to College dual enrollment innovation high school won a national award in 2016. The Gateway Program Excellence Award from the Gateway to College National Network honors MWCC for exceeding all four of the Gateway to College National Network’s performance benchmarks: grade point average, one-year persistence, two-year persistence and graduation rate.

Course Assessment. Faculty continued to utilize multiple methods to assess student learning at the course level. Results of their assessment were shared at department and division meetings. Using the data from their course-level assessment, faculty proposed changes to course offerings and program curricula. Their course-level assessment resulted in an 82% increase in the number of changes in courses and programs submitted through academic governance.

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The new collective bargaining unit requires faculty to list student learning outcomes on their syllabi. To assist faculty with revising and developing student learning outcomes for their courses, the college offered multiple professional development sessions during Professional Days and summer workshops. These workshops involved reviewing current instructional objectives, using Bloom’s taxonomy to examine levels of learning and aligning student learning outcomes with course activities, assignments and assessments. Fall 2016 review of the revised syllabi by the division deans indicated that faculty were able to write clear student learning outcomes that aligned with their course assignments and assessments.

Program and Discipline Review and Assessment. Fifteen programs completed a newly revised program review process. Program reviews include an increased amount of data on the assessment of student learning at the program and institutional level and include sample evidence. Several programs implemented curricular changes due to their program review process. For example, the criminal justice program received feedback throughout the program review process that indicated that program graduates needed to improve their writing skills. To address this feedback, the criminal justice faculty decided to redesign their technical writing course by adding a credit hour to include more discipline-specific writing assignments and more robust assessment of student writing. The criminal justice faculty also decided to renumber the criminalistics course (formerly CJU234, now CJU110) so that criminal justice students could have the opportunity to take a course in their major during their first year at the college. This course works as an anchor to keep these students interested and enrolled at the college at a time when many may be taking remedial courses. Lastly, criminal justice faculty have embraced the goal of adopting open source (OER) instructional materials for all criminal justice courses in response to student feedback on the rising cost of textbooks. The goal is to have all program courses incorporating OER by the end of FY 2017-2018. The legal studies program also implemented changes to their program curriculum through the review process. They evaluated their program curriculum and found that many of their student learning outcomes were not being fully addressed in their courses. Working together as a team, the legal studies faculty mapped their curriculum to align their outcomes to their course assignments and assessments to ensure full achievement of the outcomes. Through assessment of student work samples, the faculty have noted an improvement in the attainment of student learning outcomes across the program courses.

In 2014, a system was developed to review the cost/benefit of career programs and provide metrics on their annual impact on the college budget (see Appendix H). The data examined includes revenue from program and electives courses by student and per year to show a true reflection of the program’s contribution to the college budget. Costs of equipment, instruction, and overhead are included in the analysis along with a subjective list of how the program contributes to the college and community (e.g., how the art program supports the college and community through the public gallery exhibitions). Program reviews and cost/benefit analyses are read by the division deans, the vice president of academic affairs, and the president. The information from the program review is used to make decisions about the continuation of programs. In 2016, the college decided to end the energy management program based on information from the program review that showed the program did not meet its enrollment and cost targets.

Academic disciplines are scheduled to be reviewed every five years. Since 2012, the history and sociology disciplines have been reviewed, and the others are scheduled to be reviewed in the next two years. Programs that are concentrations within the Liberal Arts and Sciences (LAS) program will be reviewed as part of the five year review requirement for the LAS program.

During the fall 2016 semester, the nursing department held student forums to gain information to better serve students in the ADN program. A total of six forums were held at various days and times to best meet student availability. Over twenty students attended the forums with similar themes emerging at each forum. Students voiced their appreciation for faculty support and assistance. They valued exam reviews

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and found them to be learning opportunities. Student suggestions for improvement included the following:

Access to class PowerPoints at least a week before the lectures; Blueprints of exams so that content areas were narrowed down for more efficient studying; Indications for which supplemental instruction materials were most important as many were

overwhelmed by the amount of additional material provided through Blackboard; More instruction on how to read and interpret test questions early in the education program; A quieter classroom environment for testing with cellphones turned off and collected prior to

testing; and Earlier exposure to “all that apply” questions beginning in the first semester and increasing in

frequency with each semester.

Faculty are excited to respond to the data from the forums to improve student success within the nursing programs. After review of the forum transcripts, data will be compiled and shared with students and faculty during the spring 2017 semester. A plan will be developed to incorporate changes to the nursing curriculum based on data from the student forums.

Grants. The college continues to receive grants to improve curriculum and instruction. Two grants from the National Endowment for the Humanities (NEH) support professional development in humanities and civic engagement. Both endeavors have brought full time and adjunct faculty from across the disciplines together to plan curriculum around common themes. The NEH Endowment Challenge grant has provided support for faculty to participate in thematic, cross-discipline professional and curriculum development. The Bridging Cultures grant allowed for the formation of a Faculty Fellows program to focus on the topic of economic inequality. During 2012/2013, the college started the implementation of a three-year Performance Incentive Fund (PIF) grant by the Massachusetts Department of Higher Education. The purpose of this grant was to increase student success through improving communication methods with students regarding their academic programs and to increase retention and graduation of adult learners. Professional development funds from this grant were used to provide workshops for faculty and staff in the area of curriculum delivery models for adult learners.

In 2013, the college hired a consultant from the Council for Adult and Experiential Learning (CAEL) to offer several days of consulting. This consultation resulted in the development of an institutional policy and practice for the assessment of prior learning to include an electronic portfolio development course using Blackboard that students can complete if they decide to submit a portfolio for assessment of prior learning. In 2014, fifteen faculty embarked on the process of creating competency-based courses to offer students in their disciplines and programs a different modality for learning that is not dependent on the credit hour. Faculty built these self-paced courses in Blackboard and based them on the defined competencies of their fields. The faculty who designed the courses had identified a need for them based on the numbers of students who began these courses and did not complete for a variety of reasons. The competency-based courses are offered to these students as a means of completing the courses without having to start at the beginning again in a classroom. Some faculty also created these courses to establish an online presence within their programs.

Progress Made Toward Completion of Projections from 2012 Self-Study To plan for new programs, the college utilized the Massachusetts Department of Higher Education’s template for program approval (see Appendix I). The content of this document is used to decide if it is viable for the college to pursue a new degree or certificate that is in excess of 29 credits. The academic administration reviews the information related to employment projections, enrollment projections, duplication of programs in the region, personnel cost, equipment/supply costs, information from an outside evaluator, and transferability of curriculum. The medical coding certificate program, dental

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assisting program, proposed paramedic technology program and proposed veterinary technology program were developed using this template.

During the 2012/2013 academic year, the college began the process of evaluating the college’s general education competencies. A committee comprised of faculty and staff from across the college was formed to evaluate these competencies. The committee consulted with the college’s outcomes assessment committee throughout the process. Together the committees conducted activities with faculty during professional days to garner information related to general education. Through these efforts, multiple draft versions of student learning outcomes were developed and shared among faculty and staff. During the 2014/2015 year, the faculty and staff approved a new version of the general education competencies and decided to rename them as Institutional Student Learning Outcomes (ISLO’s) since they are inclusive of the student’s entire college experience and are outcome driven. The college’s institutional student learning outcomes are as follows:

Upon graduation from Mount Wachusett Community College, students will be able to:

ISLO 1: ANALYZE information to formulate ideas and to solve problems. 1.1 Represent and interpret numbers or words in a variety of contexts; 1.2 Identify a problem and describe the process of solving it using critical thinking skills; 1.3 Analyze and interpret a theory or idea using sound supporting evidence; and 1.4 Evaluate the strength and validity of proposed solutions.

ISLO 2: COMMUNICATE information, ideas and opinions effectively for a range of purposes and audiences.

2.1 Comprehend and interpret various types of written and visual communication; 2.2 Formulate ideas and opinions supported by organized appropriate content; 2.3 Demonstrate active listening strategies in academic and/or professional settings; and 2.4 Write and speak fluently to communicate in English.

ISLO 3: CREATE original work that demonstrates knowledge of their field. 3.1 Articulate the way creative works reflect the values of the societies that produced them; 3.2 Analyze creative works from a variety of cultures and perspectives; 3.3 Apply creative thinking skills to identify and solve problems; and 3.4 Produce work that reflects originality and innovation.

ISLO 4: ENGAGE within local, national, and global communities. 4.1 Identify their personal and cultural beliefs and how they relate to the larger world; 4.2 Identify ethical principles and how these principles apply to their fields of study; 4.3 Conduct themselves professionally with people from all backgrounds; and 4.4 Participate as responsible global citizens and engaged members of society.

ISLO 5: RESEARCH ideas and examine them using current knowledge. 5.1 Identify information needs for a specific purpose; 5.2 Access information effectively, efficiently and ethically; 5.3 Use information effectively and ethically to accomplish a specific purpose; and 5.4 Evaluate information and its sources critically for accuracy, authenticity, and bias.

The next steps for integrating the new ISLO’s are further detailed in Standard 8 and in the planning section of this report. The ISLO’s will guide much of the institutional, program and course assessment work for the next five years.

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Projections to 2022 Projections for the academic program include the continuation of assessment work at the course and program level through faculty developed rubrics with results being shared at department meetings and outreach to adjunct faculty. The college will expand its use of the Blackboard Outcomes® product by increasing professional development opportunities to include multiple academic programs. The division of academic affairs will continue the utilization of program review and will seek other academic planning tools in light of shifts in the demographics and number of students enrolled at the college.

Standard Five Students

Since the 2012 Self-Study Enrollment has been a challenge since 2012. Due to declines in the number of traditional age college students and the strength of the economy, the college experienced a steady, annual decline in student enrollment and credits generated since 2012.

Figure 1. Credits Generated by Type and Fiscal Year

Figure 2. Credit Headcount by Fiscal Year

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During the 2013/2014 academic year, the college contracted with Maguire Associates (Concord, MA) to conduct a thorough analysis of the college’s enrollment process and assist the college with the development of a new strategic enrollment management plan. A new plan was developed for AY 2015 and is effective until the end of AY 2016/2017. One of the first actions from the strategic enrollment management plan was the re-forming of the long standing strategic enrollment management committee into a newly formed enrollment management council (EMC). The new committee is led by mid-level managers from each of the departments involved in student recruitment and enrollment. EMC meets weekly, develops operational and strategic plans, and advises the executive council on enrollment and retention issues. The college also administratively aligned admissions with the division of access & transition to focus strategy on the recruitment of high school students through dual enrollment and college pipeline programs. To better communicate with students throughout the enrollment process, the college purchased Target X, a customer relationship management (CRM) program.

The college re-instated the position of dean of students in 2013, a position which had not existed since 2002. The dean has strengthened the implementation of the college’s policies and procedures on student conduct and its policies on student rights and responsibilities. A software product, Maxient®, is used to track, monitor and manage behavioral issues and conduct cases. The dean of students manages the student services staff who is focused on assisting students as they navigate the college environment in an attempt to increase persistence, retention and completion.

Grant funding has been an essential asset for new program development that benefits the MWCC student population. A Centers of Excellence for Veteran Student Success grant from the Fund to Improve Post-Secondary Education (FIPSE) helped pilot and establish support services to veterans. While federal funding expired in 2013, the college realizes the value of this program that provides advising, tutoring and counseling to veterans. These activities have been institutionalized and are now supported with college funds. Specialized orientation programs were developed using U.S. Department of Education support from the Strengthening Institutions Program (Title III) to meet the needs of a broad population of new students (e.g., dual enrollment, selective health programs, veterans, STEM programs, etc.), to ensure their increased success and address the multiple strengths and challenges found among these particular subsets of students.

As part of the Title III project, a virtual orientation has been implemented to provide access to orientation materials to students who cannot attend an orientation or are enrolled solely in online courses. Service to special populations was further expanded for students with disabilities through the attainment of a U.S. Department of Education Student Support Services (TRIO programs grant) and to students who are parents through the expansion and continuation of the college’s U.S. Department of Education CCAMPIS grant that provides child care support. The Title III project was instrumental in integrating curricular changes in ESL and developmental education courses. The outcomes have been increased course completion rates for these populations through non-credit options paired with academic support services. The college’s Title III project guided many of the student success activities through 2015 as is detailed in the reflective essay.

Student services offers programs and events throughout the year based on students’ needs. Each program and event is evaluated through a survey process that gathers student feedback for analysis by student services staff. This analysis informs the program and event offerings. Based on student feedback, co-curricular programs and events have expanded to meet the needs of a more diverse student body. Much of the programming has focused on the importance of cultivating a diverse and inclusive campus community and has included topics like conflict resolution, talking about cultural diversity and intercultural communication. Examples of activities include a multicultural film series, open dialogue sessions, and panel discussions. New opportunities have opened for student volunteerism and community service in community-based nonprofit organizations that serve the diverse needs of a changing regional population.

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Student services will continue to develop co-curricular programs and events that are responsive to students’ needs and reflect the student population at the institution. While the current survey process is very informative, student services will be analyzing this process for possible changes and exploring other evaluation methods while implementing the service area assessments within student services (see Projections to 2022 for this Standard for more on the service area assessments).

Financial literacy and the implementation of new federal financial aid regulations have led to an increased number of retention initiatives for students receiving federal financial aid. A new financial aid website serves as an interactive resource for students to better understand all aspects of financial aid. The website is complemented by Financial Aid TV (FATV). FATV is a product that provides students with financial aid information in terms that students understand and is available online and is accessible for students. In accordance with financial aid regulations, the college implemented a process to provide academic and personal counseling to students who are on financial probation and/or suspension. Reinstatement plans are developed by academic advisors who work closely with students to get them back on track toward completing their academic program. Improvements in financial literacy and outreach to students with student loans has resulted in a marked improvement in student loan default rates. The default rate has been over 13% four times from FY 2007-FY 2011 (in FY 2009 it was 12.5%). For FY 2012 and FY 2013, the default rate was 10.8% and 12.7% respectively.

Grants funds from federal and state sources have supported increased retention efforts in STEM fields. New retention activities for STEM students include, but were not limited to, the following: development of a “STEM Starter Academy” for new students to take courses over the summer, scholarships for STEM students provided by the National Science Foundation, redesigned STEM programs, increased number of articulation agreements with public and private colleges and universities in STEM pathways, and a mentorship program for STEM students. These efforts have resulted in an increase in the number of students enrolled in upper-level STEM courses as well as an increase in the percentage of students enrolled in STEM certificates and degrees.

Table 1. Upper Level STEM Course Enrollments

Course Fall 2013

Spring 2014

Fall 2014

Spring 2015

Fall 2015

Spring 2016

Fall 2016 TOTAL

CHE207 0 0 6 0 14 0 44 64

CHE208 0 0 0 6 0 12 0 18

MAT211 13 25 26 23 22 20 26 155

MAT212 10 6 14 14 6 14 11 75

MAT213 0 0 0 5 1 5 3 14

PHY120 0 12 11 0 13 1 38 75

TOTAL 23 43 57 48 56 52 122 401

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Table 2. STEM Awards and Program Enrollment by Fiscal Year

2012 2013 2014 2015 2016

Total STEM Awards in FY 82 91 93 119 83

Fall Term STEM Enrollment

Total Count 432 446 437 432 467

Associate’s Level 382 404 379 386 430

Certificate Level 50 42 58 46 37

% of Total

Fall Enrollment 9.1% 9.4% 10.1% 10.6% 11.8%

The college was fortunate to receive two U.S. Department of Labor Trade Adjustment Assistance Community College Career Training (TAACCCT) grants to support the success of students enrolled in STEM programs and in advanced manufacturing. Both grants focus on short term training that is transferable to certificate and degree programs. TAACCCT 3 Advanced Manufacturing has primarily non-credit programs and enrollments but did develop or update four credit programs. This grant has had 302 unique participants, three non-credit programs created with 236 completions, four credit programs created and 3 students who transitioned from non-credit to complete a credit certificate award as of May 2016. The TAACCCT 4 Guided Pathways STEM includes 15 credit programs and has 702 student enrolled and had 69 completions by the end of its second year.

Progress Made Toward Completion of Projections from 2012 Self-Study The college has yet to implement a formal exit survey for students who leave early to assess if they have attained their academic goals in spite of not attaining a credential that had been previously declared. For the past three years, advisors have contacted “early leavers” to determine if these students will return to the college and to encourage their return. Students who indicated that they were not going to return were asked follow-up questions to determine why they had made this decision. This data is reviewed monthly at the enrollment management council and at executive council meetings. Although some students indicate they left because they met their academic goals, the two most common responses show that students leave to pursue their goals through transfer to a four-year institution or leave due to personal and/or financial reasons.

Advisors now use the Degree Works™ product to conduct degree audits on students to determine how close they are to graduation. When Degree Works™ was first implemented, this process yielded a large number of students who completed their degree but did not petition to graduate. Advisors reached out to this group and, as a result, these students petitioned and graduated. Students who were close to graduating but walked away were also contacted and were encouraged to complete or, in some cases, transfer credits to complete their degree. During the first two weeks of the fall 2016 semester, new students were asked their educational goals. These goals are stored in a database and will be tracked along with the students’ academic success. During the next five years, these outreach and data collection efforts will be streamlined and the college retention efforts will be included in a new retention plan.

The college has purchased assessment materials from the Council for the Advancement of Standards in Higher Education (CAS). Initial CAS training has been conducted with student affairs staff. A full review was conducted on the CCAMPIS program in 2016. The review found that student-parents participating in CCAMPIS perceive their experiences and participation as increasing their persistence and achievement at MWCC. Demographic statistics reveal that CCAMPIS participants are largely representative of the whole MWCC campus population with a comparable graduation/transfer rate. Eighty percent of survey

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respondents report that CCAMPIS funds are their only source of child care support, and 75% say the funds they receive allow them to meet their childcare expenses. Satisfaction with the program was rated highly by both survey and focus group participants, and a majority stated that their participation in CCAMPIS contributed positively to a number of social factors (e.g., stress, sense of community, feeling supported, etc.). To better support the CCAMPIS program, the college will work to target student-parents during the admissions and enrollment process to inform them of the program and to develop stronger partnerships with local child care providers. The CAS assessment process will continue with Veteran Affairs and Health Services during the 2016/2017 academic year. In January 2016, student affairs staff also participated in training on assessing student learning outcomes conducted by Barbara Walvoord, a Title III funded initiative that is discussed further in Standard 8.

Projections to 2022 Student services will undergo a cyclical schedule of service area assessments using the CAS self-assessment guides and CAS self-evaluation instrument. Beginning in the spring of 2016, student services initiated the following assessment schedule with the intention of evaluating one office/department/service area per academic semester.

Health Services (Fall 2016) Veterans Services (Spring 2017) Student Life (Fall 2017) Counseling Services (Spring 2018) Student Conduct (Fall 2018) Disability Services (Spring 2019) TRIO Programs (Fall 2020) Dean of Students Office/Student Services (Spring 2021)

The college seeks to expand recruitment activities to focus on the increasing diversity of MWCC’s student body. Some key action items include: strengthening relationships with community-based organizations, cultural networks and minority centers; increasing outreach to prospective international students; and advertising in Hispanic publications.

The college, working with the Massachusetts State Building Authority (MSCBA), is in the process of designing a new student center which will create an approximately 3,500 square foot, multi-purpose “living room” for students. This project will provide a student-centered space that currently does not exist on campus. The center will include comfortable furniture, game tables, large screen televisions, wireless Internet access, study spaces, and a new student life office – all to improve the environment on campus for students.

Standard Six Teaching, Learning, and Scholarship

Since the 2012 Self-Study The college has hired 26 new faculty since 2012. All new full-time faculty participate in an orientation program during their first semester. The orientation program provides information related to best practices in teaching and learning, professional development opportunities, college policies and governance, and information about college services available for students.

Six sabbaticals were granted to faculty since 2012 and have provided faculty with professional development within their fields of study. Two math faculty participated in a national professional training program through the American Mathematical Association of Two-Year Colleges (AMATYC). Monthly teaching and learning roundtables are offered during the academic year. All faculty and staff are invited to these roundtables, and each roundtable is dedicated to an open dialogue about a topic pertaining to

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teaching and learning. Roundtables have consisted of topics such as teaching critical thinking, classroom management, active learning, formative assessment, using rubrics for grading and best online teaching practices. Each roundtable is facilitated by a faculty or staff member. The roundtables have been well attended with 15 or more participants with approximately 50% adjunct faculty attendance. In the summer of 2012, the college adopted a model of “faculty academies” that take place over the summer. This method of professional development has proven to be quite successful as participation is always high. Faculty have reported that the week-long time frame is advantageous to creating dialogue and meaningful professional development that results in a plan of action.

In 2013, the college embarked on a partnership with Keene State College in New Hampshire to co-lead a joint national initiative between the American Democracy Project and The Democracy Commitment (under the umbrella of the American Association for State Colleges & Universities) to understand the impact of economic inequality on our democracy. The goal of this initiative is to help students think about and take action to confront the complex causes of growing economic inequality across all areas of study. Now in the third year of the initiative, the college is working with 34 campuses across the country developing, implementing and documenting innovative, interactive curricula and experiential learning models that can be adapted across our campuses and communities. The goal is to have institutions engage in developing civic pathways for student success – intentional connections between two- and four-year institutions – around this topic.

In FY 2015, the college’s foundation created an opportunity for faculty and staff to apply for funds to pilot new initiatives and encourage innovation. To date, $90,594 has been distributed to faculty and staff to support initiatives related to teaching, learning and student success including but not limited to improvements to the college’s honors program as well as funds to support new teaching techniques in the art program.

Curriculum mapping, technology and information sharing have improved the quality and range of information made available to faculty and students to use in the advising process. Faculty have worked with professional advisors to develop curriculum maps for all programs as well as to identify barrier courses within programs. Communication between professional advisors and faculty advisors has improved as well as the dissemination of program information. Professional advisors attend academic division meetings and share information about new policies, procedures, and technology. During the division meetings, faculty also share information regarding curriculum changes.

From 2011 through 2013, the core of formal library instruction focused on English 101 (College Writing I) and CIS 127 (Computer Technologies) courses to address the college’s Information Literacy GeneralEducation Competency. Discipline-specific library instruction included entry level classes in Biology, Psychology, Early Childhood Education, Nursing, Dental Hygiene, Physical Therapist Assistant, and Law/Paralegal. Upper level and capstone library instruction reviewed basic search strategies and introduced advanced search strategies, focusing on specialized and discipline-specific reference sources and databases. Librarians worked with students in groups and individually on finding relevant authoritative information.

During summer 2013, librarians designed an online research skills course (Research Skills MOOC). This course was piloted in the spring and fall of 2014 and became part one of English 101 library instruction in the spring of 2015. Two years and more than 3,000 students later, the Research Skills MOOC received a Course of Distinction Award from Massachusetts Colleges Online in May 2016. In an effort to increase the effectiveness of the learning experience, the library instituted a practice that tied classroom-based library instruction directly to a class research assignments. This eliminated the direct involvement of librarians in nearly all sections of CIS 127 (Computer Technologies) and FYE 101 (First Year Experience) as they integrated the MOOC as their library instruction component. Although the work of

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the instruction librarians with ENG 101, CIS 127, and FYE 101 classes decreased as a result of the new practice and the use of the Research Skills MOOC, there was an increase in specialized, discipline-specific and capstone library instruction.

Progress Made Toward Completion of Projections from 2012 Self-Study An adjunct professional development workshop series has been established which is similar to the orientation for new faculty. Full-time faculty are invited to attend the series as well. Twelve adjuncts participated during the 2015/2016 academic year which was the first year of the program. As part of improving communication and collaboration with our adjunct faculty, a Blackboard site was developed to provide both information and professional development materials. The site is used to post all current policies, procedures, contract information and salaries. All adjunct faculty are enrolled in this site and collaborate in its ongoing construction.

Supervision of adjuncts is now the responsibility of the dean managing the discipline. Academic deans review the faculty evaluations completed by students and comment on results. Adjuncts are strongly encouraged to meet with the dean to discuss curriculum and classroom issues. To date, sixteen adjuncts have met with the dean to whom they report. Department chairs review adjunct faculty syllabi and provide recommendations to the division deans. This quality control measure assures that learning outcomes and assessments are comparable for the same course. Adjuncts are invited to participate in full-time faculty professional days. Evening division meetings take place once a year and provide an opportunity for full and part-time faculty to meet and discuss curriculum prior to the start of classes.

The college measured the effectiveness of the courses that were redesigned as part of the Title III grant. Within redesigned courses only, for the cohort entering in FY 2012, the completion rate of all students was 81%, an increase of 14% over the baseline data; minority student achievement increased by 6% while the completion rate of low income students increased 13%. Finally, the redesigned course data over AY 2013/2014 indicated that student success, defined as a C or better, increased in two-thirds of the courses of Cohorts 1, 2 and 3 when compared against the course baseline year.

Technological advancements have eased the advising and registration process for faculty, advisors and students. Through an institutionally-developed interactive tool (Advisor Link) faculty have access to additional information about the students they advise and register for courses. Advisor Link is easily accessible for faculty, advisors and students and contains information about the students’ transcripts, financial aid eligibility, placement test scores, and notes from other advisors. Degree Works™ automated the process of conducting degree audits for students which has enabled students to know which courses they need to graduate. Students can also use Degree Works™ to conduct “what if” scenarios if they want to change their major.

Projections to 2022 The dean of curriculum, instruction and assessment will lead a team to review and improve the content and navigation of the teaching and learning webpage. All faculty and staff professional days will be redesigned to include professional development from experts outside of the college and in academic areas selected by faculty and staff. The college will continue to expand the use of technology to assist faculty and staff in their work to increase student success. The institution will also create a comprehensive vision and mission for the library instruction program in the context of the emerging strategic plan for the library that includes instruction in which librarians and faculty are true collaborators in teaching information literacy, critical thinking, and the research process.

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Standard Seven Institutional Resources

Since the 2012 Self-Study Human Resources. The division of human resources and payroll is committed to the growth and development of employees at MWCC and recognize the value and necessity of education and training opportunities. Programs and workshops are geared toward topics that will enhance overall organizational performance while allowing employees a sense of balance, resilience, contribution and productivity within the work environment. The division offers professional development to all employees at the institution. At least twenty workshops a year are offered. Some recent topics have been “Leadership Essentials for Supervisors,” “Diversity and Inclusion: Exploring Our Own Unconscious Biases and Their Impact,” and “Adaptive Leadership.” Average attendance at each session is 22 unit and non-unit staff.

Evaluation of employees is conducted in accordance with the collective bargaining agreements for unit members. Non-unit professionals and management staff are evaluated yearly according the Non-unit Professionals Personnel Policies Handbook from the Commonwealth of Massachusetts.

Human resources policies are readily available, consistently applied and periodically reviewed. Annually, employees are requested to acknowledge MWCC policies. The human resources staff present workshops (in person and online) to explain new laws, policies and best practices affecting employees in higher education. For example, at the beginning of each semester, employees are required to participate in online training and preventative programming on issues involving campus sexual violence. The training is provided by a third party vendor. In addition to the training, the division of human resources has created a Title IX website that offers guidance on the definition of Title IX, the importance of reporting, how to report and confidential resources. This website provides the college’s policies on sexual violence, sexual harassment and the Annual Security Report as well as some additional offsite resources that may help victims and/or their families.

Finances. Decreases in student enrollment for the past two years, new building construction and increased collective bargaining costs have impacted the college’s budget. From fiscal year 2012 to 2016, credit enrollment fell by 14,107 credits (14.6%) which resulted in 2.5 million dollar loss in revenue. In FY 2016, the college took a loan for 3 million dollars to support the new STEM building and the renovations to the Haley building. Modest fee increases (3%) were implemented in FY 2013, FY 2015 and FY 2016. These fees, along with cuts in college spending, helped to mitigate the effect of the enrollment losses on revenue. As always, preserving the quality of education is a key factor in determining the suitability of a spending cut. Much of the cost savings have been achieved through the renegotiation of contracts for more favorable terms as well as some staffing retrenchments within administration. Fortunately, the college also received an increase in state support which has also been a key factor in the college’s ability to balance its annual operating budget. After level funding in both fiscal years 2012 and 2013, the Department of Higher Education implemented a formula funding model to distribute a long overdue increase in funding. MWCC’s share of these additional funds was $1,077,000, $814,000 and $441,000 for fiscal years 2014, 2015 and 2016, respectively. The amount distributed via the formula in any one year is rolled into the base appropriation for the following year. The college has 5 million dollars in the reserve fund which is available to be used to balance the budget when there is a deficit. The college has balanced the budget through FY 2016 without the use of reserve funds. The college’s FY 2017 budget may require the use of $1 million (20%) of its $5 million reserve due to the anticipated retirement payouts for executive staff as well as furniture and equipment for the new science wing and Haley building. Financial audits have been clean each year since the self-study in 2012.

On a weekly basis, the chief financial officer reviews the college’s cash flow and updates the projected cash flow to assure sufficient resources are available to fulfill the college’s obligations. Department heads

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are able to access budget information via a user-friendly, web-based interface to the general leger. The chief financial officer regularly reviews all departmental budgets and alerts the department head to any potential overages. Quarterly trust fund reports inform the Board of Trustees of the college’s budgeted to actual expenditures with notes of explanation for any material variances.

The MWCC Foundation added over $1.3 million dollars for endowed scholarship funds since FY 2014. The Foundation sets aside $50,000 per year for an Innovation Fund to stimulate creative solutions for pressing issues facing the institution. Faculty and staff submit applications for funding to launch pilot projects that, in some significant way, improve the student experience and enhance student retention.

MWCC has successfully sought grants as an alternative source of funding to support initiatives listed in the institution’s strategic plan. Since the 2012 self-study, MWCC has been awarded $30,433,666 in grants from federal and state departments and private foundations. The following are a few of the grants the college has been awarded:

U.S. Department of Education four-year, $317,388 Child Care Access Means Parents in School(CCAMPIS);

U.S. Department of Labor three-year, $6.4 million Trade Adjustment Assistance CommunityCollege Career Training (TAACCCT) grant as lead applicant for a four-college consortium toimprove advanced manufacturing fields of mechatronics and quality career pathways;

National Science Foundation Advanced Technological Education (ATE) grant for three years,$777,716 to provide education in laboratory science and quality technician training; and

U.S. Department of Health and Human Services Office of Minority Health award of a $2.5million, five-year National Workforce Diversity Pipeline grant to create a health care high school-to-college pipeline for underrepresented minority and disadvantaged students.

Progress Made Toward Completion of Projections from 2012 Self-Study The college’s building project has created increased study space for students throughout the Haley building and new science wing. The amount of individual study space on campus has doubled and the quality has improved as new furniture meets the needs of twenty-first century students and their technological devices. The noise in the library has been mitigated through the designation of study zones. In the new science wing, a student business center provides students a space for printing and copying materials. The college purchased a license with PaperCut® to be implemented in 2017 to provide wireless printing throughout the college.

The college continues to assure that state-of-the-art technology is available in all instructional spaces. On the Gardner campus, 97% of the classrooms have multi-media available to faculty to use for instruction. The Leominster, Devens and Fitchburg campuses are similarly suited for instruction with 100%, 94% and 100% respectively. Each year, the college upgrades the media functions in the classrooms on a rolling schedule. For its online course and program offerings, the college has a system in place that uses a unique user name and password to verify that students are completing the course work for which they are registered. The online programs are investigating technology to advance online proctoring services for testing purposes in each program.

The college uses a ticketing process (School Dude) to identify and solve computer issues for faculty and staff. Each year the college reviews tickets by category to determine if there is a better way to reduce tickets in certain categories. Based on the School Dude information, the college’s chief information officer was able to determine several areas needing improvement, such as password resets. In 2014, MWCC purchased Manage Engine’s AD Self Service Plus tool. This allows employees to enter security questions and self-reset their network credentials prior to expiration. This has reduced the call volume on these types of tickets dramatically.

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Another area of concern was managing the computers in the classrooms. Each summer, the IT staff re-images classroom computers to give each lab a fresh start. Weeks would be spent creating images due to the multiple configurations the IT staff was supporting. In the past two years, IT staff has only purchased Dell equipment to make certain the college needs to support just one image. In the summer of 2016, IT staff deployed Dell Kace, the product which now manages the image creations and has reduced months of manual deployment to a few weeks to deploy 100 computers. The college has reduced the burden on IT by moving information to the cloud from site-based servers. By implementing “Skype for Business,” the college was able to retire the Lync server. The college migrated from an on premise Avaya telephone system to a cloud-based VoIP phone system from Polycom. This move has given users additional features and capabilities that were unavailable with the previous system. The college has been able to provide phones in all the classrooms with this migration. Collectively, these measures have saved the institution time and money; the college no longer pays licenses for the servers, backups, upgrades and downtime.

Over the past five years, the college has struggled to staff the IT department. Due to the lack of qualified applicants versus skills needed, the college has outsourced many IT positions. The outsourced resources are far less expensive and better trained than recent hires. The outside vendors also trained an additional FTE (full-time equivalent) as backup so staff and student users are never without service. This new business practice has supported the institution through the turmoil and expense of employee turnover.

In spring 2016, the library coordinator, in collaboration with the dean of curriculum, instruction and assessment and the director of institutional research, developed a series of surveys for students, faculty, and staff to assess library services and resources. The surveys were administered to faculty and staff via email by sending them links to the survey hosted through Survey Monkey and by handing out hard copies of the survey at MWCC’s May 2016 professional day. Surveys were administered to students by offering them access via iConnect in two separate week-long intervals, by having faculty distribute hard copies of the surveys in their classes, and via faculty offering links to the survey through their course Blackboard sites. There were a high percentage of respondents for the students and staff surveys and a lower response rate from the faculty.

Survey results indicated a high level of satisfaction with current services and resources. The responsiveness of the library staff to user needs and the high level of customer service were noted. The surveys indicated that areas that most needed improvement were facilities (uncomfortable furniture, not enough outlets, slow wireless Internet), the noise level (students indicated that the primary reason they use the library is for quiet study or to study alone), and the lack of services offered at satellite campuses. In order to address the facilities issues, consultants assessed the library space and suggested furniture upgrades. The library continues to work on improving signage to enable users to find the zone which best suits their needs. The library has increased its outreach efforts and services available to the Leominster campus. The distance and outreach librarian met with the dean of the Leominster campus to identify hours for offering research help services at the campus. The distance and outreach librarian and the assistant dean of library and academic support services are collaborating to create a survey that will identify additional Leominster campus needs. The library is also piloting a screen sharing software that can be used to address some of the research help needs of the satellite campuses as well as distance education students and faculty.

Projections to 2022 The college will continue to align grants management procedures and policies with the new federal guidelines, ensuring appropriate policies, procedures and staffing are in place for grant compliance both fiscally and programmatically. The chief information officer and staff will remain vigilant and compliant in improving data security measures for the college using industry standard technological resources and practices. The executive team along with the new president will continue efforts to work with the

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Commonwealth’s Division of Capital Assets Management to secure funding resources for deferred maintenance expenses and ADA adaptations of the Gardner campus.

Standard Nine Integrity, Transparency, and Public Disclosure

Since the 2012 Self-Study Each year the college works deliberately to make changes and improvements in communicating information about the institution honestly and transparently to the public. The college strives to apply standards uniformly and consistently with respect to activities that pertain to employees, faculty, students, facilities, and fiscal matters recognizing limitations around confidential or restricted content or records.

Progress Made Toward Completion of Projections from 2012 Self-Study Integrity and Transparency. The mission and vision of the institution, its policies and procedures, and its governing boards offer transparency both in governance as well as in their written materials. The MWCC course catalog outlines the institution’s core values, one of which is integrity. The catalog states: “We speak and act truthfully in our interactions with students, colleagues, and community feeling safe to own up to mistakes and free to be open and honest. We conduct business ethically and responsibly.” Thus, members of the institutional community understand and advocate for owning the responsibility to be ethical. There is an institution-wide commitment to be open and responsible in both internal and external interactions. Indications of this core value can be found in the accessibility of our governance structure and academic, student, fiscal and organizational policies. Policies are posted electronically on the college’s website, in the student handbook, and the college catalog. The institution’s core values are posted there as well and displayed at all of the college’s campuses. As projected in the 2012 self-study, the college completed its central repository of policy statements on its electronic SharePoint directory, which is accessible by all employees. Each year, the office of human resources informs all employees about new policy additions or changes to existing policies. College policy is set with primary emphasis on the values of integrity with the goal of fairness and respect for all. Posted policies that are related to employees are the Notice of Non-Discrimination. Policies that are relevant to employees and students are Affirmative Action, Equal Opportunity & Diversity, Campus Violence, Drug and Alcohol Use, and Information Technology Acceptable Use Policy. Examples of student policies include the Academic and Grading Policies, Academic Honesty, Admissions Standards, Regulations & Policies on Human Research Subjects, Student Disciplinary Policy & Procedure, and Notification of Rights under FERPA, Selective Admissions Policy, and Accommodations for Students with Disabilities notices.

To maintain and support a diverse and informed workforce, MWCC has established administrative policies geared toward transparency in governance and in all aspects of its fiscal affairs. The college is governed by a Board of Trustees who meets regularly throughout the year. Trustee meetings are public meetings and minutes are posted in the MWCC library. In addition, a subcommittee has oversight of the fiscal administration of the college and a finance meeting is held prior to each Trustee meeting; the minutes from these meetings are also available in library. The college is audited annually, and all audit records are kept in the vice president of finance and administration office and are accessible to the public. The college audit is routinely shared in applications to foundations and other funding sources to which the college has made requests for financial support.

Public Disclosure. Although the college maintains a multi-channeled approach to communications through traditional media such as publications, print, cable, and radio advertisements, the college’s website has become the most comprehensive vehicle for disseminating information to the public. The maintenance of the site and analytics of its usability and effectiveness are continued struggles for the institution and remain areas in need of improvement. The college is in the process of undertaking a

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website redesign with the guidance of an outside contractor who is managing its design and implementation. This website redesign will achieve the following strategic objectives for the college:

Drive enrollment: optimize user experience; specifically function as an admissions inquiry-generating engine; promote enrollment goals such as applying online, visiting the campus for atour, and filling out an inquiry form; implement inbound marketing to “feed the funnel” of thenewly improved website as an enrollment tool;

Reflect the institutional brand and communicate our unique selling proposition; Highlight our ongoing campus improvements and commitment to both STEM and Humanities;

highlight and promote the over 70 program offerings and awareness of the breadth and quality ofprograms across all schools and departments;

Demonstrate that MWCC provides a premier student-centered educational experience, whichdevelops the “whole student,” preparing them for success in and beyond the classroom; nurture astrong sense of community and service to others;

Highlight the college’s strong ties in our community and communicate our economic impact inthe region; and

Act as a primary vehicle for disseminating information to the public for purposes of transparencyand public disclosure.

Different from the website, the college’s portal site, iConnect, serves as an internal communication tool which serves current students, faculty, and staff. iConnect has been in use by students since 2010 and by staff since 2011. Portal use is encouraged for all campus announcements and information. Additionally, focused communications can be channeled through the portal to target particular student groups in need of information. The portal is also the entry point for the learning management system (Blackboard) which assures easy accessibility by students. Faculty and staff utilize iConnect in the same manner but have reported that it is not their ideal platform for receiving information.

The annual production of the College Catalog & Student Handbook has been greatly streamlined with the implementation of CourseLeaf® software in 2013. Errors and omissions that would regularly occur when using the tedious, manual process of the past have been reduced and, when updates and changes are required, they can now be implemented swiftly. This alone has vastly improved the college’s ability to boost its integrity and transparency in timely communication with students, faculty and the general public.

Email and the website are used successfully by the college’s public relations office to suggest stories to the press and to post press releases. New social media use is a continued area of growth with seeming limitless potential for reaching students and communicating information that is relevant to their enrollment, instruction, and engagement in campus life. The college also effectively responds to public inquiries primarily via the public relations office and through social media platforms such as Facebook, Twitter, YouTube and Blogs. As of October 2016, MWCC’s Facebook has reached approximately 76,535 people, delivering 5,289 leads to the college’s website in the most recent (spring 2016) marketing campaign. Currently, MWCC Facebook engages with over 965 weekly active users and continues to grow as a leading traffic-driving source for our website, as well as an effective communication tool to acquire and provide information.

The college publishes lists of current faculty, names and positions of administrative officers, and members of the governing boards within the College Catalog & Student Handbook published in print and online (in pdf and HTML formats). Currently, the catalog only includes full-time staff and faculty because of frequent changes to part-time faculty and professional staff, making it difficult to maintain the accuracy of these listings. All information that is contained in key institutional publications such as the President’s Report, Annual Security Report, Statistics Brochure, MWCC Strategic Plan and Annual Plan, recruitment literature, the MWCC Application, program brochures, student life brochures, and student services brochures, is updated on an annual, semi-annual, or as needed basis. This helps to ensure the

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timeliness and accuracy of information pertaining to the characteristics of our student population, student success data, the campus setting, the range of available resources, the scope of experiential opportunities, program expectations, college policies, and critical enrollment information.

In spring 2016, the Public Records Access Regulations of the Commonwealth of Massachusetts was amended. This regulation governs the college’s release and provision of information and records subject to public disclosure. As such, the college established policies and procedure at this time that designated an employee (vice president of finance and administration) as the records access officer. The procedures, in compliance with the law, dictate the college’s methods for releasing information made under a public records request including the time requirement for the release, any costs for the supplying of this information and any restrictions on the release of certain information not subject to the public records law. Gainful employment information for all of the college's certificate programs is posted on the college's website and print material as required by the federal gainful employment regulations. The college works hard to be in compliance and makes extra efforts to make students aware of this information.

The college has grown in its dedication to providing a safe and welcoming environment to employees and students. Federal requirements such as the Clery Act and Title IX regulations have increased, and MWCC has responded by diligently developing compliant policies and procedures to address these important requirements. System-developed policies have been implemented for Title IX and the college has invested significant staff time and professional development resources into training staff to address Title IX matters. Likewise, the Commonwealth recently assessed all public institutions and issued recommendations to improve safety and security particularly around the concerns of sexual assault and active shooter situations. In November 2015, the MWCC campus police became an armed police force and continue to patrol each of the campuses. Security improvements to the physical plant have also been implemented as a result of the renovation and building projects that will soon be completed.

Projections to 2022 The college will continue to evaluate the effectiveness of its communication with faculty, staff and students including the use of iConnect by faculty and staff. Efforts will be made to increase the college’s social media presence across all platforms and to optimize new relevant social media platforms in the coming years. The college will develop a system for maintenance of the newly-designed website. The college will continue to improve communication and transparency on emergency management areas such as emergency response guides for staff and students and compliance documents such as the Annual Security Report and related policies. Through electronic delivery and storage methods, the college will increase access to compliance information and internal institutional data and related external assessment information (e.g., Visions Project Data, enrollment projections and actuals, Title IX documents & training).

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Standard Eight Educational Effectiveness: The Reflective Essay

Mount Wachusett Community College has faced numerous economic, enrollment, and resource challenges that have influenced its strategic planning process and transformed the institutional outlook toward the internal and external factors that will shape the course of the institution throughout this decade. Anchoring a new strategic vision for the college has been the call for public higher education institutions to focus resources on key priorities: improving access to higher education for underserved populations, closing the achievement gap among underserved populations, improving academic success among students (retention and completion), and improving student learning outcomes. These factors have significantly altered the academic and institutional cultures of the college, resulting in a leaner yet more robust learning environment with a stronger sense of purpose, vision, and urgency in upholding our mission. Against this backdrop, MWCC has experienced an institutional transformation that has significantly impacted educational effectiveness across the college.

The 2015-2017 strategic plan, Embracing Transformation, laid out a comprehensive framework comprised of four strategic goals: Access, Success, Learning and Progress. The intentionality of these specifically-worded goals was to eliminate the “silo” approach to goal setting that has been used in past plans at MWCC. These goals cut across college divisions and, in turn, engendered strategic activities that were jointly shared and implemented by teams across the college. Key performance indicators of success have been published in Embracing Transformation, and the college’s progress toward meeting our projected targets is published annually and disseminated across the institution.

Goal 1: Access Access is the college’s commitment to build learning opportunities to increase the region’s college-going rate, participation among diverse and nontraditional populations, college enrollments and opportunities to develop skills for employment as well as improve affordability. Through increased dual enrollment opportunities and changes in the administrative oversight and structure of the admission’s office, the college has been able to make strides in reaching some of the metrics for access set forth in the strategic plan. The college was unable to meet its original goals for enrollment; and in FY 2017, the executive team adjusted these goals as they were unrealistic based on regional demographics.

Table 3. Strategic Plan Goals for Enrollment and Course Completion

Goal 1.0 - Access FY 2016

Goal FY 2016

Official Figures Met Goal

FY 2017 Goal

FY 2017 Adjusted

Goal

Increase overall enrollment

Annual credit hours 86,000 82,175 N 88,200 82,175

Credit unduplicated headcount 6,500 5,553 N 6,650 5,553

Non Credit unduplicated headcount 6,400 10,469 Y 6,600 6,600

Goal 2.0 - Measurable Performance Outcomes

FY2015 Goal

FY2015 Official Figures Met Goal

FY2017 Goal

Maintain high course completion rates

Course Completion Rate 83.0% 83.2% Y 86.0% 86.0%

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While the college struggled to meet its enrollment goals, it did meet its course completion goals, which reflects the work being done at the program and course level and within advising to cohesively address student success (more details on this work to follow later in Standard 8). The college has made strides in meeting its goals to increase enrollment of diverse and non-traditional populations. In FY 2016, the number of Hispanic students grew by 22 (+3%) to reach the highest level in the college’s history. Minority enrollment increased 1% over FY 2015 thanks to year-over-year increases in the two largest minority populations, Hispanic and Black, non-Hispanic students (+3, +1%). Among the remaining populations with over 100 students, those self-identifying as two or more races grew 2%.

Two TAACCCT grants from the Department of Labor provided resources to increase the number of non-credit and credit certificate programs. Enrollment in credit courses in advanced manufacturing increased over 50% while enrollment in non-credit resulted in a 100% increase. Students in the non-credit courses have obtained jobs immediately after completion of a six-week training program. These students have the ability to matriculate into the college-credit certificate program. The number of students who take advantage of this opportunity is small but steadily growing; 12 students have transitioned from non-credit to credit as of fall 2016 with 3 students completing a certificate by May 2016.

Goal 2: Success Success builds the foundation for student success strategies at the college. The strategic direction of this goal is to improve success rates among students in course completions, skill attainment, semester-to-semester persistence, degree completion, transfer, and employment. The college dedicates significant resources toward implementing innovative practices in these areas and in gathering evidence on the success of these efforts in shaping future direction in the design and deployment of support systems for students. Success will be discussed further throughout Standard 8.

Goal 3: Learning Learning is developing structured and relevant pathways to credentials, aligning courses and certificate and degree programs to mesh with the academic rigor and relevant skills expected by employers and transfer institutions who receive our students. This goal also factors in the need to integrate technologies into the classroom and to build upon the college’s rich tradition of civic engagement and service learning.

Mount Wachusett Community College received substantial resources through various grants to improve educational effectiveness over the last five years. Starting in 2010, the institution delved into a five-year, Strengthening Institutions (Title III) grant, The ASPIRE Strategy, dedicated to building institutional capacity and outcomes in terms of student achievement. While ASPIRE targeted the achievement of first time, full time students, the institution committed itself to improving the achievement of all students and shifting its focus from enrolling students to retaining them through improving teaching and learning as well as academic advising. To this end, the project had two strands: curriculum redesign and intensive advising.

Curriculum Redesign. The curriculum redesign strand began with a focus on the gateway courses that had been identified as having high rates of failure and withdrawal. Once these courses were identified, the faculty who taught them were invited to participate in a curriculum redesign process to address issues within these courses. This process consisted of intensive training institutes where faculty redesigned their course curriculum to more thoroughly align their course content, skills, activities, assignments and assessments to achieve the student learning outcomes of their courses. This alignment was done through extensive course curriculum mapping. The course redesign work also centered on integrating active learning strategies (e.g., collaborative group work, writing to learn, questioning, scaffolding and classroom discussion) and clearly articulated student success skills (critical thinking, creative thinking, organization, collaboration and communication) that had been identified as best practices for 21st century teaching and learning. During these intensive institutes, faculty met for 30 hours to participate in

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workshops and map their curriculum. They also attended monthly meetings during the academic year. These meetings offered faculty the opportunity to discuss the impact of the changes in their curriculum and to adjust their methodologies while in the classroom.

Seventy-three faculty from multiple disciplines participated in the redesign training. As a capstone activity of this initiative, faculty submitted electronic portfolios that included the curriculum maps for the courses they redesigned, lists of the five best practices they identified in their classrooms, redesigned syllabi that integrated the changes they made to their courses, sample assignments and assessments and reflection essays.

As part of the curriculum redesign process, the institution decided to address identified issues with the English as a Second Language (ESL) program. The program consisted of four levels of credit courses divided into four content areas (reading, writing, grammar and conversation). Students in this program were struggling to advance through the levels, score college-ready on the Accuplacer test, and matriculate into college-level courses. The coordinator of instructional design worked with a cohort of ESL instructors to redesign the program curriculum. This work involved writing student learning outcomes that aligned across the four levels, choosing new course materials that better utilized technology tools, and integrating more active learning into the curriculum. The decision was made to designate the two lower levels of the ESL course sequence as non-credit so students could concentrate more time at the initial stages of language acquisition without using financial aid. This decision was supported by evidence that showed ESL learners were exhausting their federal financial aid on completing ESL and developmental courses. This remedy would help students extend the reach of their federal aid into the years of their education focused on earning college-level credits. The decision was also made to design the upper-level ESL courses for college readiness and to more closely align them with Accuplacer. The redesign of the ESL program curriculum has resulted in a 40% decrease in the number of students taking upper-level ESL courses but an increase in academic success for students who began their college studies in ESL. In 2012, four students who completed ESL courses graduated from an academic program. The number increased to 10 in FY 2016. The decrease in the number of students taking the upper level courses is attributed to the ability of students to take the lower level courses more than once to improve their language skills without using financial aid. A survey of students in the ESL program also indicated that many of the students in the program had set improving their English language skills as a goal but had not yet decided on going to college, which means that the lower-level ESL courses best meet their needs.

The curriculum redesign work also resulted in two additional significant curricular changes: the development of a transitional English 101 course (ENG101T) and the creation of a pre-requisite course (BIO 113) to the Anatomy and Physiology course sequence. The ENG101T course was developed by English faculty to address the needs of students who missed testing into ENG101 by a few points on the Accuplacer essay but showed other indicators of being ready for ENG101. ENG101T includes the curriculum of ENG101 with additional student support built into the course through teaching the student success skills identified by Title III. Students taking this course have had more success than students who qualified and registered for a traditional section of ENG101. For AY 2014/2015, 64.3% of the students enrolled in ENG101T completed the course with a C grade or better while only 55.3% of those in ENG101 completed the course with a C grade or better. For AY 2015/2016, the percentages were 66.3% for ENG101T and 62.1% ENG101. The college will offer more sections of ENG101T to accommodate student need, and English faculty are discussing integrating more of the ENG101T practices into ENG101 to better support all students in their first college-level English course.

In gathering data for the Title III grant proposal, the Anatomy and Physiology course sequence (BIO 203: Anatomy and Physiology I and BIO 204: Anatomy and Physiology II) was identified as having issues with a high number of students withdrawing from the courses and a high number of students failing the courses. This course sequence was specifically targeted in the redesign process. Biology faculty worked

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together to design a pre-requisite course (BIO 113) to the course sequence that would address the gaps in student knowledge in the content area as well as teach the student success skills. Faculty also collaborated to redesign BIO 203 to integrate active learning to better engage students in the classroom and to assist with the attainment of complex content knowledge. As part of the redesign process, the new prerequisite course required the renumbering of the college’s Anatomy & Physiology course (formally BIO 203 presently BIO 199). This work had a positive effect on course completion as evidenced in the table below that shows a steady increase in the number of students in Anatomy & Physiology I earning a grade of C or better.

Figure 3. Anatomy & Physiology I Pre- and Post-Redesign Successful Course Completion by Fiscal Year

Intensive Advising. The intensive advising strand of ASPIRE focused on initiatives to develop a more robust advising process. The institution designated several advisors to implement these initiatives which included a deeper commitment to intensive advising, developing Smart Start – an onboarding process for new students, and creating an advising curriculum that consists of a series of student workshops on the student success skills to be facilitated throughout the academic year. In addition, the institution implemented Ellucian’s Degree Works™, a comprehensive academic advising, transfer articulation, and degree audit software that aligns students, advisors, and institutions to a common goal of helping students graduate on time. Advisors also built program-specific Blackboard sites to enable better communication among faculty, advisors and students about their programs of study, events, workshops, internships and career opportunities.

The director of student success and the coordinator of instructional design collaborated with the advising staff to map their curriculum into content areas: Institution, Academics/Program of Study, Transfer, Career and Financial Literacy. Each area was divided into four levels to address the range of student knowledge and skills: Exploration, Awareness, Understanding and Application. From there, advisors wrote student learning outcomes for each area and level and designed workshops for students. These workshops were created to either stand alone or to be implemented with faculty in their courses. The process of mapping the advising curriculum served several internal purposes: it coalesced the knowledge held by the advisors and it built their strength as a team. The advisors had moderate success in having students attend the stand-alone workshops, which predominantly came when faculty assigned their whole class to attend a workshop or gave students credit for doing so. They had much more success with

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implementing the workshops in classrooms with faculty. This was mostly applicable to our First Year Experience courses where the course curriculum directly addresses many of the areas within the advising curriculum.

The advisors further worked together to create Smart Start for onboarding new students to the college. Smart Start marked the shift in institutional thinking from a focus on enrollment to a focus on retention. It was designed to give students the information they need to be successful at MWCC and to take them through the course selection and enrollment process with advisors. This process includes completing testing requirements, the financial aid process and assisting students with making the right educational decisions for their lives. Smart Start was also designed to integrate active learning, so students become engaged participants in their educational decisions from the beginning of their college experience and are encouraged to take ownership of this experience. Since 2012, the college has seen the majority of all new first-time, degree-seeking students who were accepted for the term enroll through Smart Start.

Table 4. Smart Start Enrollment Yields

Fall 2012

Spring 2013

Fall 2013

Spring 2014

Fall 2014

Spring 2015

Fall 2015

Spring 2016

Overall Enrollment Yield

43.1% 43.6% 42.8% 31.6% 40.3% 38.5% 40.1% 33.8%

Enrollment Yield from Smart Start

87.5% 85.8% 86.3% 77.2% 82.0% 80.5% 82.7% 70.8%

Moving forward, the college will work to employ more extensive data gathering methods to assess the efficacy of Smart Start as the institution continues to make changes to the enrollment process.

ASPIRE Assessment. As a final stage of the ASPIRE implementation, the institution turned its focus to assessment practices across the institution. As the project concluded, Dr. Barbara Walvoord, a national assessment expert, conducted a two-day institute entitled Assessment Clear and Simple for faculty, student services staff, deans, assistant deans, and academic advisors. The institute focused on envisioning program and institutional level assessment that is local and relevant to MWCC and beginning the process of creating a comprehensive assessment plan for the college. Dr. Walvoord met with faculty to conduct a workshop on classroom assessment practices. She met with the outcomes assessment committee to discuss their role in the institutional assessment plan. She also met with administrators to talk about best practices for leading the academic program assessment process. Her visit sparked conversation about revising the current institutional assessment plan. The college aims to have a new plan in place for fall 2017.

In the last year of federal funding of ASPIRE, the external evaluators for the grant conducted focus groups with faculty. They found participants acknowledged the importance of the professional development, which served as the foundation for shifts in pedagogy and incorporating active learning in the classroom. Because the professional development occurred in groups of faculty, participants felt strongly that the opportunity to share ideas and issues with colleagues was central to the process, particularly the chance to reach across disciplines and interact with members outside their departments. On a professional level, participants felt that their experience was in some way life-changing. For example, one faculty member reported that the experience “changed how I feel about teaching.” Another said, “I’m making more of a difference.” And another commented, “I have a whole new career.”

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In terms of classroom practice, participants expressed the important shift from lecture to a variety of techniques that they learned in professional development and subsequently experimented with in their teaching. For some, it was a major leap of faith because they were leaving their comfort zone to enter the uncharted territory of active learning techniques; sometimes they shied away at critical junctures, other times they boldly forged ahead. Nevertheless, participants came to the realization that teaching effectiveness is not only about mastery of content but also what and how students are learning. In the overall, faculty felt that student engagement and achievement measurably increased as a direct result of the pedagogical shift. As one faculty member noted, “Now I no longer measure my teaching by what I know of my content – now it’s how much the students engage…now I can inspire and learn with the students…it’s so much more prideful – making a difference with them.”

Assessment of Student Learning. From 2012-2015, the college’s assessment efforts were directly linked to state-wide initiatives. Institutional assessment of the college’s general education outcomes was replaced by work on the Multi-State Collaborative and the Davis grant. The timing was right for this action to happen as the institution was using the same rubrics for a number of years to measure the general education outcomes. The data had hit a plateau, its meaning flat-lined and it was time to evaluate the current general education outcomes. Faculty and staff benefitted from the opportunities to work with colleagues across the system and evaluate MWCC’s student learning comparatively. The statewide work provided funds to support assessment work and allowed for more faculty to become involved at a deeper level. Starting in 2013, the decision was made to revise the general education competencies. This process involved the entire campus engaging in dialogue about the purpose of teaching and learning at the institution, curricular and co-curricular, and the institutional expectations of students who graduate from MWCC. In addition to the revision of the general education competencies, the institution has dedicated time during each Professional Day and throughout all of its faculty professional development opportunities to the topic of assessment of student learning. A portion of each department/program chairs monthly meeting has also been allocated to facilitating discussions about assessment of student learning and involving the chairs in the process of revising their program student learning outcomes and building an institutional assessment plan. MWCC faculty and professional staff have also participated in several national and state assessment initiatives. Staff have also been active members on state assessment teams and on the Advancing a Massachusetts Culture of Assessment (AMCOA) team and helped plan the annual AMCOA statewide conference.

MWCC Quality Collaborative Assessment Scholars. Mount Wachusett Community College faculty and staff collaborated with Fitchburg State University (FSU) faculty and staff to design assignments and assess student learning outcomes. Faculty and staff from the two schools worked together to modify the AAC&U VALUE rubrics to measure Quantitative Reasoning, Written Communication, Information Literacy and Civic Engagement. As part of this collaboration, faculty developed student learning outcomes to assist with the measurement of the four designated areas of assessment. The faculty and staff cohort participated in summer institutes over 3 years (2012-2015) and included 17 full-time faculty, 9 part-time faculty and 7 staff members. The modified rubrics from this project have been the starting point for developing institutional rubrics for the new Institutional Student Learning Outcomes at MWCC. This initiative also resulted in participating faculty and staff becoming more articulate and knowledgeable about rubric building, writing student learning outcomes and designing assignments. In addition, the collaboration with Fitchburg State University on the assessment scholar work resulted in relationships among faculty by discipline. A joint professional day to discuss the results of the assessment work, involving all faculty from both institutions, took place at FSU in May 2015. Feedback from faculty at both institutions was positive, and both institutions have expressed a desire to have an event like this every two years.

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Multi-State Collaborative (MSC) To Advance Quality Student Learning. Since 2012, MWCC has participated in the Multi-State Collaborative (MSC) to Advance Quality Student Learning. This project involves faculty from different states and institutions submitting student work for assessment using the AAC&U Critical Thinking, Quantitative Literacy and Written Communication rubrics. For the last four years, MWCC has collected samples of student work from students with 45 credits or more. These samples are then uploaded into Taskstream, the assessment management system used by a national team of scorers to assess student learning. The results of this project have been disseminated to faculty participants, and several MWCC faculty also trained to be national scorers for the project. This project has not had a large impact on the college due to the small number of student work samples which doesn’t allow for significant findings; however, participating in the MSC project has helped inform the assessment process for the institution by beginning to establish a protocol for electronically collecting student work samples. The participation in this project also prompted the institution to purchase Blackboard Outcomes® as its assessment management system.

The college used Title III funds to purchase Blackboard Outcomes® as its assessment platform. Blackboard Outcomes® was selected because it works seamlessly with Blackboard Learn®, the college’s learning management system. It was also chosen because faculty can more readily use Outcomes because they already use Learn to teach courses. Ruth Newberry, a Blackboard consultant, came to campus and facilitated two days of Outcomes training with faculty, academic program chairs, staff and administrators. The piloting of the new system began with the practical nursing program. The program faculty selected an assignment to align with their program learning outcomes and started collecting student artifacts to measure student achievement at the program level. They also began designing a rubric for their program student learning outcomes. The implementation of Blackboard Outcomes® paused with work-to-rule during fall 2015 and has begun again in fall 2016.

The Davis Assessment Management System Grant Project. Through a Davis Foundation grant, Mount Wachusett Community College and Holyoke Community College (HCC) collaborated on a cross-institutional scoring project during the 2013 and 2014 academic years. The goal of the project was to introduce and train faculty on using DIGI[cation]™ as an assessment management system (AMS), introduce the use of eportfolios to a cohort of nursing students, collect artifacts using DIGI[cation]™ and test DIGI[cation]’s™ usability as an AMS. Five nursing faculty members, three from MWCC and two from HCC, created the overarching structure of the project design. During the spring semester, each faculty member collected student work that could be scored using the AAC&U Written Communication LEAP VALUE rubric. Faculty also introduced DIGI[cation]’s™ eportfolio tool to the students and helped them upload student work into their online portfolios for scoring purposes.

In March 2014, the two institutions held norming sessions via Skype using samples selected from both institutions. Using DIGI[cation]™ as the assessment management system, faculty then scored student work and discussed the results of their scoring sessions. The findings of the grant project primarily centered on the usability of DIGI[cation]™ as an AMS, including the eportfolio feature. While DIGI[cation]™ provided a user-friendly interface for both students and faculty alike for creating portfolios, the assessment management system has some serious challenges including: (1) administrative time to scrub artifacts of student identifiers and (2) a heavy reliance on the administrative assistance of DIGI[cation]™ staff to create committee scoring sessions with issues surrounding the availability of this staff assistance. Participating MWCC faculty took the findings of the scoring sessions to revise their written assignments to address the issues identified within the student work that was submitted for the project, including greater clarity in assignment design to better support students in completing the assignment expectations. The findings of this grant project also informed the college’s decision to choose Blackboard Outcomes® as its assessment management system.

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General Education Competencies to Institutional Student Learning Outcomes (ISLO’s). When the Massachusetts Department of Higher Education designated Massachusetts as a LEAP state as an expansion of the Vision Project in 2012, MWCC became a participating institution. In 2013, the decision was made to explore and potentially redesign the general education competencies using the Association of American Colleges & Universities LEAP VALUE rubrics as a starting point for this work. The institution had four competencies which embedded critical thinking and required students to demonstrate problem solving and the ability to use inference to draw conclusions and use deductive and inductive reasoning. These four competencies were (1) written and oral communication in English, (2) quantitative reasoning and scientific modes of inquiry, (3) information literacy and (4) understanding self. These competencies had been in place for a number of years, and faculty and staff expressed the desire to reconfigure them to more accurately represent the values of the institution, specifically the information literacy and understanding self-competencies.

To begin the work on examining the general education competencies, the institution pulled together a General Education Taskforce. At the conclusion of the 2012-2013 academic year, the General Education Task Force approved a group of selected faculty and staff members to participate in a one-day summer retreat held June 2013. Participating faculty and staff were charged with reviewing and revising the general education competencies using the LEAP VALUE rubrics for Problem Solving and Critical Thinking and modified versions of the Civic Engagement and Quantitative Literacy rubrics. Two other outcomes, Information Literacy and Written Communication had been the primary focus for revision during the academic year and were not included for review during the summer retreat. In September 2013, the results of the retreat were shared with the Gen Ed Task Force members who further refined and organized a proposed draft adding Creative Thinking and Aesthetics to the list of proposed competencies for faculty review. The updated draft was presented in panel format to assembly in October 2013. An open forum for further feedback also took place in October where additional constructive comments were gathered and integrated into the next draft presented as the “redux” version to Academic Affairs. Further concern was expressed that the both the full version and redux version were still too lofty and wordy. In November and December of 2013, the committee agreed to create single sentence competency statements to streamline the proposal to be reviewed by faculty at Professional Day held in January 2014.

The agenda for the January Professional Day was dedicated fully to the General Education Competencies. Faculty participated in workshops and small group discussions to provide feedback on the work being done on the competencies. During the months of January and February, both the Task Force and the outcomes assessment committee analyzed the results collected from worksheets completed by faculty and staff during Professional Day. Based on faculty feedback and analysis of over 200 documents from Professional Day, the Task Force and outcomes assessment committee proposed another draft for departmental and divisional review in March.

In late March, the vice president of academic affairs requested deans and department chairs to carefully consider the proposed draft and to think about how they would measure the ISLO’s in their current or proposed courses and programs. They were also asked to map their program outcomes using a revised curriculum mapping tool. Faculty and staff raised concerns again regarding the number of competencies and the complexities of measuring the vast number of student learning outcomes. The draft for divisional review failed to pass, and the Gen Ed Task Force was granted an extension to complete its work until the fall of 2014. Conversations at the divisional level continued through the spring of 2014.

In April, the Gen Ed Task Force agreed to call the “competencies” goal statements and define the learning outcomes for each goal. The Gen Ed Task Force also committed to reaching out as ambassadors to faculty and staff to create a “student friendly” version of the goal statements and to simplify the language of the student learning outcomes. Using feedback from the work of the ambassadors, a new draft and modifications were suggested by Task Force members.

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During fall 2014, the Task Force met to finalize the draft and complete copyediting. The General Education Competencies became the Institutional Student Learning Outcomes (ISLO’s). Students were invited to attend a meeting to give feedback on the draft of the outcomes. The students who attended this meeting all gave positive feedback and stated that they understood the outcomes and their application to their learning. They also asked questions about the purpose of General Education, which led to a very engaging dialogue about the goals of our institution. A vote was held in December at the division meetings, and the new Institutional Student Learning Outcomes were approved by the faculty through the voting process. The division votes were then brought to the academic affairs committee and approved for the 2015-2016 college catalog (see Standard Four for more on Institutional Student Learning Outcomes).

For Professional Day January 2015, the faculty spent most of the day discussing the new ISLO’s and beginning the process of mapping their courses and programs to the new outcomes. This process involved facilitated discussions about the value and purpose of General Education and the gaps in programs as they pertained to the new outcomes as well assessment plans for measuring the outcomes. There was also a session on aligning the core curricula with the ISLO’s. The discussion about the core curricula alignment continued throughout the spring semester in department, program and division meetings. A vote was held at division meetings during fall 2015 to remove the health elective from the transfer and career core curricula because it no longer aligned with the new ISLO’s. The faculty approved this change, and it was voted through academic affairs for the 2016-2017 college catalog. Another vote was held to remove the business elective/computer elective from the career core curriculum because it also no longer aligned with the new ISLO’s. The faculty approved this change as well, but it did not make it through academic affairs for the 2016-2017 college catalog because the MWCC union voted to go on work-to-rule during fall 2015 and academic affairs did not fully meet during the academic year until late spring 2016.

In AY 2016, the health requirement was removed from the career and the transfer core. In AY 2017, the requirement in the career core to take a business or computer elective was replaced with the requirement of an additional liberal arts and sciences elective from social science, math, English, humanities, or sciences. These changes align with the new institutional student learning outcomes and will be reviewed again in three years.

Goal 4: Progress Progress lays out the measurable performance outcomes that help assure that the college develops the systems, strategies, and capacities to move toward self-sufficiency. These outcomes intentionally cross divisional boundaries so the college can implement integrated strategies to attain educational effectiveness. A key outcome related to educational effectiveness is to increase rates of student satisfaction. The college used several measures of student satisfaction to assess it progress in this area: the Community College Survey of Student Engagement (CCSSE), the Survey of Entering Student Engagement (SENSE) and the Noel-Levitz Student Survey Inventory.

During the final year of ASPIRE funding, 12,000 advising interactions took place, including the Smart Start sessions and Google voice calls. In effect, 82 percent of active students discussed their academic progress with an advisor. The impact of this massive endeavor was observed through the increase in usage of services as measured by the CCSSE.

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Table 5. Trend and Goal Comparison of CCSSE Survey Frequency of Student Service Use

% Sometimes or Often Used 2006 Baseline 2014 Actual Goal

Academic Advising* 49% 64% 61.3%

Career Counseling 25% 24% 31.3%

Peer or Other Tutoring* 23% 33% 28.8%

Computer Labs 70% 63% 87.5%

Skill Labs - Writing and Math 35% 38% 43.8%

Financial Aid Advising* 48% 60% 60.0%

Student Organizations 18% 21% 22.5%

Transfer Credit Assistance 33% 30% 41.3%Note: The asterisk indicated areas which had statistically significant increases.

In three critical areas – advising, tutoring, and financial aid advising – CCSSE gains were impressive. These increases in the usage of services provided a strong indicator of improved outreach and active engagement with students that occurred through the advising effort.

SENSE Data Comparison. Student engagement and satisfaction was also assessed through the administration of SENSE. The SENSE survey is grouped into six benchmarks: Early Connections, High Expectations & Aspirations from Faculty and Staff, Clear Academic Plan & Pathway, Effective Track to College Readiness, Engaged Learning, and Academic & Social Support Network. For entering students, here were statistically significant increases on five out of six benchmarks since the fall 2010 administration.

Figure 4. Comparison of SENSE Survey Benchmark Scores for Entering Students

Only the Engaged Learning benchmark remained unchanged, which is attributed to the definition of engaged learning as prescribed by the questions asked in the survey. Of the eleven questions about advising, ten increased significantly. Similarly, students reported a sense that faculty wanted them to succeed, and students were more aware of services and using them in greater numbers. Overall, students interacted with advisors for academic planning and felt a sense of being welcomed at the college.

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CCSSE Data Comparison. The college also administered the Community College Survey of Student Engagement (CCSSE) in 2015. Again, four of the five benchmarks had statistically significant increases over the 2011 administration. In particular, the increases occurred in Active and Collaborative Learning, Academic Challenge, Student-Faculty Interaction, and Support for Learners. This kind of improvement suggests that ASPIRE, taken along with other transformative programs and initiatives in place at the college, improved the engagement of students across the board.

Table 6. Comparison of CCSSE Benchmark Deciles by Peer Group Type

Comparison by Institutional Size (Medium)

National Comparison Group

Decile Decile

Full-time Students 2006 2014 2006 2014

Active & Collaborative Learning 0 20 Increase by 2 10 20 Increase by 1

Student Effort 20 20 No change 20 30 Increase by 1

Academic Challenge 30 60 Increase by 3 30 50 Increase by 2

Student-Faculty Interaction 30 40 Increase by 1 40 40 No change

Support for Learners 20 60 Increase by 4 30 60 Increase by 3

Decile Decile

All Students 2006 2014 2006 2014

Active & Collaborative Learning 10 30 Increase by 2 10 20 Increase by 1

Student Effort 10 30 Increase by 2 20 30 Increase by 1

Academic Challenge 40 50 Increase by 1 50 50 No change

Student-Faculty Interaction 30 60 Increase by 3 40 60 Increase by 2

Support for Learners 20 70 Increase by 5 30 60 Increase by 3

Of note, MWCC outperformed national peers on several items, especially those pertaining to advising, tutoring, financial aid advising, and academic support. Yet another indicator of impact: MWCC reduced the gap between its benchmark scores and those of the Massachusetts Community College Consortium, in particular outperforming the consortium on the Support for Learners benchmark.

Noel-Levitz SSI Data Comparison. Finally, the college administered the Student Survey Inventory (SSI), both in class and online, in spring 2015. The survey items asked students to rate the importance and satisfaction of approximately 60 items on a 7-point scale. Significance was tested on the satisfaction scores; however, Noel-Levitz also provided additional analysis on the “gap” between the importance and satisfaction ratings. Overall levels of student satisfaction were unchanged for the 790 participants in the 2015 survey (no statistically significant changes) in comparison with the 905 participants in the 2011 baseline administration. In effect, students reported similar levels of expectations met, overall satisfaction achieved, and anticipated re-enrollment.

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Table 7. Noel-Levitz SSI Item Longitudinal Comparison

Top 3 Choices (Rating 5, 6, or 7) SSI 2011 2015

So far, how has your college experience met your expectations? 49% 47%

Rate your overall satisfaction with your experience here thus far. 78% 79%

All in all, if you had to do it over, would you enroll here again? 80% 78%

A large part of the standard Noel-Levitz analysis was the gap between the importance and satisfaction of an item; the greater the gap, the more an item was considered a challenge for an institution. There were a number of challenges which were identified in the 2011 survey which were no longer identified as challenges in 2015. The following items no longer had large gaps between importance and satisfaction ratings:

Financial aid awards are announced in time to be helpful in college planning (5). The equipment in the lab facilities is kept up to date (24). I receive ongoing feedback about progress toward my academic goals (35). My academic advisor is available when I need help (3). Admissions counselors accurately portray program offerings in their recruiting practices (17).

Again, the trend clearly indicated that the college was continuing to make progress in addressing those areas that needed improvement.

Persistence, Retention and Graduation. Beyond the continuing curriculum and advising improvements, the college looked to achieve major gains in student persistence, retention, and graduation for all students with an emphasis on first-time, full time students since they were the cohort for ASPIRE. Over the baseline year of ASPIRE (2007), there was general improvement in fall-to-spring persistence with some slippage in the 2014 cohort. Nevertheless, the average persistence gain over four years was 4.9 percent over the baseline. Similarly, fall-to-fall retention experienced gains as full implementation occurred; for the 2013 cohort, there was an 8.1% increase over baseline for fall-to-fall retention.

Table 8. Five-Year Impact Data-First time Full-time Degree-Seeking Students

2007 Baseline 2011 2012 2013 2014

Starting Cohort (Adjusted Headcount) 649 665 635 595 503

Fall-to-Spring Persistence 75% 79% 78% 81% 77.1%

Fall-to-Fall Retention 53% 53% 57% 61% 53.2%

Difference from Baseline

Fall-to-Spring Persistence 4.5% 2.7% 6.5% 2.2%

Fall-to-Fall Retention 0.5% 4.2% 8.1% 0.2%

The persistence and retention rates for students outside of the measured group for ASPIRE have seen similar trends but slightly lower success rates.

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Table 9. Impact of ASPIRE on All Degree-Seeking Students

2007 2011 2012 2013 2014

Starting Cohort-All Degree Seeking 3604 4276 4283 4222 3924

Fall-to-Spring Persistence 71% 74% 72% 73% 73%

Fall-to-Fall Retention 53% 51% 53% 54% 53%

Another important metric was the three-year graduation rate, a standard accountability measure. As the data indicates (see graph below), there was a significant increase in the graduation rates since the 2010 cohort. The work of the ASPIRE project had a direct impact on the graduation rate as the college culture changed and policy and procedures were implemented to encourage goal completion. The college’s purchase of the Degree Works™ product had the most impact on the graduation rate. Degree Works™ gave the registrar’s office the opportunity to conduct degree audits on students who were close to graduation. Advisors contacted these students and worked with them to complete the courses needed in order to graduate. The product also gave the registrar the opportunity to identify students who met the requirements for graduation but did not complete the necessary forms. These students were contacted and encouraged to complete the requisite forms to graduate, which they did, increasing the graduation rate.

Figure 5. Graduation Rates for IPEDS Cohort

Transfer. Reverse transfer students slightly contributed to the increase in degree completions as well. In 2013, the college worked with Fitchburg State University (FSU) and Worcester State University (WSU) to identify students who transferred before graduation. Students were informed of the courses that they needed to complete a degree and were encouraged to transfer the courses (if they had taken them after leaving MWCC) back to MWCC to receive a degree. The department of higher education brought to scale the MWCC/FSU/WSU model to be implemented among all public college and universities which should lead to an increased graduation rate for the institution as reverse transfer occurs across the state system.

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Table 10: Transfer Rates of IPEDS Cohorts

IPEDS Report Year Fall Cohort # in Cohort/ Exclusion Transfer rate at 150%

2016/2017* 2013 596/1 18%

2015/2016 2012 637/2 18%

2014/2015 2011 665/0 17%

2013/2014 2010 688/2 18%

2012/2013 2009 706/1 16%

Transfer rates before graduation have remained stable for the past five years, averaging at 18%. Revisions to the state-wide transfer initiative that encourage transfer (see standard 4), along with the reduction in credits required for graduation from many programs, will most likely result in an increase in students transferring after degree completion.

The proportion of fall 2014, degree seeking, MWCC transfer students who transferred to another Massachusetts community college increased by 2.8 percentage points to 23.7% after falling to the lowest level in the five year period in fall 2013. Between 20.9% and 25.1% of our transfer students enrolled at a different Massachusetts community college per year between fall 2010 to fall 2014. The share of students who transfer out and attend any other institution located in Massachusetts shot up to 81.3% in fall 2014 following a steady rate over the prior four years.

Alternative Accountability Measures and Benchmarking Performance. The federal measures of accountability for higher education address only a portion of the student body and a fraction of the ways students succeed in community colleges. Specifically, existing measures exclude part-time students and do not track remedial education needs or progress and also exclude non-credit offerings which can be central to the mission of a community college.

Voluntary Framework of Accountability. To address these shortcomings, the American Association of Community Colleges (AACC) developed the Voluntary Framework of Accountability (VFA) which uses more inclusive cohort definitions and measures that are appropriate to the mission of community colleges. MWCC has participated in the VFA since 2013 because of these measures, graphic dashboard reports and benchmarking capabilities.

The VFA uses a 6-year timeframe for the primary outcome measure because 3 years is not long enough for most students at community colleges. Outcomes include degree awards but also certificates, transfer, and credit accumulation. There are three cohort definitions used by the VFA, but the broadest cohort definition is the main cohort which includes any student who is new to the institution, enrolled in the fall term and taking a credit course (excluding high school students and those exclusively in ESL courses). The VFA main cohort definition doubles the number of students tracked compared to the IPEDS definition used for the graduation rate. For example, in 2013 the IPEDS cohort count was 595 students and the VFA main cohort count was 1,300 students.

For the 2009 cohort, the IPEDS 150% graduation rate was 14.3%, but 23% of all entering students graduated within 6 years. This translates to an additional 257 graduates that the federal graduation rate does not include. Additionally, 21% of students without a degree transferred to another institution and 4% were still enrolled at MWCC. This sums to a successful outcome for 48% of incoming students instead of 14.3%. Compared to other VFA participants, the fall 2009 cohort at MWCC had more associate and certificate awards, but fewer transfers to other institutions.

47

Figure 6. MWCC 6-year Outcomes Compared to all VFA Participants

Standard 4 described the changes made to the math pathways, but the VFA provides a cross-sectional comparison of developmental math need and progress at a high level. The fall 2012 cohort had a greater proportion of remedial math placements than the 2008 entering group: 55.4% compared to 46.2%. Even with the increased need for math remediation, the 2012 cohort had higher rates of completing the developmental math course after 2 years compared to the 2008 cohort after 6 years. The 2012 cohort was within a percentage point of college level math course completion after 2 years compared to the 2008 cohort after 6 years.

Figure 7. VFA Main Cohort Developmental Math Placement Rate and Course Completion

Achieving the Dream (ATD). The Massachusetts Department of Higher Education uses the Achieving the Dream (ATD) model of student success as a measure of community college performance in the annual Vision Project report. The ATD metric includes both full- and part-time students (first-time, degree-seeking) and capturing students who, within six years of initial enrollment, earn an associate’s degree or certificate, transfer to a four-year institution, or are still enrolled with at least 30 credits earned. For the 2008 entering cohort, MWCC was 10th out of 15 community colleges for the ATD success rate. An increased focus on student retention began after the 2008 cohort started at the college. ATD success rates are predicted to increase as new cohorts are measured.

9

8.9

9.2

10.5

2.6

3.4

27.3

21.4

6

4

11.1

9.3

34.1

42.2

0% 20% 40% 60% 80% 100%

All VFAparticipants

MWCC

6-year Outcomes for the 2009 Cohort

Associate (Later transfer) Associate Certificate (Later transfer)Certificate Transfer, No Award Still EnrolledLeft with > 30 credits Left with < 30 credits

46.2%

25.8% 26.2%

55.4%

34.4%

25.3%

0.0%

20.0%

40.0%

60.0%

% of Main Cohort with aRemedial Math Placement

Completed Highest Dev.Math Course

Completed College LevelMath

VFA Developmental Math Placement & Course Completion

2008 2012

48

Figure 8. MA DHE Vision Project Excerpt of the ATD Success Rate

Projections to 2022 The demographics of MWCC’s population have changed significantly since 2012. Institution-wide retention efforts have lacked individual efforts for special populations. The next five years will require the college to analyze the demographics of new students and provide targeted enrollment and retention efforts for these groups. The college has seen success with the methodology as evidenced through the outcomes of the Title III grant. However, in FY 2016, the college lost momentum after the completion of the Title III grant as there was a high turnover rate in advising staff and key leadership staff changes related to enrollment and retention. During this time frame, the college’s retention plan expired and was extended. A new student success plan is being written and will be in place for AY 2018.

The new student success plan will include distinct goals for student retention and persistence according to student demographics. Activities will include an expansion of the use of technology that enhances and improves human resources committed to this goal. The college will look for resources to support the purchasing of retention management software to better support student success. Purchasing retention management software, the institution plans to streamline communication and track and improve current practices to make them more effective for students, faculty and staff.

While good progress has been made on many student success initiatives, the college occasionally suffers from initiative fatigue and students may be either underserved or overserved based on overlapping initiatives. A student success plan will outline a coordinated approach to address the diverse and convergent needs of students. Assessments for the various methodologies will be developed and their results will inform future activities. Similarly, grant initiatives will be incorporated into institutional plans so that their work has context within the larger student success initiative.

Retention activities will be linked to a strategic enrollment management plan. From 2012-2014, the college focused on student retention and created policy and procedures to increase student persistence, retention and completion. At the beginning of the downturn in new students, the college’s success at retention mitigated the declining new student enrollment. In 2014/2015, student retention was not making up for the loss in new students. At this point in time, the college focused on new enrollment. Changes in the intake of new students took place in order to enroll students more efficiently. Student success content delivered during new student registration stayed intact. Through these changes, it became apparent that enrollment and retention efforts are linked together and there needs to be an appropriate balance between the two. The new student success and enrollment plans will be developed, and the enrollment goals will inform retention efforts with strategies determined in a complementary fashion.

The faculty role in student success will continue to be important. Professional development on teaching and advising different student populations will be developed and funded. The summer academy model for professional development will continue as it has been viewed by faculty and administration as an

49

excellent model to build engagement. Faculty will be supported by their deans to assure that classroom space is optimal for teaching and learning. As new technology emerges, faculty will be encouraged and supported on its effective use. Efforts will be made by the college administration to continue and foster the synergy between academic and student affairs personnel.

50

Institutional Plans

The next five years will bring tremendous change to the institution as a new president takes the helm after the retirement of President Asquino in early 2017. Only two presidents have led the college in its 53-year history. The new president will work with the college to set priorities with a new lens and a new approach. A new strategic plan will be developed during FY 2018 under a recently revised planning model with guidelines developed by the Massachusetts Department of Higher Education (DHE). The college’s approach will be inclusive as it has been in the development of past strategic plans. The DHE’s role in strategic planning will surely impact the process, as most likely, will changes in national policy and funding for higher education. The format and contents of the new strategic plan may be different, but the mission-centric focus on access, learning, success and progress will continue to guide the work of the college.

Planning demands reflection on the part of the college leading to concerted and intentional actions. While change may be a theme for the college in the upcoming months and years, designing strategies that build upon the college’s strengths and address areas of concern will provide focus in changing times. Strategy is best informed by fact rather than fear or speculation. To that end, one of the college’s strengths is a robust institutional research department with significant levels of historical data that can be used to make decisions. Along with interpretation of student enrollment data, the college will use results from student surveys including CCSSE, SENSE and Noel-Levitz, scheduled every three years, to evaluate student experience and student satisfaction to inform our assessment of student learning. Information from faculty work in assessment as well as data from student success measures will be used to develop strategies to assist students with accomplishing their goals. Enrollment and student success will continue to be a challenge and a focus for the institution.

Implementing the DHE’s Commonwealth Commitment will be a priority for the college in the years to come as new programs are added to the “Commitment” and student participation increases. Faculty will continue to participate in dialogues based on curriculum alignment with state college and university faculty which will enrich curriculum at each institution and further develop a statewide system of public higher education in Massachusetts. MWCC will work with Fitchburg State University to plan joint professional development with the goal of having one every other year. Articulation agreements with private institutions will be evaluated yearly, and the college will focus on developing and maintaining agreements with colleges and universities to which students are most interested in transferring.

Mount Wachusett Community College’s pioneering and innovative K-12 partnership work has expanded to now serve over 4,000 middle and high school students annually. Eighteen partnership programs with partner school districts serve over 4,000 middle and high school students each year, many of whom are low-income and/or potential first generation college students. These programs provide unique college access, readiness and success opportunities for these students as well as career preparation initiatives. Over the next five years, partnerships with local high schools will continue and dual enrollment opportunities will be expanded whenever possible. The college will continue to seek funding to support instructional delivery models to increase the number of dual enrollment opportunities and to prepare students for college-level coursework. High school and college instructors will be brought together to share curriculum in an effort to reduce the amount of students who need to take remediation during their first year of college. The college will seek to convert dual enrollment students into matriculated students to strengthen the college’s enrollment while supporting student completion for these early enrollers. As the Commonwealth of Massachusetts explores early college initiatives, Mount Wachusett Community College is well positioned as a recognized leader in K-12 partnership work and early college design and will prepare for any changes to this effort that may come as a result of state or federal funding priorities.

51

The institution has made significant strides toward assessing student learning, but there is still much work to do toward building a holistic assessment plan. AY 2017 and AY 2018 will consist of creating an assessment process for the new ISLO’s. Four rubrics will be developed and piloted in the fall 2017 semester. In addition, the implementation of Blackboard Outcomes® will be completed by having department and program chairs identify the benchmarks in their programs where students demonstrate their learning at the program level and at the institutional level. Once these benchmarks have been identified, faculty will then choose assignments to align with program and institutional student learning outcomes for collection within Blackboard. They will also create a process for assessing these assignments that works for their programs. These assignments will also be used to measure institutional student learning using the rubrics designed for the ISLO’s. Additional assessment work will continue in the area of student affairs with a plan for organized and systematic assessment of the varied services to assess the impact on the student’s experience as well as the effectiveness and necessary alignment of the services offered.

After reflection and planning, innovation will continue as the college responds to the community and its needs for learning, educational and cultural opportunities. New program development will be data driven, relevant to the workforce, and aligned with baccalaureate transfer opportunities. Institutional and program evaluation will also likely require alignment or elimination of programs that are proven to be no longer relevant, essential or consistent with the college’s mission and purpose.

The college’s two instructional sites are slated to be renegotiated in 2017 (current lease expirations scheduled for January 2018 for the Devens campus and August 2018 for the Leominster campus). President Asquino has charged the executive vice president in conjunction with the other members of the executive council to exam each of the existing campuses to increase overall occupancy and reduce the costs associated with the leased facilities. One of the points of agreement is that each of the campuses should have a distinct purpose and be staffed in such a way that it meets the needs of the students and provides students with the array of services consistent with the main Gardner campus experience. The executive council members continue to analyze data and to discuss many features of the existing campuses and the desired features of a new campus configuration. The executive team will work with President Asquino and the new president to determine the best configuration of the college’s instructional sites with the intent of satisfying student demand and operating both efficiently and effectively. While the major building and renovation project of the Gardner campus nears completion at the close of 2016, 2017 will feature an additional renovation and expansion project at the Gardner campus to further improve the student experience with the establishment of a reconfigured student center.

Balancing the college’s budget will continue to be a challenge as resources will to continue to be limited. The new strategic plan will be linked to the college’s budget. Funding decisions will be made based on support of the strategic plan. The college will evaluate academic and non-academic program costs as well as other cost saving measures to balance the budget. Additional revenue sources will be explored as well with an eye for sustainable funding for necessary functions and services.

The college community waits in anticipation of a new president and the development of a new strategic plan that will help it determine its future goals. A sense of opportunity rather than uncertainty resonates within the college as we make important decisions locally and wait for signals on anticipated national changes that will affect our operations and objectives. Our mission to dedicate ourselves to excellence in service to our students will be the unwavering thread that runs through the fabric of Mount Wachusett Community College regardless of the anticipated or unanticipated changes in our future.

~ ~-c

COMMISSION ON INSTITUTIONS OF HIGHER EDUCATION NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES

3 Burlington Woods, Suite 100, Burlington, MA 01803-4514 Voice: (781) 425 7785 Fax: (781) 425 1001 Web: https://cihe.neasc.org

AFFffiMATION OF COMPLIANCE WITH FEDERAL REGULATIONS RELATING TO TITLE IV

Periodically, member institutions are asked to affirm their compliance with federal requirements relating to Title IV program participation, including relevant requirements of the Higher Education Opportunity Act.

1. Credit Hour: Federal regulation defines a credit hour as an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutional established equivalence that reasonably approximates not less than: (I) One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one quarter hour of credit, or th12 equivalent amount of work over a different amount of time; or (2) At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours. (CIHE Policy 111. See also Standards for Accreditation 4.34.)

URL httn://mwcc.edu/catalog/academic%20and%20grading%20policies/ Print Publications College catalog; Student handbook; Course syllabi Interim Report Page 14 Page Reference

2. Credit Transfer Policies: The institution's policy on transfer of credit is publicly disclosed through its website and other relevant publications. The institution includes a statement of its criteria for transfer of credit earned at another institution of higher • education along with a list of institutions with which it has articulation agreements. (CIHE Policy 95. See also Standards for Accreditation 4.38, 4.39 and 9.19.)

http://mwcc.edu/admissions/transfer-students/; URL http ://mwcc.edu/advising/transfer/agreements/;

http ://mwcc.edu/advising/transfer/3-plus-one/ Print Publications College catalog; Student handbook Interim Report Page 14 Page Reference

3. Student Complaints: "Policies on student rights and responsibilities, including grievance procedures, are clearly stated, well publicized and readily available, and fairly and consistently administered." (Standards for Accreditation 5.18, 9.8, and 9.19.)

URL h ://mwcc.edu/catalo student%20disci lin %20 olic %20 rocedure/

Interim Report Page 20 Pa e Reference

4. Distance and Correspondence Education: Verification of Student Identity: If the institution offers distance education or correspondence education, it has processes in place to establish that the student who registers in a distance education or correspondence education course or program is the same student who participates in and completes the program and receives the academic credit. ... The institution protects student privacy and notifies students at the time ofregistration or enrollment of any projected additional student charges associated with the verification of student identity. (CIHE Policy 95. See also.Standards for Accreditation 4.48.)

Method(s) used for verification Unique user name and password

Interim Report Page Reference Page27

Appendix A

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MOUNT WACHUSETT COMMUNITY COLLEGE

(an agency of the Commonwealth of Massachusetts)

FINANCIAL STATEMENTS AND MANAGEMENT’S DISCUSSION AND ANALYSIS

JUNE 30, 2016

Appendix B

53

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Financial Statements and

Management’s Discussion and Analysis

June 30, 2016 and 2015

C O N T E N T S Independent Auditors' Report 1-2 Management’s Discussion and Analysis (Unaudited) 3-20 Financial Statements:

Statements of Net Position 21 Statements of Revenues and Expenses and Changes in Net Position 22

Statements of Cash Flows 23 Notes to the Financial Statements 24-55

Required Supplementary Information:

Schedules of the College’s Proportionate Share of the Net Pension Liability (Unaudited) 56

Schedules of the College’s Contributions (Unaudited) 57

Notes to the Required Supplementary Information (Unaudited) 58

Supplemental Information: Report on Internal Control Over Financial Reporting and on Compliance

and Other Matters Based on an Audit of Financial Statements Performed in Accordance with Government Auditing Standards 59-60

54

 

25 Braintree Hill Office Park Suite 102 Braintree, MA 02184 P:617.471.1120 F:617.472.7560

27 Church Street Winchester, MA 01890 P:781.729.4949 F:781.729.5247 www.ocd.com

 

INDEPENDENT AUDITORS' REPORT  

To the Board of Trustees of Mount Wachusett Community College Gardner, Massachusetts

Report on Financial Statements We have audited the accompanying financial statements of Mount Wachusett Community College (an agency of the Commonwealth of Massachusetts) (the "College"), which comprise the statements of net position as of June 30, 2016 and 2015, and the related statements of revenues and expense and changes in net position and cash flows and the related notes to the financial statements. We have also audited the financial statements of Mount Wachusett Community College Foundation, Inc. as of June 30, 2016 and 2015, and the related statements of revenues and expenses and changes in net position and cash flows for the years then ended. Our responsibility is to express an opinion on these financial statements based on our audits. Management’s Responsibility for the Financial Statements Management is responsible for the preparation and fair presentation of these financial statements in accordance with accounting principles generally accepted in the United States of America; this includes the design, implementation, and maintenance of internal control relevant to the preparation and fair presentation of financial statements that are free from material misstatement, whether due to fraud or error. Auditors' Responsibility Our responsibility is to express an opinion on these financial statements based on our audits. We conducted our audits in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audits to obtain reasonable assurance about whether the financial statements are free from material misstatement. An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditors' judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditors consider internal control relevant to the entity’s preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of significant accounting estimates made by management, as well as evaluating the overall presentation of the financial statements.

55

  

 

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinion. Opinion In our opinion, the financial statements referred to above present fairly, in all material respects, the respective financial position of the College as of June 30, 2016 and 2015, and the respective changes in net position and cash flows for the years then ended in accordance with accounting principles generally accepted in the United States of America. Required Supplementary Information Accounting principles generally accepted in the United States of America require that management’s discussion and analysis on pages 3-20, the schedule of the proportionate share of the net pension liability on page 56 and the schedule of the contributions on page 57 and the notes to the required supplemental information on page 58 be presented to supplement the basic financial statements. Such information, although not a part of the basic financial statements, is required by the Governmental Accounting Standards Board, who considers it to be an essential part of financial reporting for placing the basic financial statements in an appropriate operational, economic, or historical context. We have applied certain limited procedures to the required supplementary information in accordance with auditing standards generally accepted in the United States of America, which consisted of inquiries of management about the methods of preparing the information and comparing the information for consistency with management’s responses to our inquiries, the basic financial statements, and other knowledge we obtained during our audit of the basic financial statements. We do not express an opinion or provide any assurance on the information because the limited procedures do not provide us with sufficient evidence to express an opinion or provide any assurance. Other Reporting Required by Government Auditing Standards In accordance with Government Auditing Standards, we have also issued our report dated October 12, 2016, on our consideration of the College's internal control over financial reporting and on our tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements and other matters. The purpose of that report is to describe the scope of our testing of internal control over financial reporting and compliance and the results of that testing, and not to provide an opinion on internal control over financial reporting or on compliance. That report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the College's internal control over financial reporting and compliance.

Certified Public Accountants Braintree, Massachusetts October 12, 2016  

 

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MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited)

June 30, 2016 and 2015

 

- 3 -

The following discussion and analysis provides an overview of the financial position and activities of Mount Wachusett Community College for the fiscal year ended June 30, 2016. We encourage readers to consider the information presented here in conjunction with the financial statements and notes that follow this section of the report. Mount Wachusett Community College is an accredited, public two-year institution serving 29 cities and towns in North Central Massachusetts. The 269-acre main campus is located in Gardner, Massachusetts; satellite sites are located in Leominster, Fitchburg, and Devens. The College offers over 45 associate degree and certificate programs, as well as adult basic education/GED programs, education and training for business and industry and noncredit community service programs. MWCC’s corporate training programs are offered through the Division of Workforce Training which operates at the Devens Campus. MWCC students enjoy many support services and resources including the Fitness and Wellness Center, the Academic Support Center, and the 555-seat Theater at the Mount. Courses are offered in the day, evening, on weekends, and via the Internet. Financial Highlights As of June 30, 2016 the College’s net position is $37,176,911. The amount represents $68,593,262 in total assets and deferred outflows of resources while liabilities and deferred inflows of resources equal $31,416,351. Operating expenses for the fiscal year ended June 30, 2016 total $51,593,554 while operating revenues were $31,961,309. The College’s non-operating revenues/expenses for the fiscal year ended June 30, 2016 netted to $18,090,841. This includes $18,407,150 of state appropriations. The College also received $25,545,701 in capital appropriations, $280,780 in capital grants and $10,940 in gifts. Overview of the Financial Statements This discussion and analysis are intended to serve as an introduction to Mount Wachusett Community College’s basic financial statements. The College’s basic financial statements are comprised of two components: 1) the financial statements and 2) the notes to the financial statements. This report also contains other supplementary information in addition to the basic financial statement.

57

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 4 -

Overview of the Financial Statements - Continued The Financial Statements: The financial statements (pages 21-23) are designed to provide readers with a broad overview of the College’s finances in a manner similar to a private sector College.

The Statements of Net Position (p. 21) present information on the College’s assets, liabilities and deferred outflows and inflows of resources, with the difference being reported as net position. Over time, increases or decreases in net position may serve as a useful indicator of whether the College’s financial position is improving or weakening.

The Statements of Revenues and Expenses and Changes in Net Position (p. 22) present information showing how the College’s net position changed during the most recent fiscal year. All changes in net position are reported as soon as the underlying event giving rise to the change occurs, regardless of the timing of related cash flows. Thus, revenues and expenses are reported in this statement for some items that will only result in cash flows in future fiscal periods (e.g. expenses are recorded upon receipt of an invoice, regardless of when payment is made). The Statements of Cash Flows (p. 23) is reported on the direct method. The direct method of cash flow reporting portrays net cash flows from operations as major classes of operating receipts (e.g. tuition and fees) and disbursements (e.g. cash paid to employees for services). The Government Accounting Standards Board (GASB) Statements 34 and 35 require this method to be used.

58

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 5 -

Overview of the Financial Statements - Continued Notes to the financial statements: The notes provide additional information that is essential to a full understanding of the data provided in the financial statements. The notes to the financial statements can be found on pages 24-55 of this report. Mount Wachusett Community College reports its activity as a business-type activity using the full accrual measurement focus and basis of accounting. Mount Wachusett Community College is an agency of the Commonwealth of Massachusetts. Therefore, the results of the College’s operations, its net position, and cash flows are also summarized in the Commonwealth’s Comprehensive Annual Financial Report in its government-wide financial statements. Included in the Comparative Statements of Net Position and the Statements of Revenues, Expenses, and Changes in Net Position is a separate column representing the activity of the Mount Wachusett Community College Foundation, Inc. (the “Foundation”). According to GASB 39, the Foundation is classified as a component unit of the College. Financial Analysis of the College as a Whole

Schedules of Net Position

Net position over time serves as a useful indicator of Mount Wachusett Community College’s financial position. For the year ended June 30, 2016, assets exceeded liabilities and deferred inflows of resources by $37.2 million.

59

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 6 -

Financial Analysis of the College as a Whole - Continued Schedules of Net Position - Continued The following schedules are prepared from the College’s Statement of Net Position (page 21):

FY 2016 FY 2015 FY 2014

Current assets 13.15$ 12.09$ 14.85$ Non-current assets:Capital assets, net of depreciation 49.94 24.94 21.00 Other 0.36 0.35 - Deferred outflows of resources 5.14 1.59 0.58

Total Assets 68.59$ 38.97$ 36.43$

Current liabilities 7.66$ 6.99$ 7.05$

Noncurrent liabilities 23.21 17.36 18.78 Total Liabilities 30.87 24.35 25.83

Deferred inflows of resources 0.55 1.73 -

Net Position: Investment in capital assets 41.72 16.17 14.42 Restricted 0.36 0.35 - Unrestricted (4.91) (3.63) (3.82)

Total Net Position 37.17$ 12.89$ 10.60$

Schedules of Net PositionJune 30,

(in millions)

60

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 7 -

Financial Analysis of the College as a Whole - Continued Schedules of Net Position - Continued Current assets increased by approximately $1.0 million from 2015 to 2016 due primarily to an increase in cash and investments. Cash and investments increased from $10.4 million in 2015 to $11.2 million in 2016. Capital assets, net of depreciation increased by approximately $25 million, the majority of which is the near completion of the new science wing. The largest portion of the College’s net position reflects its investment in capital assets (e.g. land, buildings, machinery & equipment) less any related debt, including capital leases, used to acquire those assets. Unrestricted Net Position reflects assets that are available to meet the day-to-day operations of the College. The College’s assets and deferred outflows of resources include the following breakdown:

Current liabilities increased from 2015 to 2016 by approximately $675,000. The major components of this increase include deposits, unearned revenue and accrued payroll.

61

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 8 -

Financial Analysis of the College as a Whole - Continued Schedules of Net Position - Continued Non-current liabilities increased from 2015 to 2016 by approximately $5.8 million due to an increase in the net pension liability. The College’s liabilities and deferred inflows of resources include the following breakdown:

$600,298 $2,639,340

$3,842,024

$13,481,424 $1,393,239

$8,722,115

$190,161 $547,750

A/P & Accrued Liabilities

Accrued Payroll

Accrued Benefits

Net Pension Liability

Deposits & Unearned

Debt

Deferred Lease Payments

Deferred Inflows of Resources

Accrued Benefits is made up of an accrual for compensated absences ($3.63 million) and the College’s Workers’ Compensation liability (approximately $210,000). Deposits and Unearned consists of student deposits and advance tuition payments (approximately $365,000), advance grant payments (approximately $728,000), funds held for others (approximately $84,000) and deferred revenue for the theater and fitness and wellness center (approximately $214,000).

62

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 9 -

Financial Analysis of the College as a Whole - Continued Schedules of Net Position - Continued Debt is comprised of the following:

A twenty year bond ($3,000,000) from the Mass State College Building Authority to support the construction of a new science & technology center.

A twenty year loan with Massachusetts Health and Educational Facilities Authority ($1,200,000) to add a 12,000 sq. ft. technology center to the main building.

A fifteen year Clean Renewable Energy Bond (CREB) ($310,000), the proceeds of which have been used to install photovoltaic cells on the College’s rooftop.

An eighteen year Clean Renewable Energy Bond (CREB) ($2,145,000), and a CEIP Bond (Clean Energy Investment Program) $4,400,000, which were used for the construction of two wind turbines.

A $500,000 loan from the Mount Wachusett Community College Foundation.

During FY 2016, the College repaid $552,415 of the principal on its capital asset related debt. Schedules of Revenues, Expenses and Changes in Net Position The following schedules are prepared from the College’s Schedules of Revenues, Expenses, and Changes in Net Position (page 22), which is presented on an accrual basis. All of the current year’s revenues and expenses are taken into account regardless of when cash is received or paid. These schedules represent the results of the College’s operations.

63

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 10 -

Financial Analysis of the College as a Whole - Continued Schedules of Revenues, Expenses and Changes in Net Position

2016 2014Operating Revenue:

Tuition and fees 11.51$ $ 11.56 Grants and contracts 17.26 16.67 Auxiliary 1.10 1.34 Other 2.09 1.69 Total 31.96 31.26

Less: operating expenses 51.59 48.40

Net operating loss (19.63) (17.14)

State appropriations 18.41 16.24 Net interest & other non-operating (0.33) (0.27)Capital appropriations, grants, and gifts 25.84 1.13 Total 43.92 17.10

Increase in net position 24.29 (0.04)

Net Position, Beginning of Year 12.89 10.64

Net Position, End of Year 37.18$ 10.60$

1.18 2.01

(17.42)

32.24

2015

2.52

49.66

17.52 (0.33)

(in millions)

17.46

12.89$

Operating ResultsYears Ended June 30,

19.71

11.59$

10.60

2.29

Non-operating Revenue:

64

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 11 -

Financial Analysis of the College as a Whole - Continued Schedules of Revenues, Expenses and Changes in Net Position - Continued A number of revenue streams supplement student tuition and fees and currently include: federal and state grants and contracts, nongovernmental grants and contracts, contracted services of the cafeteria and bookstore, and operation of the fitness and wellness center. The College will continue to aggressively seek additional funding to support its operation consistent with its mission, as well as to continue to make prudent use of its financial resources for funding its operating activities.

Revenues Revenues consisted of the following (in thousands) for the fiscal years ended June 30:

2016 2015 2014

Tuition & Fees 11,506$ $ 11,586 $11,560 Grants 16,120 16,526 16,202Contracts 1,138 925 463Auxiliary 1,102 1,178 1,344State Appropriation 18,407 17,523 16,243Capital Appropriation 25,545 1,978 1,134Capital Grants & Gifts 292 545 - Other 2,095 2,015 1,706

$ 76,205 $ 52,276 $ 48,652

65

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 12 -

Financial Analysis of the College as a Whole - Continued Revenues - Continued The following is a graphic illustration of the College’s revenues by source:

Major components of the operating revenue for the year include tuition and fees, federal and state grants and contracts. Federal and state grants and contracts include Adult Basic Education funded through the Massachusetts Department of Education, as well as GEAR-Up, Educational Opportunity Center, Visions and Project GO funded by the United States Department of Education And Trade Adjustment Assistance Community College & Career Training (TACCCT) grants from the U.S. Department of Labor. Grants also include federal financial aid such as PELL grants.

66

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 13 -

Financial Analysis of the College as a Whole - Continued Revenues - Continued The chart below shows a year-to-year comparison of the College’s revenue sources:

$0

$5,000

$10,000

$15,000

$20,000

$25,000

$30,000

FY 2016

FY 2015

FY 2014

Tuition and fees decreased by $80,000 over FY 2015 due to declining enrollment. Grant revenue decreased approximately $193,000 due primarily to decreases in various Federal grants including Pell and Federal Work Study. The state appropriation increased by approximately $884,000. There was a capital appropriation of approximately a $25,546,000 for the Haley Academic Building renovation, new roofing and new math/science center study. The College also received gifts totaling $11,000 towards the purpose of creating an endowment to fund humanities activities.

67

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 14 -

Financial Analysis of the College as a Whole - Continued Operating Expenses Operating expenses can be displayed in two formats, natural classification and functional classification. Both formats are included on the next two pages. The following is a summary of the College’s expenses using the Natural Classification Format:

FY2016 FY 2015 FY2014FY 2016 FY 2015 FY 2014

Salaries & wages 28,516,238$ 28,663,286$ 28,530,920$ Employee related expenses 312,493 338,780 339,692 Fringe benefits 6,618,929 6,099,873 5,901,615 Administrative 4,481,133 2,641,039 2,350,873 Supplies 1,586,511 1,462,334 1,519,898 Utilities/space rental 1,987,269 2,023,749 1,977,153 Consultants 931,140 941,273 607,697 Facility operations 369,985 388,311 428,417 Equipment purchase 1,253,919 1,207,404 845,732

Equipment lease 666,078 640,459 559,334

Client purchased service 510,561 576,304 398,561 Building & land maintenance 38,686 130,773 152,438

Scholarship 3,105,858 3,112,679 3,422,510 Depreciation 1,261,108 1,204,242 1,163,816 Compensated absences (46,354) 229,395 201,327

51,593,554$ 49,659,901$ 48,399,983$

68

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 15 -

Financial Analysis of the College as a Whole - Continued Operating Expenses - Continued The following chart graphically illustrates the College’s major expenses under the natural classification format:

Salaries and wages make up the majority of expenditures for the College. Coupled with the resulting fringe benefits, they make up 68% of the cost of operations in FY 2016, compared with 70% in FY15. Natural classifications of expenditures are useful for budgetary and analytical purposes; however, functional classification can give more insight when attempting to compare institutions of higher education. Functional classifications show the expenditures grouped by programmatic areas.

69

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 16 -

Financial Analysis of the College as a Whole - Continued Operating Expenses - Continued The following is a summary of the College’s expenses using the functional classification format:

FY2016 FY 2015 FY2014FY 2016 FY 2015 FY 2014

Instruction 14,251,885$ 13,704,213$ 14,265,140$

1,057,252 1,062,761 957,729 5,225,995 5,154,641 5,560,275

12,498,969 12,276,595 10,438,298 6,301,103 6,638,799 5,802,902

Operation & maintenance of plant 6,430,694 5,241,098 5,454,927 1,261,108 1,204,241 1,163,816 3,105,858 3,112,678 3,422,510 1,460,690 1,264,875 1,334,385

51,593,554$ 49,659,901$ 48,399,982$

Public serviceAcademic supportStudent servicesInstituional support

DepreciationStudent aidAuxilary enterprise - fitness center

70

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 17 -

Financial Analysis of the College as a Whole - Continued Operating Expenses - Continued The following is a graphic representation of the operating expenses under the functional classification format:

Instruction28%

Public Service2%

Academic Support10%

Student Services24%

Institutional Support

12%

Operation & Maintenance of

Plant13%

Depreciation2%

Student Aid6%

Auxiliary enterprise

3%

Expenses for instruction, academic support, student services and student aid make up the bulk of the College’s operational expense with a combined total of 62% in FY 2016. Another 25% of the College’s resources went to institutional support and the maintenance of the College’s facilities in FY 2016 while 5% is spent on public service and the operation of the College’s fitness center and cafeteria. Capital Asset and Debt Administration As of June 30, 2016 the College had $49,936,839 invested in capital assets, net of accumulated depreciation of $21,240,071. This investment in capital assets includes land, buildings (including improvements) furnishings and equipment, and books. Depreciation charges for FY 2016 and 2015 were $1,261,108 and $1,204,241 respectively. Additions totaled $26,251,774 primarily for the Haley Academic building renovation and new math and science center.

71

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 18 -

Capital Asset and Debt Administration - Continued The College records capital assets under General Accepted Accounting Principles, whereby assets are recorded at their historical cost and depreciated over a period of 3 - 40 years. In the case of land and buildings, these historical costs may vary significantly from their current fair market value where they would typically appreciate in value rather than depreciate. The following table is a summary of the College’s capital assets at June 30:

2016 2015 2014Land 41$ 41$ 41$ Construction in progress 30,517 6,346 1,515 Buildings & improvements 35,805 34,434 34,434 Furnishing & equipments 4,405 3,695 3,365 Library books 408 408 408

Total 71,176 44,924 39,763

Less: accumulated depreciation 21,240 19,978 18,775

Net capital assets 49,936$ 24,946$ 20,988$

Capital Assets(in thousands)

Additions to capital assets for the year ended June 30, 2016 include:

$25,541,460 - Haley Academic building renovation, new roofing and new math/science center study In Fiscal year 2008, the Commonwealth of Massachusetts passed a bond bill which authorizes the issuance of $2 billion in capital bonds. Of this $2 billion authorization, $1 billion is dedicated to capital investments at the state and community colleges, and $1 billion is dedicated to capital investments at the University of Massachusetts. The monies are to be released to various State departments in $100 million increments over a ten year period.

72

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 19 -

Capital Asset and Debt Administration - Continued Mount Wachusett Community College is slated to receive $43.3 million in capital monies where $5.4 million is to be dedicated to parking lot improvements at the College and $37.9 million will be used to make renovations to the Haley Academic building. During FY 2016 the College received approximately $25,139,000 of the $37.9 million for the design of the new science wing and renovations to the Haley building, with the remainder to be released as required for construction, which commenced in FY 15 and is expected to be completed in FY 17. All capital asset purchases are pre-approved by the Board of Trustees and are included in the College’s capital spending plan submitted to the Board of Higher Education and the Commonwealth’s Fiscal Affairs Division. Additional information about Mount Wachusett Community College’s capital assets can be found in Note 7 of this report. Long-Term Liabilities The College’s outstanding long-term liabilities consist of the following at June 30:

2016 2015 2014

Bonds payable 8,222,115$ 8,678,779$ 9,365,294$

Deferred lease payments 190,161 283,725 349,657 Compensated absences 3,632,054 3,678,409 3,449,013 Net pension liability 13,481,424 7,434,353 7,973,638 Notes payable – Foundation 500,000 - - Obligations under capital lease - 95,751 187,666 Workers' compensation 209,970 306,833 433,917

26,235,724 20,477,850 21,759,185

Less: current portion 3,029,986 3,114,238 2,968,626

Long-term liabilities 23,205,738$ 17,363,612$ 18,790,559$ Statewide Concerns The level of state support that the College receives is dependent on the State’s economic and political landscape. The College’s annual maintenance appropriation was level funded during FY’s 2011, 2012 and 2013 due to statewide budgetary concerns. In FY 14, the Board of Higher Education developed and implemented a performance based funding formula for the community college segment. The State also infused additional monies into the community college system to

73

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Management’s Discussion and Analysis (Unaudited) - Continued

June 30, 2016 and 2015

 

- 20 -

Economic Factors that Will Affect the Future - Continued Statewide Concerns - Continued be allocated per the new performance formula. In FY 14 an additional $20 million was allocated to the community colleges through the formula. MWCC’s share of which amounted to $1,077,000. In FY 15 the State increased community college funding by $13.2 million of which MWCC received $814,000 and in FY 16 the State increased community college funding by $9.1 million, of which MWCC received $441,000. National Concerns Nationwide, enrollments, which peaked in 2011, have been on a steady four year decline. Shifts in demographics leading to fewer high school graduates has been one of the major factors here. During economic downturns, displaced workers will return to college to seek new skills. These older non-traditional students make up a large portion of the community college attendees. As the economy has been improving, these students have been able to find new careers and are leaving the college campuses. Regional Concerns The unemployment rate for the Leominster-Fitchburg-Gardner metropolitan area decreased from 5.1% in June of 2015 to 4.9% in June of 2016, according to the U.S. Department of Labor, Bureau of Labor Statistics. This compares to a decrease from 5.8% to 4.9% respectively, on a statewide level. Due to the demographic changes associated with an aging and increasingly diverse population in the North Central Worcester County area, the need for an affordable, accessible education remains high. In addition, much of the region consists of rural communities where economic development and workforce development issues are dependent upon higher education to respond. Furthermore, excellence in technical education and the demands of the contemporary high-tech workplace require the college to maintain state-of-the art equipment, to develop new programs, and to continue with faculty development efforts. The College’s ability to respond to these concerns depends on the continuation of state funding, the availability of federal and state grants and contracts, a steady enrollment, and cost containment and conservation strategies in order to meet the College’s basic operational needs. Requests for Information This financial report is designed to provide a general overview, for all those with an interest in Mount Wachusett Community College’s finances. Questions concerning the information provided in this report, or requests for additional financial information, should be addressed to Robert E. LaBonte, Vice President of Finance & Administration, 444 Green Street, Mount Wachusett Community College, Gardner, MA.

74

2016 2015 2016 2015College College Foundation Foundation

Current Assets:Cash and equivalents 4,204,572$ 6,377,048$ 321,265$ 425,363$ Cash held by State Treasurer 3,616,546 2,656,112 - - Short-term investments 3,033,043 1,052,306 - - Accounts receivable, net 2,154,055 1,899,916 - - Current portion of pledges receivable 4,000 10,000 9,690 5,447 Current portion of note receivable - College - - 88,698 - Other current assets 140,932 89,985 33,869 11,623

Total Current Assets 13,153,148 12,085,367 453,522 442,433

Non-Current Assets:Cash restricted for long term purposes 37,543 288,291 Investments 275,311 - 3,354,012 4,067,568 Beneficial interest - - 2,026,208 2,057,615 Pledges receivable 50,000 54,000 9,420 13,856 Note receivable - College - - 411,302 - Capital assets, net 49,936,839 24,946,174 - -

Total Non-Current Assets 50,299,693 25,288,465 5,800,942 6,139,039

Deferred Outflows of Resources:Contributions subsequent to the measurement date 599,035 741,476 - - Changes in plan actuarial assumptions 2,334,706 83,570 - - Changes in proportion due to internal allocation 1,940,198 773,050 - - Differences between actual and expected experience 266,482 - - -

Total Deferred Outflows of Resources 5,140,421 1,598,096 - -

Total Assets and Deferred Outflows of Resources 68,593,262$ 38,971,928$ 6,254,464$ 6,581,472$

Current Liabilities:Accounts payable and accrued liabilities 600,298$ 397,985$ 20,448$ 53,675$ Accrued payroll 2,639,340 2,352,353 - - Accrued compensated absences 2,433,552 2,494,929 - - Accrued workers' compensation 44,304 66,889 - - Student deposits and unearned revenue 1,393,239 1,123,440 - - Current portion of bonds payable 463,432 456,669 - - Current portion of obligation under capital lease - 95,751 - - Current portion of loan payable - Foundation 88,698 - - -

Total Current Liabilities 7,662,863 6,988,016 20,448 53,675

Non-Current Liabilities:Accrued compensated absences 1,198,502 1,183,480 - - Accrued workers' compensation 165,666 239,944 - - Bonds payable 7,758,683 8,222,110 - - Net pension liability 13,481,424 7,434,353 - - Obligation under capital lease - - - - Note payable - Foundation 411,302 - - - Future lease payments 190,161 283,725 - -

Total Non-Current Liabilities 23,205,738 17,363,612 - -

Total Liabilities 30,868,601 24,351,628 20,448 53,675

Deferred Inflows of Resources:Service concession arrangements 150,000 200,000 - - Net differences between projected and actual earnings of plan investments 387,400 1,525,892 - - Changes in proportion to Commonwealth 10,350 2,574 - -

Total Deferred Inflows of Resources 547,750 1,728,466 - -

Net Position:Investment in capital assets, net 41,714,724 16,171,644 - - Restricted: Nonexpendable 363,231 352,291 432,448 322,448 Expendable 3,623 - 3,557,918 3,591,601 Unrestricted (4,904,667) (3,632,101) 2,243,650 2,613,748

Total Net Position 37,176,911 12,891,834 6,234,016 6,527,797

Total Liabilities and Net Position 68,593,262$ 38,971,928$ 6,254,464$ 6,581,472$ The accompanying notes are an integral part of the financial statements.

Assets

Liabilities, Deferred Inflows of Resources and Net Assets

MOUNT WACHUSETT COMMUNITY COLLEGE(an agency of the Commonwealth of Massachusetts)

Statements of Net Position

June 30,

UnitPrimary

GovernmentComponent

- 21 -

75

Primary Government

2016 2015 2016 2015College College Foundation Foundation

Operating Revenues:Tuition and fees 17,748,779$ 18,582,389$ -$ -$ Less: Scholarships and allowances (6,242,668) (6,995,919) - - Net tuition and fees 11,506,111 11,586,470 - - Gifts and contributions - - 627,087 572,388 Federal grants and contracts 14,007,487 14,258,806 - - State and local grants and contracts 2,112,356 2,267,287 - - Non-governmental grants and contracts 1,137,567 925,287 - - Auxiliary enterprises 1,102,340 1,177,650 - - Other operating revenues 2,095,448 2,015,067 114,872 79,170

Total Operating Revenues 31,961,309 32,230,567 741,959 651,558

Operating Expenses:Instruction 14,251,884 13,704,213 - - Public service 1,057,252 1,062,761 30,991 43,099 Academic support 5,225,996 5,154,641 835,662 730,047 Student services 12,498,969 12,276,595 - - Institutional support 6,301,104 6,638,799 116,764 105,181 Operation and maintenance of plant 6,430,694 5,241,098 - - Depreciation 1,261,108 1,204,241 - - Scholarships and fellowships 3,105,857 3,112,678 - - Auxiliary enterprise 1,460,690 1,264,875 - -

Total Operating Expenses 51,593,554 49,659,901 983,417 878,327

Net Operating (Loss) Income (19,632,245) (17,429,334) (241,458) (226,769)

Non-Operating Revenues (Expenses):State appropriation, unrestricted 18,399,650 17,317,346 - - State appropriation, restricted 7,500 205,966 - - Investment income (loss) 45,207 16,837 (20,916) 133,912 Change in value of beneficial interest - - (31,407) (31,882) Gifts 10,940 352,291 - - Interest expense (372,456) (342,467) - -

Net Non-Operating Revenues 18,090,841 17,549,973 (52,323) 102,030

Net Increase (Decrease) in Net Position Before Other Changes in Net Position (1,541,404) 120,639 (293,781) (124,739)

Capital grants 280,780 192,835 - - Capital Appropriations 25,545,701 1,977,636 - -

Other Changes in Net Position 25,826,481 2,170,471 - -

Net Increase (Decrease) in Net Position 24,285,077 2,291,110 (293,781) (124,739)

Net Position, Beginning of Year 12,891,834 10,600,724 6,527,797 6,652,536

Net Position, End of Year 37,176,911$ 12,891,834$ 6,234,016$ 6,527,797$

The accompanying notes are an integral part of the financial statements.

ComponentUnit

MOUNT WACHUSETT COMMUNITY COLLEGE(an agency of the Commonwealth of Massachusetts)

Statements of Revenues and Expenses and Changes in Net Position

For the Years Ended June 30,

- 22 -76

Primary Government

2016 2015College College

Cash Flows from Operating Activities: Tuition and fees 10,926,481$ 11,068,979$ Grants and contracts 17,367,985 17,117,001 Payments to employees (23,946,476) (25,123,360) Payments to students (3,103,258) (3,111,678) Payments to suppliers and vendors (16,851,566) (16,227,695) Other receipts 3,156,596 3,043,302

Net Cash Applied to Operating Activities (12,450,238) (13,233,451)

Cash Flows from Non-Capital Financing Activities: State appropriations 14,314,332 14,091,689 Restricted appropriations 7,500 205,967 9c cuts - (200,194) Gifts 20,940 352,291 Tuition remitted to state (294,319) (318,490)

Net Cash Provided by Non-Capital Financing Activities 14,048,453 14,131,263

Cash Flows from Capital Financing Activities: Capital grants 280,780 192,835 Purchases of capital assets (706,072) (3,184,060) Advance payment related to service concession arrangement - 250,000 Proceeds from Foundation loan 500,000 - Principal paid on note and bonds payable and obligations under capital lease (552,415) (777,895) Interest paid on note and bonds payable and obligations under capital lease (372,456) (342,467)

Net Cash Applied to Capital Financing Activities (850,163) (3,861,587)

Cash Flows from Investing Activities: Purchase of investments (2,243,265) (5,955) Investment income 32,423 16,837

Net Cash (Applied to) Provided by Investing Activities (2,210,842) 10,882

Net Decrease in Cash and Equivalents (1,462,790) (2,952,893)

Cash and Equivalents, Beginning of Year 9,321,451 12,274,344

Cash and Equivalents, End of Year 7,858,661$ 9,321,451$

Reconciliation of Net Operating Loss to Net Cash Applied to Operating Activities: Net operating loss (19,632,245)$ (17,429,334)$ Adjustments to reconcile net operating loss to net cash applied to operating activities: Depreciation 1,261,108 1,204,241 Fringe benefits provided by the State 4,379,637 3,744,340 Service concession arrangement (50,000) (50,000) Increase in allowance for doubtful accounts 355,023 283,794 Changes in assets and liabilities: Accounts receivables (609,162) (808,051) Other current assets (50,947) 3,515 Accounts payable and accrued expenses 108,749 (126,716) Accrued salaries and wages 286,987 (77,332) Accrued compensated absences and workers' compensation (143,218) 102,312 Student deposits and unearned revenues 269,800 (60,341) Net pension activity 1,374,030 (19,879)

- Net Cash Applied to Operating Activities (12,450,238)$ (13,233,451)$

Non-Cash Transactions: Fringe benefits provided by the state 4,379,637$ 3,744,341$ Debt reserve applied towards bond principal 540$ 535$ Capital improvements provided by capital appropriations 25,545,701$ 1,977,636$ Unrealized gain on investments 12,784$ -$

The accompanying notes are an integral part of the financial statements.

MOUNT WACHUSETT COMMUNITY COLLEGE(an agency of the Commonwealth of Massachusetts)

Statements of Cash Flows

For the Years Ended June 30,

- 23 -77

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements

June 30, 2016 and 2015

- 24 -

Note 1 - Summary of Significant Accounting Policies

Organization Mount Wachusett Community College (the “College”) is a state-supported comprehensive college that offers a quality education leading to associate degrees in the arts and sciences, as well as one-year certificate programs. With its primary campus located in Gardner, Massachusetts, along with other satellite campuses, the College provides instruction and training in a variety of liberal arts, allied health, engineering technologies, and business fields of study. The College also offers, through the Division of Continuing Education, credit and noncredit courses as well as community service programs. The College is accredited by the New England Association of Schools and Colleges. Basis of Presentation and Accounting The accompanying financial statements have been prepared using the economic resources measurement focus and the accrual basis of accounting in accordance with accounting principles generally accepted in the United States of America, as prescribed by the Governmental Accounting Standards Board (“GASB”). The Mount Wachusett Community College Foundation, Inc. (the “Foundation”), a component unit of the College, was formed in 1971 to render financial assistance and support to the educational programs and development of the College. The Foundation is legally separate from the College, and the College is not financially accountable for the Foundation. The Foundation has been included in the financial statements because of the nature and significance of its relationship with the College. Complete financial statements can be obtained from the Foundation’s administrative office in Gardner, Massachusetts. Revenues are recorded when earned and expenses are recorded when a liability is incurred, regardless of the timing of related cash flows. Grants and similar items are recognized as revenue as soon as all eligibility requirements have been met. The accompanying statements of revenues and expenses demonstrate the degree to which the direct expenses of a given function are offset by program revenues. Direct expenses are those that are clearly identifiable within a specific function. Program revenues primarily include charges to students or others who enroll or directly benefit from services that are provided by a particular function. Items not meeting the definition of program revenues are instead reported as general revenue.

78

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 25 -

Note 1 - Summary of Significant Accounting Policies - Continued

Basis of Presentation and Accounting - Continued The College has determined that it functions as a business-type activity, as defined by GASB. The effect of inter-fund activity has been eliminated from these financial statements. The basic financial statements and required supplementary information (RSI) for general-purpose governments consist of management's discussion and analysis, basic financial statements including the College’s discretely presented component unit, the Foundation, and required supplementary information. The College presents statements of net position, revenues, expenses, changes in net position, and cash flows on a combined College-wide basis. The College's policy for defining operating activities in the statements of revenues and expenses are those that generally result from exchange transactions such as the payment received for services and payment made for the purchase of goods and services. Certain other transactions are reported as non-operating activities including the College's operating and capital appropriations from the Commonwealth of Massachusetts, net investment income, gifts, and interest expense.

The College’s financial statements are prepared in accordance with generally accepted accounting principles (“GAAP”). The Governmental Accounting Standards Board is responsible for establishing GAAP for state and local governments through its pronouncements. Net Position Resources are classified for accounting purposes into the following four net position categories:

Investment in capital assets, net: Capital assets, net of accumulated depreciation, and outstanding principal balances of debt attributable to the acquisition, construction, repair, or improvement of those assets.

Restricted - nonexpendable: Net assets subject to externally imposed conditions that the College must maintain in perpetuity.

79

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 26 -

Note 1 - Summary of Significant Accounting Policies - Continued Net Position - Continued

Restricted - expendable: Net assets whose use is subject to externally imposed conditions that can be fulfilled by the actions of the College or by the passage of time.

Unrestricted: All other categories of net assets. Unrestricted net assets may be designated by actions of the College’s Board of Trustees.

The College has adopted a policy of generally utilizing restricted - expendable funds, when available, prior to unrestricted funds.

Trust Funds In accordance with the requirements of the Commonwealth of Massachusetts, the College’s operations are accounted for in several trust funds. All of these trust funds have been consolidated and are included in these financial statements. Cash and Equivalents The College considers all highly liquid debt instruments with original maturity dates of three months or less, whether held in its own accounts or by state agencies on its behalf, to be cash equivalents. Investments Investments in marketable securities are stated at fair market value. Dividends, interest, and net gains or losses on investments of endowments and similar funds are reported in the statements of revenues and expenses. Any net earnings not expended are included in net position categories as follows: (i) As increases in restricted - nonexpendable net position if the terms of the gift

require that they be added to the principal of a permanent endowment fund;

(ii) As increases in restricted - expendable net position if the terms of the gift or the College’s interpretation of relevant state law impose restrictions on the current use of the income or net gains. The College has relied upon the Attorney General’s interpretation of state law that unappropriated endowment gains should generally be classified as restricted - expendable; and

(iii) As increases in unrestricted net position in all other cases.

80

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 27 -

Note 1 - Summary of Significant Accounting Policies - Continued Allowance for Doubtful Accounts Accounts and pledges receivable are periodically evaluated for collectibility based on past history with students. Provisions for losses on loans receivable are determined on the basis of loss experience, known and inherent risks in the loan portfolio, the estimated value of underlying collateral, and current economic condition.

Capital Assets Real estate assets, including improvements, are generally stated at cost. Furnishings and equipment are stated at cost at date of acquisition or, in the case of gifts, at fair value at date of donation. In accordance with the state’s capitalization policy, only those items with a unit cost of more than $50,000 are capitalized. College capital assets, with the exception of land and construction in progress, are depreciated on a straight-line basis over their estimated useful lives, which range from 3 to 40 years. The College does not have collections of historical treasures, works of art or other items that are inexhaustible by their nature and are of immeasurable intrinsic value, thus not requiring capitalization or depreciation in accordance with GASB guidelines. The cost of normal maintenance and repairs that do not add to the value of the asset or materially extend assets lives are not capitalized. Cash Held by State Treasurer Cash held by state treasurer represents funds accessible by the College held by the Commonwealth of Massachusetts for payroll. Fringe Benefits The College participates in the Commonwealth’s fringe benefit programs, including health insurance, unemployment, pension, and workers’ compensation benefits. Health insurance, unemployment, and pension costs are billed through a fringe benefit rate charged to the College. Workers’ compensation costs are assessed separately based on the College’s actual experience. Compensated Absences Employees earn the right to be compensated during absences for vacation and sick leave. Accrued vacation is the amount earned by all eligible employees through June 30, 2016. The accrued sick leave balance represents 20% of amounts earned by those employees with 10 or more years of state service at June 30, 2016. Upon retirement, these employees are entitled to receive payment for this accrued balance.

81

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 28 -

Note 1 - Summary of Significant Accounting Policies - Continued Student Deposits and Unearned Revenue Deposits and advance payments received for tuition and fees related to certain summer programs, tuition received for the following academic year, advance theater ticket sales, and unexpired health center memberships are deferred and recorded as revenues as earned. Pensions For purposes of measuring the net pension liability, deferred outflows of resources and deferred inflows of resources related to pensions, and pension expense, information about the fiduciary net position of the Massachusetts State Employees’ Retirement System plan (“SERS”) and the additions to/deductions from SERS’ fiduciary net position have been determined on the same basis as they are reported by SERS. For this purpose, benefit payments (including refunds of employee contributions) are recognized when due and payable in accordance with the benefit terms. Investments are reported at fair value.

Student Tuition and Fees Student tuition and fees are presented net of scholarships and fellowships. Certain other scholarships are paid directly to, or refunded to, the students and are generally reflected as expenses. Future Lease Payments United States generally accepted accounting principles requires that rent expense under lease agreements is recognized ratably over the period of the agreement regardless of the presence of rent holidays, scheduled rent increases and other terms affecting the monthly payment. Accordingly, when the required monthly payment is less than the pro rata monthly expense the aggregate of this difference is presented on the statement of net position as a liability. The liability is liquidated in future periods as the required monthly payment increases in accordance with the lease agreement. Tax Status The College is an agency of the Commonwealth of Massachusetts and is therefore generally exempt from income taxes under Section 115 of the Internal Revenue Code.

82

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 29 -

Note 1 - Summary of Significant Accounting Policies - Continued Use of Estimates The preparation of financial statements in conformity with generally accepted accounting principles requires management to make estimates and assumptions that affect the reported amounts of assets and liabilities and disclosure of contingent assets and liabilities at the date of the financial statements, and the reported amounts of revenues and expenses during the reporting period. Actual results could differ from those estimates. New Governmental Accounting Pronouncements GASB Statement 75 - Accounting and Financial Reporting for Postemployment Benefits Other Than Pensions is effective for periods beginning after June 15, 2017. This Statement replaces Statement 45, Accounting and Financial Reporting by Employers for Postemployment Benefits Other Than Pension Plans and Statement 57, OPEB Measurements by Agent Employers and Agent Multiple-Employer Plans. The objective of Statement 75 is to improve accounting and financial reporting by state and local governments for postemployment benefits other than pensions (“OPEB”). It also requires additional information by state and local governmental employers about financial support for OPEB that is provided by other entities. The Statement establishes standards for recognizing and measuring liabilities, deferred outflows and inflows of resources, and expense/expenditures. GASB 75 also identifies the assumptions and methods that are required to be used to project benefit payments, discount projected benefit payments to their actuarial present value and attribute that present value to periods of employee service for defined benefit OPEB. Management has not yet evaluated the effects of the implementation of this Statement. Reclassifications Certain amounts in the 2015 financial statements have been reclassified to conform to the 2016 presentation.

Note 2 - Cash and Equivalents

Custodial credit risk is the risk associated with the failure of a depository financial institution. The College’s deposits are made in domestic banks that are Federally insured with supplemental insurance for those accounts exceeding the Federally insured limits. At June 30, 2016 and 2015 the carrying amount of the College’s deposits, which reflect deposits in transit and outstanding checks, were $4,242,115 and $6,665,339, respectively. The College had deposits of $1,893,771 and $2,086,117 in excess of FDIC Insurance at June 30, 2016 and 2015, respectively.

83

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 30 -

Note 2 - Cash and Equivalents – Continued

The Treasurer of the Commonwealth of Massachusetts oversees the financial management of the Massachusetts Municipal Depository Trust (“MMDT”), an external investment pool for cities, towns and other state and local agencies within the Commonwealth. MMDT operates as a Rule 2a-7-like pool and is valued by MMDT’s management on amortized cost where the net asset value is $1 per share. At June 30, 2016 and 2105, the College has $5,146 and $5,125, respectively, invested with MMDT and is included in cash and equivalents.

Note 3 - Cash Held By State Treasurer

Accounts payable and accrued salaries to be funded from state-appropriated funds totaled $3,616,546 and $2,656,112 at June 30, 2016 and 2015, respectively. The College has recorded a comparable dollar amount of cash held by the State Treasurer for the benefit of the College, which was subsequently utilized to pay for such liabilities.

Note 4 - Investments

College Investment Policy In accordance with Chapter 15A of the Massachusetts General Laws, The Board of Trustees has adopted an investment policy that applies to locally held funds that are not appropriated by the state legislator or derived from federal allocation. The primary objective of the College’s investment policy is to provide a source of liquidity, income and capital appreciation for the College. The College’s investments are comprised of short term/liquid investments, which include cash and other short term investments expected to mature within three years, and long term investments, which include bonds, equities, and other investments expected to mature within three to ten years. Investments identified as endowment funds are designed to ensure a total return sufficient to preserve and enhance the principal of the funds and provided a dependable source of revenue for the identified purposes.

Concentration of Credit Risk The College places no limit on the amount it may invest in any one issuer. The College had no investments exceed 5% of its total investment balance as of June 30, 2016 and 2015. Under accounting principles generally accepted in the United States of America, investments issued or explicitly guaranteed by the federal government

84

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 31 -

Note 4 - Investments - Continued College – Continued Concentration of Credit Risk – Continued and mutual funds are specifically excluded for purposes of determining concentration of credit risk disclosures. Custodial Credit Risk For an investment, custodial credit risk is the risk that, in the event of the failure of the counterparty, the College will not be able to recover the value of its investments or collateral securities that are in the possession of an outside party. Investment securities are exposed to custodial credit risk if the securities are uninsured, are not registered in the name of the College, or are held by either the counterparty or the counterparty’s trust department or agent but not in the College’s name. The College’s policy is to hold all investments in the name of the organization.

Interest Rate Risk Interest rate risk is the risk that changes in interest rates will adversely affect the fair value of an investment. The College does not have a formal policy that limits investment maturities as a means of managing its exposure to fair value losses arising from increasing interest rates.

Credit Risk Credit risk is the risk that an issuer or counterparty to an investment will not fulfill its obligations. The College’s investment policy establishes guidelines for permissible investments, which include certificates of deposits, mutual funds, equities and bonds.

85

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 32 -

Note 4 - Investments - Continued College - Continued Disclosure of Credit Risk of Debt Securities Credit risk of debt securities is as follows at June 30:

Investment Type Fair Value A A- BBB+ BBB BBB- BB+ Unrated

Certificates of deposit - non negotiable 1,057,452$ -$ -$ -$ -$ -$ -$ 1,057,452$

Investment Type Fair Value A A- BBB+ BBB BBB- BB+ Unrated

Certificates of deposit - non negotiable 1,052,306$ -$ -$ -$ -$ -$ -$ 1,052,306$

2016

2015

Maturities of Debt Securities Investments are stated at fair value and consist of the following at June 30:

Investment Type Market Value Less than 1 1-5 years 6-10 yearsMore than 10 years

Certificate of deposits 1,057,452$ 1,057,452$ -$ -$ -$

Other investments

Mutual funds 473,657 Equities 1,777,245

3,308,354$

2016 Investment Maturities (in years)

86

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 33 -

Note 4 - Investments - Continued College - Continued Maturities of Debt Securities – Continued

Investment Type Market Value Less than 1 1-5 years 6-10 yearsMore than 10 years

Certificate of deposits 1,052,306$ 1,052,306$ -$ -$ -$

2015 Investment Maturities (in years)

Fair Value Hierarchy The fair value hierarchy categorizes inputs to valuation techniques used to measure fair value into three levels. Level 1 inputs are quoted market prices for identical assets or liabilities in active markets that a government can access at the measurement date. Level 2 inputs are inputs, other than quoted prices included within Level 1, that are observable for an asset or liability, directly or indirectly. Level 3 inputs are unobservable inputs. The highest priority is assigned to Level 1 inputs and the lowest to Level 3 inputs. If the fair value is measured using inputs from more than one level of the hierarchy, the measurement is considered to be based on the lowest priority input level that is significant to the entire measurement. Valuation techniques used should maximize the use of the observable inputs and minimize the use of unobservable inputs.

The asset’s fair value measurement level within the fair value hierarchy is based on the lowest level of any input that is significant to the fair value measurement. The following is a description of the valuation methodologies used for assets at fair value on a recurring basis.

Certificates of Deposit: Valued at initial investment cost plus accrued interest.

Common stocks, equities, corporate bonds and U.S. Government securities: Valued at the closing price reported on the active market on which the individual securities are traded.

87

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 34 -

Note 4 - Investments - Continued

College - Continued Fair Value Hierarchy – Continued Mutual Funds: Valued at the net asset value (“NAV”) of the shares held by the Foundation at year end. The preceding methods described may produce a fair value calculation that may not be indicative of net realizable value or reflective of future fair values. Furthermore, although the College believes its valuation methods are appropriate and consistent with other market participants, the use of different methodologies or assumptions to determine if the fair value of certain financial instruments could result in a different fair value measurement at the reporting date.

The following tables set forth, by level, the College’s investments:

NAV Level 1 Level 2 Level 3 TotalRecurring fair value measurements:Certificates of deposit -$ -$ 1,057,452$ -$ 1,057,452$ Mutual funds 473,657 - - - 473,657 Equities - 1,777,245 - - 1,777,245

Total investments at fair value 473,657$ 1,777,245$ 1,057,452$ -$ 3,308,354$

NAV Level 1 Level 2 Level 3 TotalRecurring fair value measurements:Certificates of deposit -$ -$ 1,052,306$ -$ 1,052,306$

June 30, 2016

June 30, 2015

88

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 35 -

Note 4 - Investments - Continued

Foundation Investments of the Foundation are stated at fair value and consist of the following at June 30:

2016 2015 Market Market Cost Value Cost Value Certificates of Deposit $ - $ - $ 113,566 $ 113,566 Equities 1,897,772 2,672,139 1,567,622 2,442,522 Fixed income funds 667,172 681,873 1,320,704 1,511,480 $ 2,564,944 $ 3,354,012 $ 3,001,892 $ 4,067,568

The following summarizes the investment return and its classification in the for the years ended June 30: 2016 2015

Dividend and interest income $ 81,609 $ 84,382 Realized gain 187,331 4,064 Investment expenses (13,248) (14,292) Net unrealized gain (loss) on investments (276,608) 59,758

Total investment return $ (20,916) $ 133,912

Promulgations of the Financial Accounting Standards Board have established a framework for measuring fair value of the investments, which provides a hierarchy that prioritizes the inputs to valuation techniques used to measure fair value. Please refer to the financial statements of the respective component unit for more information.

89

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 36 -

Note 5 - Accounts Receivable The accounts receivable balance comprises the following at June 30:

2016 2015 Student accounts receivable $ 2,073,750 $ 1,685,985Grants receivable 770,182 707,260Other receivables 646,675 488,200 3,490,607 2,881,445Less: allowance for doubtful accounts 1,336,552 981,529

$ 2,154,055

$ 1,899,916

Note 6 - Pledges Receivable

College Unconditional promises to give represent amounts pledged towards the College’s endowment for the humanities. A discount has not been recorded due to a lack of materiality. Pledges receivable consists of the following at June 30:

2016 2015 Receivable in less than one year $ 4,000 $ 10,000 Receivable in one to five years 50,000 54,000 54,000 64,000

Less: Current portion of pledges receivable 4,000 10,000 Pledges receivable, net of current portion $ 50,000 $ 54,000

90

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 37 -

Note 6 - Pledges Receivable - Continued Foundation Unconditional promises to give due in more than one year are reflected at the present value of estimated cash flows using a discount rate of 4% and consist of the following at June 30:

2016 2015 Receivable in less than one year $ 10,254 $ 6,185 Receivable in one to five years 10,000 15,000 20,254 21,185 Less: discounts to net present value 1,144 1,882

Net pledges receivable 19,110 19,303

Less: Current portion of pledges receivable 9,690 5,447 Pledges receivable, net of current portion $ 9,420 $ 13,856

91

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 38 -

Note 7 - Capital Assets Capital asset activity for the year ended June 30, 2016 was as follows:

EstimatedLives Beginning Ending

(in years) Balance Additions Retirements Reclassifications Balance

Land 40,704$ -$ -$ -$ 40,704$ Construction in progress 6,346,479 25,425,940 - (1,255,428) 30,516,991

Total capital assets non-depreciable 6,387,183 25,425,940 - (1,255,428) 30,557,695

Building, including improvements 25-40 34,434,383 115,520 - 1,255,428 35,805,331 Furnishing and equipment 3-5 3,695,247 710,314 - - 4,405,561

(including cost of capital leases)Books 5 408,323 - - - 408,323

Total depreciable assets 38,537,953 825,834 - 1,255,428 40,619,215

Less: accumulated depreciationBuilding, including improvements 16,750,546 962,154 - - 17,712,700 Furnishings and equipment 2,820,094 298,955 - - 3,119,049 Books 408,322 - - - 408,322

Total accumulated depreciation 19,978,962 1,261,109 - - 21,240,071

Capital assets, net 24,946,174$ 24,990,665$ -$ -$ 49,936,839$

June 30, 2016

92

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 39 -

Note 7 - Capital Assets - Continued

Capital asset activity for the year ended June 30, 2015, was as follows:

EstimatedLives Beginning Ending

(in years) Balance Additions Retirements Reclassifications Balance

Land 40,704$ -$ -$ -$ 40,704$ Construction in progress 1,515,031 4,831,448 - - 6,346,479

Total capital assets non-depreciable 1,555,735 4,831,448 - - 6,387,183

Building, including improvements 25-40 34,434,383 - - - 34,434,383 Furnishing and equipment 3-5 3,364,999 330,248 - - 3,695,247

(including cost of capital leases)Books 5 408,323 - - - 408,323

Total depreciable assets 38,207,705 330,248 - - 38,537,953

Less: accumulated depreciationBuilding, including improvements 15,811,242 939,304 - - 16,750,546 Furnishings and equipment 2,555,157 264,937 - - 2,820,094 Books 408,322 - - - 408,322

Total accumulated depreciation 18,774,721 1,204,241 - - 19,978,962

Capital assets, net 20,988,719$ 3,957,455$ -$ -$ 24,946,174$

June 30, 2015

Note 8 - Deferred Inflows of Resources

The College has entered into an agreement, categorized as a service concession arrangement under GASB 60 Accounting and Reporting for Service Concession Arrangements, expiring through June 2019, with a vendor for the provision of book store management services. As part of this arrangement, the vendor provided the College with $250,000 in support of the mission of the College. In accordance with GASB 65, Items Previously Reported as Assets and Liabilities, the College has accounted for these monies as deferred inflows of resources and will amortize the amounts into income over the life of the agreement. In addition, the agreement provides for additional payments to the College to defray certain costs and as revenue sharing. During the fiscal year ended June 30, 2016 and 2015, such additional payments aggregated $290,024 and $264,274.

93

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 40 -

Note 9 - Long-Term Liabilities

Long-term liabilities at June 30, 2016, consist of:

Beginning Ending CurrentBalance Additions Reductions Balance Portion

Notes and bonds payable:Bonds payable 8,678,779$ -$ 456,664$ 8,222,115$ 463,432$ Notes payable - related party - 500,000 - 500,000 88,698

Total notes and bonds payable 8,678,779 500,000 456,664 8,722,115 552,130

Other long-term liabilities:Obligations under capital lease 95,751 - 95,751 - - Compensated absences 3,678,409 - 46,355 3,632,054 2,433,553 Workers' compensation 306,833 - 96,863 209,970 44,304 Net pension liability 7,434,353 6,047,071 - 13,481,424 - Future lease payments 283,725 - 93,564 190,161 -

Total other long-term liabilities 11,799,071 6,047,071 332,533 17,513,609 2,477,856

20,477,850$ 6,547,071$ 789,197$ 26,235,724$ 3,029,986$

June 30, 2016

Long-term liabilities at June 30, 2015 consist of:

Beginning Ending CurrentBalance Additions Reductions Balance Portion

Revenue bond payable:Bonds payable 9,365,294$ -$ 686,515$ 8,678,779$ 456,669$

Other long-term liabilities:Obligations under capital lease 187,666 - 91,915 95,751 95,751 Compensated absences 3,449,013 229,396 - 3,678,409 2,494,929 Workers' compensation 433,917 - 127,084 306,833 66,889 Net pension liability 7,973,638 - 539,285 7,434,353 -

Future lease payments 349,657 - 65,932 283,725 - Total other long-term liabilities 12,393,891 229,396 824,216 11,799,071 2,657,569

21,759,185$ 229,396$ 1,510,731$ 20,477,850$ 3,114,238$

June 30, 2015

94

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 41 -

Note 9 - Long-Term Liabilities - Continued Bonds Payable The College issued a $1,200,000 Massachusetts Health and Education Facilities Authority (HEFA) Variable Rate Demand Revenue Bond, Capital Asset Program Issue, Series M-2 with interest of 1.67% payable monthly. Annual principal payments of $60,000 commenced June 15, 2003 and reduced to annual payments of $54,546 during fiscal year 2006. Under the HEFA Bond agreement, the College is required to maintain the ratio of gross tuition and fees to total debt service to be at least 10:1. This bond matures in July, 2022.

The College issued a $310,000 Clean Renewable Energy Bond (“CREB”) through the Massachusetts Development Finance Agency. The bond is for fifteen years and is interest free. No interest has been imputed due to a lack of materiality. Annual principal payments in the amount of $20,667 commenced on December 31, 2007. The bond matures in December, 2022. In 2011, the College issued a $2,145,000 Clean Renewable Energy Bond through the Massachusetts Development Finance Agency with interest at 2.5%. Annual principal payments of $126,176 and bi-annual interest payments began May 2011 through maturity in May 2027.

On October 1, 2010, the College issued a $4,400,000 Clean Energy Investment Program Bond (“CEIP”) through the Massachusetts Department of Capital Asset Management. The bond is for twenty years at 4.7% interest. Annual principal and interest payments in the amount of $350,575 are due through January, 2032. On March 6, 2014, the College issued a $3,000,000 bond through Massachusetts State College Building Authority (“MSCBA”). These funds are being used for the upgrade and renovation of the Haley Academic Center. The bond is for twenty years at the interest rate of 4.25%. The College is required to make bi-annual principal and interest payments beginning in May, 2015. The bond matures in May, 2034. Notes Payable - Related Party During the year ended June 30, 2016, the College received a loan from the Foundation for $500,000. This loan will be repaid in annual payments of $118,698, including interest at 6% per annum, beginning October 31, 2016 through 2020. A corresponding note receivable has been recorded on the records of the Foundation.

95

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 42 -

Note 9 - Long-Term Liabilities - Continued Future Maturities Principal and interest on notes and bonds payable for the next five years are as follows:

Year Ending June 30, Principal Interest

2017 $ 552,130 $ 358,707 2018 569,519 337,2182019 587,545 314,9852020 715,301 291,8622021 446,100 168,384

2022-2026 2,412,195 1,046,5972027-2031 2,310,396 536,1052032-2036 1,128,929 94,320

$ 8,722,115 $ 3,148,178

Lease Commitments The College also leases facilities and equipment under various operating leases. Rent expense for operating leases was $1,775,284 for the year ended June 30, 2016. The following schedule summarizes future minimum payments under non-cancelable leases as of June 30, 2016:

Years Ending June 30,

2017 $ 1,591,163 2018 1,206,743 2019 258,513 2020 2,023 $ 3,058,442

96

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 43 -

Note 10 - Pension Plan

Defined Benefit Plan Description The College makes contributions for employees paid by state appropriations through a benefit charge assessed by the Commonwealth. Such pension expense amounted to $2,002,026 and $2,181,455 for the year ended June 30, 2016 and 2015, respectively. Employees, who contribute a percentage of their regular compensation, fund the annuity portion of the Retirement System. Annual covered payroll was approximately 75% and 73% of annual total payroll for the College for the years ended June 30, 2016 and 2015, respectively.

Certain employees of the College participate in a cost-sharing multiple-employer defined benefit pension plan – the Massachusetts State Employees’ Retirement System (“SERS”) – administered by the Massachusetts State Board of Retirement (the “Board”), which is a public employee retirement system (“PERS”). Under a cost-sharing plan, pension obligations for employees of all employers are pooled and plan assets are available to pay the benefits through the plan, regardless of the status of the employers’ payment of its pension obligations to the plan. The plan provides retirement and disability benefits and death benefits to plan members and beneficiaries. The Massachusetts State Employee’s Retirement System does not issue a stand-alone financial statement.

Benefit Provisions SERS provides retirement, disability, survivor and death benefits to members and their beneficiaries. Massachusetts General Laws (“MGL”) establishes uniform benefit and contribution requirements for all contributory PERS. These requirements provide for superannuation retirement allowance benefits up to a maximum of 80% of a member’s highest three-year average annual rate of regular compensation. For employees hired after April 1, 2012, retirement allowances are calculated based on the last five years or any five consecutive years, whichever is greater in terms of compensation. Benefit payments are based upon a member’s age, length of creditable service, and group creditable service, and group classification. The authority for amending these provisions rests with the Legislature.

97

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 44 -

Note 10 - Pension Plan - Continued

Contributions Members become vested after ten years of creditable service. A superannuation retirement allowance may be received upon the completion of twenty years of service or upon reaching the age of 55 with ten years of service. Normal retirement for most employees occurs at age 65; for certain hazardous duty and public safety positions, normal retirement is at age 55. Most employees who joined the system after April 1, 2012 are not eligible for retirement until they have reached the age of 60.

The SERS’ funding policies have been established by Chapter 32 of the MGL. The Legislature has the authority to amend these policies. The annuity portion of the SERS retirement allowance is funded by employees, who contribute a percentage of their regular compensation. Costs of administering the plan are funded out of plan assets. Member contributions for SERS vary depending on the most recent date of membership:

Hire Date Percent of Compensation Prior to 1975 5% of regular compensation 1975 - 1983 7% of regular compensation 1984 to 6/30/1996 8% of regular compensation 7/1/1996 to present 9% of regular compensation except for State Police which is 12% of regular compensation 1979 to present An additional 2% of regular compensation in excess of $30,000

The College is required to contribute at an actuarially determined rate; the rate was 9.45% and 10.39% of annual covered payroll for the fiscal years ended June 30, 2016 and 2015. The College contributed $599,035 and $741,476 and, for the fiscal years ended June 30, 2016 and 2015, respectively, equal to 100% of the required contributions for each year.

98

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 45 -

Note 10 - Pension Plan - Continued

Pension Liabilities, Pensions Expense and Deferred Outflows of Resources and Deferred Inflows of Resources

At June 30, 2016 and 2015, the College reported a liability of $13,481,424 and $7,434,353, respectively, for its proportionate share of the net pension liability related to its participation in SERS. The net pension liability was measured as of June 30, 2015 and 2014, the measurement date, and the total pension liability used to calculate the net pension liability was determined by an actuarial valuation as of January 1, 2015 and 2014 rolled forward to June 30, 2015 and 2014. The College’s proportion of the net pension liability was based on its share of the Commonwealth of Massachusetts collective pension amounts allocated on the basis of actual fringe benefit charges assessed to the College for the fiscal year 2015 and 2014. The Commonwealth’s proportionate share was based on actual employer contributions to SERS for fiscal year 2015 and 2014 relative to total contributions of all participating employers for that fiscal year. At June 30, 2015 and 2014, the College’s proportion was 0.118% and 0.109%, respectively.

99

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 46 -

Note 10 - Pension Plan - Continued

Pension Liabilities, Pensions Expense and Deferred Outflows of Resources and Deferred Inflows of Resources - Continued For the years ended June 30, 2016 and 2015, the College recognized a net pension expense of $1,988,885 and $721,597, respectively. The College reported deferred outflows of resources and deferred inflows of resources related to pensions from the following sources at June 30:

2016 2015Deferred Outflows of Resources

Contributions subsequent to themeasurement date 599,035$ 741,476$

Differences between expected and actual experience 266,482 -

Changes in plan actuarial assumptions 2,334,706 83,570

Changes in proportion due to internal allocation 1,940,198 773,050

Total 5,140,421$ 1,598,096$

Deferred Inflows of Resources

Net differences between projectedand actual earnings on pensionplan investments 387,400$ $1,525,892

Changes in proportion toCommonwealth 10,350 2,574

Total 397,750$ $1,528,466

100

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 47 -

Note 10 - Pension Plan - Continued

Pension Liabilities, Pensions Expense and Deferred Outflows of Resources and Deferred Inflows of Resources - Continued The College’s contributions of $599,035 and $741,476 made during the fiscal years ending 2016 and 2015, respectively, subsequent to the measurement date will be recognized as a reduction of the net pension liability in each of the succeeding years. Other amounts reported as deferred outflows of resources and deferred inflows of resources related to pensions will be recognized as increases in pension expense as follows:

Years Ending

June 30,

2016 856,951$ 2017 856,951 2018 856,951 2019 1,295,528 2020 277,255

4,143,636$

Actuarial Assumptions The total pension liability was determined using the following actuarial assumptions, applied to all periods included in the measurement: Measurement date June 30, 2015 June 30, 2014

Inflation 3.00% 3.00%

Salary increases 3.50% to 9.00% 3.50% to 9.00%

Investment rate of return 7.50% 8.00%

Interest rate credited to annuity savings fund 3.50% 3.50%

101

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 48 -

Note 10 - Pension Plan - Continued

Actuarial Assumptions - Continued For measurement dates June 30, 2015 and 2014, mortality rates were based on the pre-retirement of RP-2000 Employees table projected 20 years with Scale BB and Scale AA, (gender distinct), respectively, and post-retirement of Healthy Annuitant table projected 15 years with Scale BB and AA (gender distinct), respectively. The actuarial assumptions used in the January 1, 2015 valuation rolled forward to June 30, 2015 and the calculation of the total pension liability at June 30, 2015 were consistent with the results of the actuarial experience study performed as of January 1, 2015. Investment assets of SERS are with the Pension Reserves Investment Trust (“PRIT”) Fund. The long-term expected rate of return on pension plan investments was determined using a building-block method in which best-estimate ranges of expected future rates of return are developed for each major asset class. These ranges are combined to produce the long-term expected rate of return by weighting the expected future rates of return by the target asset allocation percentage. Best estimates of geometric rates of return for each major asset class included in the PRIT Fund’s target asset allocation as of June 30, are summarized in the following table:

2015 2014

Asset Class Target

Allocation

Long-term expected

real rate of return

Target Allocation

Long-term expected

real rate of return

Global Equity 40% 6.90% 43% 7.20%Core Fixed Income 13% 2.40% 13% 2.50%Hedge Funds 9% 5.80% 10% 5.50%Private Equity 10% 8.50% 10% 8.80%Real Estate 10% 6.50% 10% 6.30%Portfolio Completion Strategies 4% 5.50% 0% 0.00%Value Added Fixed Income 10% 5.80% 10% 6.30%Timber/Natural Resources 4% 6.60% 4% 5.00%

100% 100%

102

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 49 -

Note 10 - Pension Plan - Continued

Discount Rate The discount rate used to measure the total pension liability was 7.50% and 8.00% for the years ended June 30, 2015 and 2014, respectively. The projection of cash flows used to determine the discount rate assumed that plan member contributions will be made at the current contribution rates and the Commonwealth’s contributions will be made at rates equal to the difference between actuarially determined contributions rates and the member rates. Based on those assumptions, the net position was projected to be available to make all projected future benefit payments of current plan members. Therefore, the long-term expected rate of return on pension plan investments was applied to all periods of projected benefit payments to determine the total pension liability. Sensitivity of the Net Pension Liability to Changes in the Discount Rate The following table illustrates the sensitivity of the net pension liability calculated using the discount rate of 7.50 and 8.00 percent for the years ended June 30, 2015 and 2014, respectively, as well as what the net pension liability would be if it were calculated using a discount rate that is one-percentage-point lower or one-percentage-point higher than the current rate.

Current1.00% Decrease Discount Rate 1.00% Increase

(6.50%) (7.50%) (8.50)%18,325,679$ 13,481,424$ 9,303,187$

Current

1.00% Decrease Discount Rate 1.00% Increase(7.00%) (8.00%) (9.00)%10,762,836$ 7,434,353$ 4,577,310$

June 30, 2016

June 30, 2015

103

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 50 -

Note 11 - Restricted Net Position

College During the year ended June 30, 2015 the College received funding to establish an

endowment in which the earnings must be used to support research, education, and public programs in the humanities. As of June 30, 2016 and 2015, $363,231 and $352,291 of the endowment was nonexpendable. As of June 30, 2016, earnings of $3,623 were available for expenditure for the endowment’s purpose. There were no earnings available for expenditure for year ended June 30, 2015.

Foundation The Foundation’s restricted-expendable net position consists of the following at June 30:

2016 2015

Sterilite Student Success Other scholarships

$ 2,026,208 755,615

$ 2,057,615 636,248

Early Childhood Education 461,421 551,389Haley Scholarship Fund 94,436 107,186John Burton Scholarship 76,794 77,695Needy Books Fund 70,140 78,163Career Focused Education Scholarship 51,662 68,662Robinson Broadhurst 21,642 14,643

$ 3,557,918 $ 3,591,601

The Foundation also has nonexpendable net position of $432,448 and $322,448 at

June 30, 2016 and 2015, which consists of scholarship endowment funds. The earnings on these funds are available to award student scholarships.

104

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 51 -

Note 12 - Contingencies

Various lawsuits are pending or threatened against the College, which arose in the ordinary course of operations. In the opinion of management, no litigation is now pending, or threatened, which would materially affect the College’s financial position.

The College receives significant financial assistance from Federal and state agencies in the form of grants. Expenditures of funds under these programs require compliance with the grant agreements and are subject to audit. Any disallowed expenditures resulting from such audits become a liability of the College. In the opinion of management such adjustments, if any, are not expected to materially affect the financial condition of the College.

The College participates in the Massachusetts College Savings Prepaid Tuition Program (the “Program”). This Program allows individuals to pay in advance for future tuition at the cost of tuition at the time of election to participate, increased by changes in the Consumer Price Index plus 2%. The College is obligated to accept as payment of tuition the amount determined by this Program without regard to the standard tuition rate in effect at the time of the individual’s enrollment at the College. The effect of this Program cannot be determined as it is contingent on future tuition increases and the Program participants who attend the College.

Note 13 - Operating Expenses

The College’s operating expenses, on a natural classification basis, are comprised of the following for the years ended June 30:

2016 2015 Compensation and benefits $ 35,447,658 $ 35,082,061Supplies and services 11,778,931 10,260,921Depreciation 1,261,108 1,204,241Scholarships and fellowships 3,105,857 3,112,678 $ 51,593,554 $ 49,659,901

105

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 52 -

Note 14 - Fringe Benefits Fringe Benefit Programs

The College participates in the Commonwealth's Fringe Benefit programs, including active employee and post-employment health insurance, unemployment, pension, and worker's compensation benefits. Health insurance and pension costs (described in the subsequent paragraph) for active employees and retirees are paid through a fringe benefit rate charged to the College by the Commonwealth and currently the liability is borne by the Commonwealth, as are any effects on net assets and the results of current year operations, due to the adoption of GASB Statement No. 45, Accounting and Financial Reporting by Employers for Post-Retirement Benefits Other than Pensions.

Group Insurance Commission In addition to providing pension benefits, under Chapter 32A of the Massachusetts General Laws, the Commonwealth is required to provide certain health care and life insurance benefits for retired employees of the Commonwealth, housing authorities, redevelopment authorities, and certain other governmental agencies. Substantially all of the Commonwealth's employees may become eligible for these benefits, if they reach retirement age while working for the Commonwealth. Eligible retirees are required to contribute a specified percentage of the health care benefit costs which is comparable to contributions required from employees. The Commonwealth is reimbursed for the cost of benefits to retirees of the eligible authorities and non-state agencies. The Commonwealth's Group Insurance Commission (“GIC”) was established by the Legislature in 1955 to provide and administer health insurance and other benefits to the Commonwealth's employees and retirees, and their dependents and survivors. The GIC also covers housing and redevelopment authorities’ personnel, certain authorities and other offline agencies, retired municipal teachers from certain cities and towns and a small amount of municipalities as an agent multiple employer program, accounted for as an agency fund activity of the Commonwealth, not the College.

106

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 53 -

Note 14 - Fringe Benefits - Continued Group Insurance Commission - Continued The GIC administers a plan included within the State Retirement Benefits Trust Fund, an irrevocable trust. Any assets accumulated in excess of liabilities to pay premiums or benefits or administrative expenses are retained in that fund. The GIC's administrative costs are financed through Commonwealth appropriations and employee investment returns. The Legislature determines employees' and retirees' contribution rates. The GIC is a quasi-independent state agency governed by an eleven member body (the "Commission") appointed by the Governor. The GIC is located administratively within the Executive Office of Administration and Finance, and is responsible for providing health insurance and other benefits to the Commonwealth's employees and retirees and their survivors and dependents. During the fiscal years ended June 30, 2016 and 2015, the GIC provided health insurance for its members through indemnity, PPO, and HMO plans. The GIC also administered carve-outs for pharmacy, mental health, and substance abuse benefits for certain of its health plans. In addition to health insurance, the GIC sponsors life insurance, long-term disability insurance (for active employees only), dental and vision coverage (for employees not covered by collective bargaining), retiree discount vision and dental plans, and a pre-tax health care spending account and dependent care assistance program (for active employees only).

Note 15 - Massachusetts Management Accounting and Reporting System

Section 15C of Chapter 15A of the Massachusetts General Laws requires Commonwealth Colleges and Universities to report activity of campus based funds to the Comptroller of the Commonwealth on the Commonwealth’s Statewide Accounting System, Massachusetts Management Accounting and Reporting System (MMARS) using the statutory basis of accounting. The statutory basis of accounting is a modified accrual basis of accounting and differs from the information included in these financial statements. The amounts reported on MMARS meet the guidelines of the Comptroller’s Guide for Higher Education Audited Financial Statements.

107

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 54 -

Note 15 - Massachusetts Management Accounting and Reporting System - Continued

The College’s state appropriations are comprised of the following at June 30: 2016 2015 Direct unrestricted appropriations $ 14,314,332 $ 14,091,689 Add: Fringe benefits for benefited

employees on the state payroll

4,379,637

3,744,341 Less: 9C cuts Less: Day school tuition remitted

to the state and included in tuition and fees revenue

-

(294,319)

(200,194)

(318,490)

Total unrestricted appropriations 18,399,650 17,317,346

Capital appropriations 25,545,701 1,977,636Restricted appropriations 7,500 205,967

Total Appropriations $ 43,952,851 $ 19,500,949

A reconciliation between the College and MMARS as of June 30, 2016 and 2015 is as follows (unaudited): 2016 2015

Revenue per MMARS $ 33,199,560 $ 31,290,729 Revenue per College 33,199,560 31,290,729 Difference $ - $ -

108

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Financial Statements - Continued

June 30, 2016 and 2015

- 55 -

Note 16 - Pass-Through Grants The College distributed $5,033,099 and $5,417,587 during the years ended June 30, 2016 and 2015, respectively, for student loans through the U.S. Department of Education Federal Direct Lending Program. These distributions and related funding sources are not included as expenses and revenues or as cash disbursements and cash receipts in the accompanying financial statements.

109

110

Valuation date January 1, 2015 January 1, 2014Measurement date June 30, 2015 June 30, 2014

Proportion of the net collective pension liability0.118% 0.109%

Proportionate share of the collective net pension liability 13,481,424$ 7,434,353$

Covered-employee payroll 7,136,425$ 7,427,945$

Proportionate share of the net pension liability as a percentage of its covered-employee payroll 188.91% 100.09%

Plan fiduciary net position as a percentage of the plan's total pension liability 67.87% 76.32%

Notes:

The GASB pronouncement requiring the presentation of the information on this schedule became effectivefor years beginning after June 15, 2015 and is intended to provide data for the most recent ten years.

See accompanying notes to the required supplemental information.

Schedules of Proportionate Share of the Net Pension Liability

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

(Unaudited)

- 56 -111

2016 2015

Contractually required contribution 599,035$ 741,475$

Contributions in relation to the contractually required contribution 599,035 741,475

Contribution excess -$ -$

Covered-employee payroll 6,338,995$ 7,136,429$

Contribution as a percentage of covered-employee payroll 9.45% 10.39%

Notes:

Employers participating in the Massachusetts State Employees' Retirement System are required by MAGeneral Laws, Section 32, to contribute an actuarially determined contribution rate each year.

The GASB pronouncement requiring the presentation of the information on this schedule became effective foryears beginning after June 15, 2015 and is intended to provide data for the most recent ten years.

See accompanying notes to the required supplemental information.

MOUNT WACHUSETT COMMUNITY COLLEGE(an agency of the Commonwealth of Massachusetts)

Schedules of Contributions (Unaudited)

For the Years Ended June 30,

- 57-112

MOUNT WACHUSETT COMMUNITY COLLEGE (an agency of the Commonwealth of Massachusetts)

Notes to the Required Supplementary Information

(Unaudited)

For the Year Ended June 30, 2016 and 2015

- 58 -

Note 1 - Change in Assumptions

Changes in assumptions about the discount rate from 8.0% to 7.50%, using different scales within mortality tables, and other inputs resulted in additional plan wide pension expense of $2.33 billion dollars to be charged to income over an amortization period of 5.5 years beginning with the fiscal year ended June 30, 2016. Previously, changes in assumptions about future economic or demographic factors and inputs resulted in additional plan wide pension expense of $102 million dollars to be charged to income over an amortization period of 5.5 years beginning with the fiscal year ended June 30, 2015. The unamortized portion of the change is reported as a deferred outflow of resources in the statements of net position. The College’s proportionate share of the net pension liability and the results of changes in assumptions is 0.118% and 0.109% respectively, as shown on the Schedules of Proportionate Share of Net Pension Liability, and represents the relationship of contributions made by the College to total contributions by all participating State Agencies. The College's portion of these amounts is as follows:

 

2016 2015

Changes in assumptions $ 2,843,140 $ 102,141 Recognized in current year pension expense 508,434 18,571 Changes in assumptions $ 2,334,706 $ 83,570

113

REPORT ON INTERNAL CONTROL OVER FINANCIAL REPORTING AND ON COMPLIANCE AND OTHER MATTERS

BASED ON AN AUDIT OF FINANCIAL STATEMENTS PERFORMED IN ACCORDANCE WITH GOVERNMENT

AUDITING STANDARDS

114

 

25 Braintree Hill Office Park Suite 102 Braintree, MA 02184 P:617.471.1120 F:617.472.7560

27 Church Street Winchester, MA 01890 P:781.729.4949 F:781.729.5247 www.ocd.com

 

 

Report on Internal Control Over Financial Reporting and on Compliance and Other Matters Based on an Audit of Financial Statements Performed in Accordance with Government Auditing Standards To the Board of Trustees of Mount Wachusett Community College Gardner, Massachusetts We have audited, in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards issued by the Comptroller General of the United States, the financial statements of Mount Wachusett Community College (the “College”), which comprise the statements of net position as of June 30, 2016 and 2015, and the related statements of revenues, expenses and changes in net position and cash flows for the years then ended, and the related notes to the financial statements, which collectively comprise the College's basic financial statements, and we have issued our report thereon dated October 12, 2016. Internal Control Over Financial Reporting In planning and performing our audit of the financial statements, we considered the College's internal control over financial reporting (internal control) to determine the audit procedures that are appropriate in the circumstances for the purpose of expressing our opinions on the financial statements, but not for the purpose of expressing an opinion on the effectiveness of the College's internal control. Accordingly, we do not express an opinion on the effectiveness of the College's internal control. A deficiency in internal control exists when the design or operation of a control does not allow management or employees, in the normal course of performing their assigned functions, to prevent, or detect and correct, misstatements on a timely basis. A material weakness is a deficiency, or a combination of deficiencies, in internal control, such that there is a reasonable possibility that a material misstatement of the entity's financial statements will not be prevented, or detected and corrected on a timely basis. A significant deficiency is a deficiency, or a combination of deficiencies, in internal control that is less severe than a material weakness, yet important enough to merit attention by those charged with governance. Our consideration of internal control was for the limited purpose described in the first paragraph of this section and was not designed to identify all deficiencies in internal control that might be material weaknesses or significant deficiencies. Given these limitations, during our audit we did not identify any deficiencies in internal control that we consider to be material weaknesses. However, material weaknesses may exist that have not been identified.

115

  

 

Compliance and Other Matters As part of obtaining reasonable assurance about whether the College's financial statements are free from material misstatement, we performed tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements, noncompliance with which could have a direct and material effect on the determination of financial statement amounts. However, providing an opinion on compliance with those provisions was not an objective of our audit and accordingly, we do not express such an opinion. The results of our tests disclosed no instances of noncompliance or other matters that are required to be reported under Government Auditing Standards. Purpose of this Report The purpose of this report is solely to describe the scope of our testing of internal control and compliance and the results of that testing, and not to provide an opinion on the effectiveness of the entity's internal control or on compliance. This report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the entity's internal control and compliance. Accordingly, this communication is not suitable for any other purpose.

Certified Public Accountants Braintree, Massachusetts October 12, 2016  

 

 

 

   

116

Appendix C

117

118

119

120

121

Attach a copy of the current mission statement.

Document Date Approved by the Governing Board

Institutional Mission Statement ? ? 8/5/14

PLANNING

Year approved by governing

boardEffective

Dates Website locationStrategic Plans ? ? ?

Immediately prior Strategic Plan 2010 2011-2014

Current Strategic Plan 2014 2015-2017http://mwcc.edu/external/files/2014/08/2015-17_Strategic_Plan.pdf

Next Strategic Plan

Year completed

Effective Dates Website location

Other institution-wide plans*Master plan 2013 2013-2017 SharePointAcademic plan 2015 2015-2017 See Appendix ILibrary plan 2011 Updated Yearly SharePointTechnology plan 2016 Updated Yearly SharePointEnrollment plan 2015 2015-2017 SharePointRetention plan 2011 2011-2015 SharePoint

Plans for major units (e.g., departments, library)* ?

EVALUATION Website locationAcademic program review

Program review system (colleges and departments). System last updated: ? 2016Program review schedule (e.g., every 5 years) Every 5 years

*Insert additional rows, as appropriate.

Please attach to this form:1) A copy of the institution's organization chart(s).

Governing Board

By-lawsBoard members' names and affiliationsPlease enter any explanatory notes in the box below

Website Location

http://mwcc.edu/about-mwcc/mission-values/

Standard 1: Mission and Purposes

Standard 3: Organization and Governance

Standard 2: Planning and Evaluation

(Board and Internal Governance)

If there is a "sponsoring entity," such as a church or religious congregation, a state system, or a corporation, describe and document the relationship with the accredited institution.

Name of the sponsoring entityWebsite location of documentation of relationship

Website location

http://mwcc.edu/wp-content/blogs.dir/1/files/2011/10/Trustees_BY-LAWS_3-11-13.pdfhttp://mwcc.edu/about-mwcc/board-of-trustees/

Appendix D

122

Campuses, Branches and Locations Currently in Operation (See definitions in comment boxes)(Insert additional rows as appropriate.)

Date Initiated 2 years prior 1 year prior Current year

? (FY 2015) (FY 2016) (FY 2017)? Main campus 9/1/1964 3,745 3,495 3,334? Other principal campuses? Branch campuses (US)? Other instructional locations (US) 9/1/1996 1,592 1,503 1,154

Other instructional locations (US) Devens, MA 1/14/2008 1,545 813 686Other instructional locations (US) Burbank, MA 9/1/2006 55 52 46Other instructional locations (US) Off-site 284 373 184

? Branch campuses (overseas)? Other instructional locations (overseas)

Educational modalities

Date First Initiated 2 years prior 1 year prior Current year

Distance Learning Programs (FY 2015) (FY 2016) (FY 2017)Programs 50-99% on-line 2004 2,119 2,004 1,432Programs 100% on-line 2004 1,915 1,671 1,214

? Correspondence EducationLow-Residency ProgramsCompetency-based ProgramsDual Enrollment Programs 70 97 75Contractual Arrangements involving the award of credit

*Enter the annual unduplicated headcount for each of the years specified below.

Please enter any explanatory notes in the box belowFY 2017 is in progress and enrollment figures were as of 01/04/2017 which includes partial registrations for spring 2017. Site enrollments are unduplicated at the site but not unduplicated overall because student take courses at multiple sites. Dual Enrollment is the Gateway and Pathway programs.

Leominster, MA

Standard 3: Organization and Governance(Locations and Modalities)

2

Enrollment*

1212

Enrollment*

Gardner, MA

Location (City, State/Country)

Number of programs

123

Degree Level/ Location & Modality

Associate's Bachelor's Master's

Clinical doctorates (e.g.,

Pharm.D., DPT, DNP)

Professional doctorates (e.g., Ed.D., Psy.D.,

D.B.A.)

M.D., J.D., DDS

Ph.D.Total

Degree-Seeking

Main Campus FT 1,110 1,110

Main Campus PT 1,167 1,167

Other Principal Campus FT 0

Other Principal Campus PT 0

Branch campuses FT 0

Branch campuses PT 0

Other Locations FT 353 353

Other Locations PT 615 615

Overseas Locations FT 0

Overseas Locations FT 0

Distance education FT494 494

Distance education PT 638 638

Correspondence FT 0

Correspondence PT 0

Low-Residency FT 0

Low-Residency PT 0Unduplicated Headcount Total 3,238 0 0 0 0 0 0 3,238

Total FTE 2,648 2,647.58

Enter FTE definition:

Total Credits divided by 12

Degrees Awarded, Most Recent Year 512 512

Notes:

3) Please refer to form 3.2, "Locations and Modalities," for definitions of locations and instructional modalities.

* For programs not taught in the fall, report an analogous term's enrollment as of its Census Date.

Please enter any explanatory notes in the box below

1) Enrollment numbers should include all students in the named categories, including students in continuing education and students enrolled through any contractual relationship.

2) Each student should be recorded in only one category, e.g., students enrolled in low-residency programs housed on the main campus should be recorded only in the category "low-residency programs."

Standard 4: The Academic Program

(Summary - Degree-Seeking Enrollment and Degrees)

Fall Enrollment* by location and modality, as of Census Date

124

Degree Level/ Location & Modality

Title IV-Eligible Certificates: Students Seeking Certificates

Non-Matriculated

Students

Visiting Students

Total Non-degree-Seeking

Total degree-seeking (from previous page)

Grand total

Main Campus FT 105 107 212 1,110 1,322

Main Campus PT 122 103 225 1,167 1,392

Other Principal Campus FT 0 0

Other Principal Campus PT 0 0

Branch campuses FT 0 0

Branch campuses PT 0 0

Other Locations FT 23 11 34 353 387

Other Locations PT 59 141 200 615 815

Overseas Locations FT 0 0

Overseas Locations FT 0 0

Distance education FT 33 17 50 494 544

Distance education PT 82 51 133 638 771

Correspondence FT 0 0

Correspondence PT 0 0

Low-Residency FT 0 0

Low-Residency PT 0 0

Unduplicated Headcount Total 332 391 0 723 3,238 3,961

Total FTE 246 248 495 2,648 3,142.08

Enter FTE definition:Total Credits divided by 12

Certificates Awarded, Most Recent Year 250

Notes:

* For programs not taught in the fall, report an analogous term's enrollment as of its Census Date.

Please enter any explanatory notes in the box below

Standard 4: The Academic Program(Summary - Non-degree seeking Enrollment and Awards)

Fall Enrollment* by location and modality, as of Census Date

1) Enrollment numbers should include all students in the named categories, including students in continuing education and students enrolled through any contractual relationship.

2) Each student should be recorded in only one category, e.g., students enrolled in low-residency programs housed on the main campus should be recorded only in the category "low-residency programs."3) Please refer to form 3.2, "Locations and Modalities," for definitions of locations and instructional modalities.

125

3 Years 2 Years 1 Year Current Next YearPrior Prior Prior Year Forward (goal)

For Fall Term, as of Census Date (Fall 2013) (Fall 2014) (Fall 2015) (Fall 2016) (Fall 2017)Certificate 334 431 327 332 332Associate 3888 3493 3321 3238 3238Baccalaureate Total Undergraduate 4,222 3,924 3,648 3,570 3,570

3 Years 2 Years 1 Year Current Next YearPrior Prior Prior Year Forward (goal)

For Fall Term, as of Census Date (Fall 2013) (Fall 2014) (Fall 2015) (Fall 2016) (Fall 2017)Master'sDoctorateFirst ProfessionalOtherTotal Graduate 0 0 0 0 0

3 Years 2 Years 1 Year Current Next YearPrior Prior Prior Year Forward (goal)

(Fall 2013) (Fall 2014) (Fall 2015) (Fall 2016) (Fall 2017)Undergraduate 44,116 41,087 38,413 34,727 34,727 Graduate 0 0 0 0 0Total 44,116 41,087 38,413 34,727 34,727

Main campusSessions embedded in a class 216 250 127Free-standing sessions 165 105 129

Branch/other locationsSessions embedded in a class 52 34 15Free-standing sessions 15 11 0

Online sessions 3 3 2URL of Information Literacy Reports

Please enter any explanatory notes in the box below

Standard 4: The Academic Program(Headcount by UNDERGRADUATE Program Type)

The FY 2018 goal is to have enrollment be level with fall 2016 figures due to the projected decreases by the Donahue Institute at UMASS-Amherst.

Standard 4: The Academic Program(Headcount by GRADUATE Program Type)

Standard 4: The Academic Program(Credit Hours Generated at the Undergraduate and Graduate Levels)

Standard 4: The Academic Program(Information Literacy sessions)

126

?Credit Seeking Students Only - Including Continuing Education

3 Years 2 Years 1 Year Current Goal Prior Prior Prior Year (specify year)

(FY 2014) (FY 2015) (FY 2016) (FY 2017) (FY 2018)Freshmen - Undergraduate ? fall 2013 fall 2014 fall 2015 fall 2016

Completed Applications ? 1,883 1,717 1,684 1,734 1,734Applications Accepted ? 1,870 1,709 1,682 1,732 1,732Applicants Enrolled ? 797 679 678 704 704

% Accepted of Applied 99.3% 99.5% 99.9% 99.9% 99.9%% Enrolled of Accepted 42.6% 39.7% 40.3% 40.6% 40.6%

Percent Change Year over Year Completed Applications na -8.8% -1.9% 3.0% 0.0% Applications Accepted na -8.6% -1.6% 3.0% 0.0% Applicants Enrolled na -14.8% -0.1% 3.8% 0.0%Average of statistical indicator of aptitude of enrollees: (define below) ?

Percent of First time, Full time Degree Seeking who Placed into COLLEGE level English & Math 26.5% 25.0% 21.4% 22.1% 22.1%Percent of All first-time degree-seeking who Placed into COLLEGE level English & Math 21.4% 20.1% 17.3% 18.2% 18.2%Transfers - Undergraduate ?

Completed Applications 527 540 495 518 518Applications Accepted 495 497 472 487 487Applications Enrolled 252 231 208 229 229

% Accepted of Applied 93.9% 92.0% 95.4% 94.0% 94.0% % Enrolled of Accepted 50.9% 46.5% 44.1% 47.0% 47.0%

Master's Degree ?Completed ApplicationsApplications AcceptedApplications Enrolled

% Accepted of Applied - - - - -% Enrolled of Accepted - - - - -

First Professional Degree ?Completed ApplicationsApplications AcceptedApplications Enrolled

% Accepted of Applied - - - - -% Enrolled of Accepted - - - - -

Doctoral Degree ?Completed ApplicationsApplications AcceptedApplications Enrolled

% Accepted of Applied - - - - -% Enrolled of Accepted - - - - -

Please enter any explanatory notes in the box below

Complete this form for each distinct student body identified by the institution (see Standard 5.1)

Standard 5: Students

The goal for FY 2018 is to be level with fall 2016. The Donahue Institute at UMASS-Amherst has projected enrollment decreases for MWCC and the MA community colleges.

(Admissions, Fall Term)

127

?Credit-Seeking Students Only - Including Continuing Education

3 Years 2 Years 1 Year Current Goal TOTAL UNDUPLICATED Prior Prior Prior Year (specify year)

(FY 2014) (FY 2015) (FY 2016) (FY 2017) (FY 2018)UNDERGRADUATE ?First Year Full-Time Headcount ? 684 1,101 964 927 927

Part-Time Headcount ? 757 1,051 1,024 1,058 1,058Total Headcount 1,441 2,152 1,988 1,985 1,985 Total FTE ? 932 1,479 1,349 1,349 1,349

Second Year Full-Time Headcount 1,223 573 511 500 500Part-Time Headcount 1,559 1,199 1,149 1,085 1,085Total Headcount 2,782 1,772 1,660 1,585 1,585Total FTE 1,803 1,076 999 967 967

Third Year Full-Time HeadcountPart-Time HeadcountTotal Headcount 0 0 0 0 0Total FTE

Fourth Year Full-Time Headcount Part-Time Headcount Total Headcount 0 0 0 0 0 Total FTEUnclassified Full-Time Headcount ? 94 90 124 110 110 Part-Time Headcount 418 322 302 281 281 Total Headcount 512 412 426 391 391 Total FTE 207 184 213 199 199Total Undergraduate Students Full-Time Headcount 2,001 1,764 1,599 1,537 1,537 Part-Time Headcount 2,734 2,572 2,475 2,424 2,424 Total Headcount 4,735 4,336 4,074 3,961 3,961 Total FTE 2,942 2,739 2,561 2,515 2,515 % Change FTE Undergraduate na -6.9% -6.5% -1.8% 0.0%GRADUATE ? Full-Time Headcount ? Part-Time Headcount ? Total Headcount 0 0 0 0 0 Total FTE ? % Change FTE Graduate na - - - -GRAND TOTALGrand Total Headcount 4,735 4,336 4,074 3,961 3,961Grand Total FTE 2,942 2,739 2,561 2,515 2,515 % Change Grand Total FTE na -6.9% -6.5% -1.8% 0.0%

Please enter any explanatory notes in the box below

Standard 5: Students

Unduplicated headcount for each fall term as of census date. The FY 2018 goal is to have enrollment be level with fall 2016 figures due to the projected decreases by the Donahue Institute at UMASS-Amherst.

Complete this form for each distinct student body identified by the institution (see Standard 5.1)(Enrollment, Fall Term)

128

? Where does the institution describe the students it seeks to serve?

(FY 2011 ) (FY 2012) (FY 2013)

? Three-year Cohort Default Rate 17.9 10.8 12.7

? Three-year Loan repayment rate 73% 74% 72%

(from College Scorecard)

3 Years Prior 2 Years Prior Most Recently Completed

Year

Current Year Goal (specify year)

(FY 2014) (FY 2015) (FY 2016) (FY 2017) (FY 2018)? Student Financial Aid

Total Federal Aid $14,793,219 $13,617,613 $12,358,426 $11,633,422 $11,633,422Grants $8,282,494 $7,977,007 $7,073,185 $6,675,475 $6,675,475Loans $6,395,869 $5,543,282 $5,156,897 $4,825,478 $4,825,478Work Study $114,856 $97,324 $128,344 $132,469 $132,469

Total State Aid $1,445,596 $1,395,818 $1,404,277 $1,327,994 $1,327,994Total Institutional Aid $791,450 $848,378 $875,392 $650,000 $650,000

Grants $791,450 $848,378 $875,392 $650,000 $650,000Loans $0 $0 $0 $0 $0

Total Private Aid $926,786 $975,301 $1,087,205 $1,050,838 $1,050,838Grants $792,759 $843,128 $898,526 $875,098 $875,098Loans $134,027 $132,173 $188,679 $175,740 $175,740

Student DebtPercent of students graduating with debt (include all students who graduated in this calculation)

Undergraduates 58% 59% 56% 55% 55%Graduates n/a n/a n/a n/a n/aFirst professional students n/a n/a n/a n/a n/a

For students with debt:Average amount of debt for students leaving the institution with a degree

Undergraduates $11,922 $11,013 $10,809 $10,400 $10,400Graduates n/a n/a n/a n/a n/aFirst professional students n/a n/a n/a n//a n/a

Average amount of debt for students leaving the institution without a degreeUndergraduates $5,593 $4,923 $5,641 $5,200 $5,200Graduate Students n/a n/a n/a n/a n/aFirst professional students n/a n/a n/a n/a n/a

Percent of First-year students in Developmental Courses (courses for which no credit toward a degree is granted)

English as a Second/Other Language 2% 2% 2% 2% 2%communication skills) 8% 17% 19% 13% 13%Math 32% 29% 27% 26% 26%Other

Please enter any explanatory notes in the box below

Complete this form for each distinct student body identified by the institution (see Standard 5.1)

For FY 2017, projected annual amounts are provided based upon amounts paid to date for the fall 2016 semester. Goal for FY 2018 is to be level with FY 2017.

(Financial Aid, Debt, Developmental Courses)

http://mwcc.edu/about-mwcc/mission-values/

Standard 5: Students

129

?Credit-Seeking Students Only - Including Continuing Education

3 Years 2 Years 1 Year Current Goal GARDNER CAMPUS Prior Prior Prior Year (specify year)

(FY 2014) (FY 2015) (FY 2016) (FY 2017) (FY 2018)UNDERGRADUATE ?

First Year Full-Time Headcount ? 501 846 736 785 785

Part-Time Headcount ? 369 555 547 619 619

Total Headcount 870 1,401 1,283 1,404 1,404

Total FTE ? 507 857 757 843 843

Second Year Full-Time Headcount 972 443 412 430 430

Part-Time Headcount 897 734 697 670 670Total Headcount 1,869 1,177 1,109 1,100 1,100Total FTE 1,090 608 569 572 572

Third Year Full-Time HeadcountPart-Time HeadcountTotal Headcount 0 0 0 0 0Total FTE

Fourth Year Full-Time Headcount Part-Time Headcount Total Headcount 0 0 0 0 0 Total FTEUnclassified Full-Time Headcount ? 90 85 113 107 107 Part-Time Headcount 103 119 108 103 103 Total Headcount 112 114 134 139 139 Total FTETotal Undergraduate Students Full-Time Headcount 1,563 1,374 1,261 1,322 1,322 Part-Time Headcount 1,369 1,408 1,352 1,392 1,392 Total Headcount 2,932 2,782 2,613 2,714 2,714 Total FTE 1,596 1,465 1,327 1,415 1,415 % Change FTE Undergraduate na -8.2% -9.4% 6.6% 0.0%GRADUATE ? Full-Time Headcount ? Part-Time Headcount ? Total Headcount 0 0 0 0 0 Total FTE ? % Change FTE Graduate na - - - -GRAND TOTALGrand Total Headcount 2,932 2,782 2,613 2,714 2,714Grand Total FTE 1,596 1,465 1,327 1,415 1,415 % Change Grand Total FTE na -8.2% -9.4% 6.6% 0.0%

Please enter any explanatory notes in the box below

Standard 5: Students(Enrollment, Fall Term)

Complete this form for each distinct student body identified by the institution (see Standard 5.1)

Figures are for students enrolled at the Gardner campus. Figures are not unduplicated because students can also be enrolled at other sites. The FY 2018 goal is to have enrollment be level with fall 2016 figures due to the projected decreases by the Donahue Institute at UMASS-Amherst.

130

?Credit-Seeking Students Only - Including Continuing Education

3 Years 2 Years 1 Year Current Goal DEVENS CAMPUS Prior Prior Prior Year (specify year)

(FY 2014) (FY 2015) (FY 2016) (FY 2017) (FY 2018)UNDERGRADUATE ?First Year Full-Time Headcount ? 53 117 97 75 75

Part-Time Headcount ? 119 104 99 114 114Total Headcount 172 221 196 189 189 Total FTE ? 62 76 66 60 60

Second Year Full-Time Headcount 146 80 60 46 46Part-Time Headcount 279 200 182 185 185Total Headcount 425 280 242 231 231Total FTE 163 97 80 77 77

Third Year Full-Time HeadcountPart-Time HeadcountTotal Headcount 0 0 0 0 0Total FTE

Fourth Year Full-Time Headcount Part-Time Headcount Total Headcount 0 0 0 0 0 Total FTEUnclassified Full-Time Headcount ? 1 2 4 3 3 Part-Time Headcount 19 14 35 20 20 Total Headcount 20 16 39 23 23 Total FTE 5 4 12 6 6Total Undergraduate Students Full-Time Headcount 200 199 161 124 124 Part-Time Headcount 417 318 316 319 319 Total Headcount 617 517 477 443 443 Total FTE 230 177 159 143 143 % Change FTE Undergraduate na -23.0% -10.0% -10.1% 0.0%GRADUATE ? Full-Time Headcount ? Part-Time Headcount ? Total Headcount 0 0 0 0 0 Total FTE ? % Change FTE Graduate na - - - -GRAND TOTALGrand Total Headcount 617 517 477 443 443Grand Total FTE 230 177 159 143 143 % Change Grand Total FTE na -23.0% -10.0% -10.1% 0.0%

Please enter any explanatory notes in the box below

Standard 5: Students(Enrollment, Fall Term)

Complete this form for each distinct student body identified by the institution (see Standard 5.1)

Figures are for students enrolled at the Devens campus. Figures are not unduplicated because students can also be enrolled at other sites. The FY 2018 goal is to have enrollment be level with fall 2016 figures due to the projected decreases by the Donahue Institute at UMASS-Amherst.

131

?Credit-Seeking Students Only - Including Continuing Education

3 Years 2 Years 1 Year Current Goal LEOMINSTER CAMPUS Prior Prior Prior Year (specify year)

(FY 2014) (FY 2015) (FY 2016) (FY 2017) (FY 2018)UNDERGRADUATE ?First Year Full-Time Headcount ? 208 322 283 223 223

Part-Time Headcount ? 224 344 326 274 274Total Headcount 432 666 609 497 497 Total FTE ? 211 320 287 214 214

Second Year Full-Time Headcount 287 125 100 80 80Part-Time Headcount 306 186 155 133 133Total Headcount 593 311 255 213 213Total FTE 258 109 87 68 68

Third Year Full-Time HeadcountPart-Time HeadcountTotal Headcount 0 0 0 0 0Total FTE

Fourth Year Full-Time Headcount Part-Time Headcount Total Headcount 0 0 0 0 0 Total FTEUnclassified Full-Time Headcount ? 4 6 17 5 5 Part-Time Headcount 25 29 35 24 24 Total Headcount 29 35 52 29 29 Total FTE 10 13 18 10 10Total Undergraduate Students Full-Time Headcount 499 453 400 308 308 Part-Time Headcount 555 559 516 431 431 Total Headcount 1,054 1,012 916 739 739 Total FTE 479 442 392 292 292 % Change FTE Undergraduate na -7.7% -11.2% -25.5% -0.1%GRADUATE ? Full-Time Headcount ? Part-Time Headcount ? Total Headcount 0 0 0 0 0 Total FTE ? % Change FTE Graduate na - - - -GRAND TOTALGrand Total Headcount 1,054 1,012 916 739 739Grand Total FTE 479 442 392 292 292 % Change Grand Total FTE na -7.7% -11.2% -25.5% -0.1%

Please enter any explanatory notes in the box below

Standard 5: Students(Enrollment, Fall Term)

Complete this form for each distinct student body identified by the institution (see Standard 5.1)

Figures are for students enrolled at the Leominster campus. Figures are not unduplicated headcount because student can also be enrolled at other sites. The FY 2018 goal is to have enrollment be level with fall 2016 figures due to the projected decreases by the Donahue Institute at UMASS-Amherst.

132

?Credit-Seeking Students Only - Including Continuing Education

3 Years 2 Years 1 Year Current Goal Dental Programs Prior Prior Prior Year (specify year)

(FY 2014) (FY 2015) (FY 2016) (FY 2017) (FY 2018)UNDERGRADUATE ?First Year Full-Time Headcount ? 0 0 0 0 0

Part-Time Headcount ? 1 0 0 0 0Total Headcount 1 0 0 0 0 Total FTE ? 0.4 0 0 0 0

Second Year Full-Time Headcount 2 1 2 1 1Part-Time Headcount 21 41 38 34 34Total Headcount 23 42 40 35 35Total FTE 11 24 24 22 22

Third Year Full-Time HeadcountPart-Time HeadcountTotal Headcount 0 0 0 0 0Total FTE

Fourth Year Full-Time Headcount Part-Time Headcount Total Headcount 0 0 0 0 0 Total FTEUnclassified Full-Time Headcount ? Part-Time Headcount Total Headcount 0 0 0 0 0 Total FTETotal Undergraduate Students Full-Time Headcount 2 1 2 1 1 Part-Time Headcount 22 41 38 34 34 Total Headcount 24 42 40 35 35 Total FTE 11 24 24 22 22 % Change FTE Undergraduate na 115.7% -1.1% -8.5% 1.9%GRADUATE ? Full-Time Headcount ? Part-Time Headcount ? Total Headcount 0 0 0 0 0 Total FTE ? % Change FTE Graduate na - - - -GRAND TOTALGrand Total Headcount 24 42 40 35 35Grand Total FTE 11 24 24 22 22 % Change Grand Total FTE na 115.7% -1.1% -8.5% 1.9%

Please enter any explanatory notes in the box below

Standard 5: Students(Enrollment, Fall Term)

Complete this form for each distinct student body identified by the institution (see Standard 5.1)

Figures in this worksheet are for the Dental Assisting and Dental Hygiene programs which are offered exclusively at the Burbank campus. Dental programs are selective and most students have prior earned credits. The FY 2018 goal is to have enrollment be level with fall 2016 figures due to the projected decreases by the Donahue Institute at UMASS-Amherst.

133

?Credit-Seeking Students Only - Including Continuing Education

3 Years 2 Years 1 Year Current Goal ONLINE COURSES Prior Prior Prior Year (specify year)

(FY 2014) (FY 2015) (FY 2016) (FY 2017) (FY 2018)UNDERGRADUATE ?

First Year Full-Time Headcount ? 184 288 273 263 263

Part-Time Headcount ? 215 303 337 357 357

Total Headcount 399 591 610 620 620

Total FTE ? 152 225 231 231 231

Second Year Full-Time Headcount 390 277 267 264 264Part-Time Headcount 410 371 397 363 363Total Headcount 800 648 664 627 627Total FTE 282 239 238 229 229

Third Year Full-Time HeadcountPart-Time HeadcountTotal Headcount 0 0 0 0 0Total FTE

Fourth Year Full-Time Headcount Part-Time Headcount Total Headcount 0 0 0 0 0 Total FTEUnclassified Full-Time Headcount ? 20 19 32 17 17

Part-Time Headcount 88 59 41 51 51

Total Headcount 108 78 73 68 68

Total FTE 29 25 26 22 22Total Undergraduate Students Full-Time Headcount 594 584 572 544 544 Part-Time Headcount 713 733 775 771 771 Total Headcount 1,307 1,317 1,347 1,315 1,315 Total FTE 463 490 495 482 482 % Change FTE Undergraduate na 5.9% 0.9% -2.5% 0.0%GRADUATE ? Full-Time Headcount ? Part-Time Headcount ? Total Headcount 0 0 0 0 0 Total FTE ? % Change FTE Graduate na - - - -GRAND TOTALGrand Total Headcount 1,307 1,317 1,347 1,315 1,315Grand Total FTE 463 490 495 482 482 % Change Grand Total FTE na 5.9% 0.9% -2.5% 0.0%

Please enter any explanatory notes in the box below

Standard 5: Students(Enrollment, Fall Term)

Complete this form for each distinct student body identified by the institution (see Standard 5.1)

Figures are for students enrolled in online courses. Figures are not unduplicated because students can also be enrolled at other sites. The FY 2018 goal is to have enrollment be level with fall 2016 figures due to the projected decreases by the Donahue Institute at UMASS-Amherst.

134

?Credit-Seeking Students Only - Including Continuing Education

3 Years 2 Years 1 Year Current Goal Exclusively Online Programs Prior Prior Prior Year (specify year)

(FY 2014) (FY 2015) (FY 2016) (FY 2017) (FY 2018)UNDERGRADUATE ?First Year Full-Time Headcount ? 11 19 12 8 8

Part-Time Headcount ? 10 8 10 15 15Total Headcount 21 27 22 23 23 Total FTE ? 14 22 16 13 13

Second Year Full-Time Headcount 11 13 17 10 10Part-Time Headcount 14 18 17 25 25Total Headcount 25 31 34 35 35Total FTE 16 21 24 20 20

Third Year Full-Time HeadcountPart-Time HeadcountTotal Headcount 0 0 0 0 0Total FTE

Fourth Year Full-Time Headcount Part-Time Headcount Total Headcount 0 0 0 0 0 Total FTEUnclassified Full-Time Headcount ? 0 0 0 0 Part-Time Headcount 0 0 0 0 Total Headcount 0 0 0 0 0 Total FTE 0 0 0 0Total Undergraduate Students Full-Time Headcount 22 32 29 18 18 Part-Time Headcount 24 26 27 40 40 Total Headcount 46 58 56 58 58 Total FTE 30 43 39 33 33 % Change FTE Undergraduate na 44.9% -8.2% -16.2% 0.0%GRADUATE ? Full-Time Headcount ? Part-Time Headcount ? Total Headcount 0 0 0 0 0 Total FTE ? % Change FTE Graduate na - - - -GRAND TOTALGrand Total Headcount 46 58 56 58 58Grand Total FTE 30 43 39 33 33 % Change Grand Total FTE na 44.9% -8.2% -16.2% 0.0%

Please enter any explanatory notes in the box below

Standard 5: Students(Enrollment, Fall Term)

Complete this form for each distinct student body identified by the institution (see Standard 5.1)

The figures in this worksheet are for the Fire Science and Health Information Management programs which are offered exclusively online. The FY 2018 goal is to have enrollment be level with fall 2016 figures due to the projected decreases by the Donahue Institute at UMASS-Amherst.

135

3 Years 2 Years 1 Year Current YearPrior Prior Prior

(FY 2014) (FY 2015) (FY 2016) (FY 2017)Employees as of Fall: Fall 2013 Fall 2014 Fall 2015 Fall 2016

? Number of Faculty by categoryFull-time 75 79 74 73Part-timeAdjunct 248 255 250 244ClinicalResearch 0 0 0 0VisitingOther; specify below:

Total 323 334 324 317Percentage of Courses taught by full-time faculty

26.4% 29.5% 32.2% 30.0%

? Number of Faculty by rank, if applicable

Professor 43 42 37 35Associate 20 22 22 25Assistant 12 14 14 11Instructor 0 1 1 2

Other; specify below:No Academic Rank

Total 75 79 74 73

? Number of Academic Staff by categoryLibrarians 13 11 10 9Advisors 170 138 175 175Instructional DesignersOther; specify below:

Total 183 149 185 184

Please enter any explanatory notes in the box below

Standard 6: Teaching, Learning, and Scholarship(Faculty by Category and Rank; Academic Staff by Category, Fall Term)

136

2 Years 1 Year Prior

FT PT FT PT FT PT FT PT? Number of Faculty Appointed

ProfessorAssociate 1 1Assistant 6 2 7 2Instructor 2 1No rankOther Adjunct 62 40 23 26 Total 7 62 5 40 7 23 3 26

? Number of Faculty in Tenured PositionsProfessor 42 41 36 35Associate 15 18 16 17AssistantInstructorNo rankOther Total 57 0 59 0 52 0 52 0

? Number of Faculty DepartingProfessor 7Associate 1 2Assistant 2 1 4Instructor 1No rankOther Total 2 0 2 0 3 0 4 7

? Number of Faculty RetiringProfessor 1 4 3 1Associate 1 1AssistantInstructorNo rankOther Total 1 0 5 0 4 0 1 0

Adjunct faculty contracts are per course and can vary over time. Only new adjunct appointments are reported.

(Appointments, Tenure, Departures, Retirements, Teaching Load Full Academic Year)

Please enter any explanatory notes in the box below

Prior

Standard 6: Teaching, Learning, and Scholarship

3 YearsPrior

(FY 2014) (FY 2015) (FY 2016) (FY 2017)

Current Year

137

2 Years 1 Year Prior

FT PT Total FT PT Total FT PT Total FT PT TotalInstructional Staff 75 359 434 79 362 441 74 349 423 73 362 435Research Staff 0 0 0 0 0 0 0 0 0 0 0 0Public Service Staff 0 0 0 0 0 0 0 0 0 0 0 0Librarians 0 5 5 0 0 0 0 2 2 0 2 2Library Technicians 6 2 8 6 5 11 5 3 8 4 3 7Archivists, Curators, Museum staff 0 0 0 0 0 0 0 0 0 0 0 0Student and Academic Affairs 3 167 170 3 135 138 2 173 175 2 173 175

Management Occupations 79 1 80 75 0 75 77 0 77 89 0 89Business and Financial Operations 15 1 16 16 0 16 14 0 14 14 0 14Computer, Engineering and Science 12 6 18 13 8 21 14 4 18 10 4 14Community, Social Service, Legal, Arts, Design, Entertainment, Sports, and Media 47 37 84 43 31 74 35 23 58 40 22 62

Healthcare Practitioners and Technical 1 7 8 1 5 6 1 4 5 1 6 7Service Occupations 28 83 111 29 88 117 27 77 104 30 103 133Sales and Related Occupations 0 0 0 0 0 0 0 0 0 0 0 0Office and Administrative Support 65 46 111 68 41 109 63 43 106 61 67 128Natural Resources, Construction, Maintenance 8 0 8 8 0 8 8 0 8 8 0 8Production, Transportation, Material Moving 1 0 1 1 0 1 1 0 1 1 0 1

Total 340 714 1,054 342 675 1,017 321 678 999 333 742 1,075

Please enter any explanatory notes in the box below

Standard 7: Institutional Resources(Headcount of Employees by Occupational Category)

For each of the occupational categories below, enter the data reported on the IPEDS Human Resources Survey (Parts B and D1) for each of the years listed.If your institution does not submit IPEDS, visit this link for information about how to complete this form: https://surveys.nces.ed.gov/IPEDS/Downloads/Forms/package_1_43.pdf

Prior(FY 2014) (FY 2015)

Prior(FY 2016) (FY 2017)

Current Year3 Years

138

2 Years Prior

(FY 2014)

1 Year Prior

(FY 2015)

Most Recent Year

(FY 2016)ASSETS (in 000s)

? Cash and Short Term Investments $8,107 $8,143 $7,596 0.4% -6.7%

? Cash held by State Treasurer $2,665 $2,656 $3,617 -0.3% 36.2%

? Deposits held by State Treasurer $3,000 -100.0% -

? Accounts Receivable, Net $1,440 $1,900 $2,154 31.9% 13.4%

? Contributions Receivable, Net $43 $83 $73 93.0% -12.0%

? Inventory and Prepaid Expenses $104 $101 $175 -2.9% 73.3%

? Long-Term Investments $4,003 $4,068 $3,629 1.6% -10.8%

? Loans to Students - -

? Funds held under bond agreement - -

? Property, plants, and equipment, net $20,989 $24,946 $49,937 18.9% 100.2%

Deferred Pension Outflows $1,598 $5,140 221.7%

? Other Assets $2,189 $2,058 $2,026 -6.0% -1.6%

Total Assets $42,540 $45,553 $74,347 7.1% 63.2%

LIABILITIES (in 000s)

? Accounts payable and accrued liabilities $3,542 $3,423 $3,768 -3.4% 10.1%

? Deferred revenue & refundable advances $1,184 $1,123 $1,393 -5.2% 24.0%

? Due to state - -

? Due to affiliates - -

? Annuity and life income obligations $9,163 $14,029 - 53.1%

? Amounts held on behalf of others - -

? Long-term liabilities $9,031 $8,222 $7,759 -9.0% -5.6%

? Refundable government advances - -

? Other long-term liabilities $4,145 $4,202 $3,988 1.4% -5.1%

Total Liabilities $17,902 $26,133 $30,937 46.0% 18.4%

NET ASSETS (in 000s)

Unrestricted net assets

Institutional $6,557 ($3,632) ($4,905) -155.4% 35.0%

? Foundation $2,543 $2,614 $2,244 2.8% -14.2%

Total $9,100 ($1,018) ($2,661) -111.2% 161.4%

Temporarily restricted net assets

Institutional $4 - -

? Foundation $3,797 $3,592 $3,558 -5.4% -0.9%

Total $3,797 $3,592 $3,562 -5.4% -0.8%

Permanently restricted net assets

Institutional $352 $363 - 3.1%

? Foundation $312 $322 $432 3.2% 34.2%

Total $312 $674 $795 116.0% 18.0%

Investment in Capital Assets, Net $11,429 $16,172 $41,714

? Total Net Assets $24,638 $19,420 $43,410 -21.2% 123.5%

ASSETS $42,540 $45,553 $74,347 7.1% 63.2%

Please enter any explanatory notes in the box below

Standard 7: Institutional Resources(Statement of Financial Position/Statement of Net Assets)

Amounts listed as "Deferred Pension Outflows" and "Annuity and life income obligations" are related to new GASB 68 reporting requirements. Although this liability is to be funded and paid by the State Retirement System, the new accounting regulations require the amounts associated with MWCC to be reflected on the College's Financial Statements.

Fiscal Year ends - month & day: (06/30)

Percent Change 2 yrs-1 yr prior 1 yr-most recent

139

3 Years Prior (FY 2014)

2 Years Prior (FY 2015)

Most Recently Completed Year

(FY 2016) Current Year

(FY 2017)

Next Year Forward (FY 2018)

OPERATING REVENUES (in 000s)

? Tuition and fees $18,595 $18,582 $17,749 $17,410 $18,285

? Room and board

? Less: Financial aid -$7,034 -$6,996 -$6,243 -$6,250 -$6,300

Net student fees $11,561 $11,586 $11,506 $11,160 $11,985

? Government grants and contracts $15,559 $16,526 $16,120 $16,100 $16,100

? Private gifts, grants and contracts $1,629 $1,498 $1,765 $1,380 $1,380

? Other auxiliary enterprises $1,344 $1,178 $1,102 $1,310 $1,435

Endowment income used in operations

? Other revenue (specify): Miscellaneous $1,861 $2,094 $2,210 $1,881 $1,757

Other revenue (specify):

Net assets released from restrictions

Total Operating Revenues $31,954 $32,882 $32,703 $31,831 $32,657

OPERATING EXPENSES (in 000s)

? Instruction $14,265 $13,704 $14,252 $14,242 $14,187

? Research

? Public Service $1,014 $1,106 $1,088 $1,087 $1,083

? Academic Support $6,201 $5,885 $6,061 $6,057 $6,033

? Student Services $10,438 $12,276 $12,499 $12,490 $12,442

? Institutional Support $5,902 $6,744 $6,418 $6,413 $6,389

Fundraising and alumni relations

? Operation, maintenance of plant (if not allocated) $5,455 $5,241 $6,431 $6,426 $6,402

?Scholarships and fellowships (cash refunded by public institution) $3,422 $3,113 $3,106 $2,842 $2,792

? Auxiliary enterprises $1,334 $1,265 $1,461 $1,460 $1,454

? Depreciation (if not allocated) $1,164 $1,204 $1,261 $1,750 $2,250

? Other expenses (specify):

Other expenses (specify):

Total operating expenditures $49,195 $50,538 $52,577 $52,767 $53,032

Change in net assets from operations -$17,241 -$17,656 -$19,874 -$20,936 -$20,375

NON OPERATING REVENUES (in 000s)

? State appropriations (net) $16,243 $17,523 $18,407 $19,014 $19,714

? Investment return $571 $119 $24 $125 $125

? Interest expense (public institutions) -$290 -$342 -$372 -$367 -$482, qoperations $326 $352 -$20

? Other (specify):

Other (specify):

Other (specify):

Net non-operating revenues $16,850 $17,652 $18,039 $18,772 $19,357Income before other revenues, expenses, gains, or losses -$391 -$4 -$1,835 -$2,164 -$1,018

? Capital appropriations (public institutions) $1,134 $1,977 $25,545 $10,400

? Other (specify): $193 $281

ASSETS $743 $2,166 $23,991 $8,236 -$1,018

Fiscal Year ends - month& day: (06/30)

Standard 7: Institutional Resources(Statement of Revenues and Expenses)

140

3 Years Prior (FY 2014)

2 Years Prior (FY 2015)

Most Recently Completed Year

(FY 2016) Current Year

(FY 2017)

Next Year Forward (FY 2018)

Debt

Beginning balance $6,718 $9,365 $8,679 $8,722 $11,759

Additions $3,000 $500 $3,000

? Reductions ($353) ($686) ($457) ($463) ($585)

Ending balance $9,365 $8,679 $8,722 $11,259 $11,174

Interest paid during fiscal year $290 $342 $372 $329 $427

Current Portion $430 $457 $552 $585 $597Bond Rating

Line(s) of Credit: List the institutions line(s) of credit and their uses.

Future borrowing plans (please describe)

Please enter any explanatory notes in the box below

FISCAL YEAR ENDS month & day (06/30)

Standard 7: Institutional Resources(Statement of Debt)

Debt Covenants: (1) Describe interest rate, schedule, and structure of payments; and (2) indicate whether the debt covenants are being met.

The College is currently working with the Mass State College Building Authority to bond a capital project. The project is to enclose an existing patio to create a new student center. The project is expected to cost approximately $3 million. For purposes of projecting forward, the College is assuming the same terms as the previous $3,000,000 bond issued through the MSCBA

The College currently holds the following debt instruments:

1) A $1,200,000 Massachusetts HEFA variable rate demand revenue bond with annual principal payments of $54,545

6) A five year note for $500,000 to the College's Foundation. The note carries a rate of 6% with annual P&I payments in the amount of $118,698.

2) A $310,000 Interest free Clean renewable energy bond (CREB) with annual principal payments of $20,667

3) A $2,145,000 CREB carrying a 2.5% interest rate with annual principal payments of $126,176

4) A $4,400,000 Clean Energy Investment Program Bond (CEIP) issued through the Department of Capital Asset Management. The bond is for 20 years at 4.7% interest with annual P&I payments of $350,575.

5) A $3,000,000 bond issued through the State College Building Authority. Issued in March of 2014, the bond is for 20 years and carries a 4.25% interest rate

141

3 Years Prior (FY 2014)

2 Years Prior (FY 2015)

Most Recently Completed Year

(FY 2016) Current Year

(FY 2017)

Next Year Forward (FY 2018)

NET ASSETS

Net assets beginning of year $23,895 $17,254 $19,420 $43,411 $51,647Total increase/decrease in net assets $743 $2,166 $23,991 $8,236 ($1,018)Net assets end of year $24,638 $19,420 $43,411 $51,647 $50,629

FINANCIAL AID

Source of funds

Unrestricted institutional $1,140 $1,120 $1,205 $1,200 $1,200

Federal, state and private grants $9,641 $9,264 $8,423 $8,500 $8,700

Restricted funds

Total $10,781 $10,384 $9,628 $9,700 $9,900

% Discount of tuition and fees 6.1% 6.0% 6.8%

? % Unrestricted discount

?

FEDERAL FINANCIAL RESPONSIBILITY COMPOSITE SCORE

Please enter any explanatory notes in the box belowThe FY 2015 beginning net assets was restated to comply with the provisions of GASB 68. The net effect of this accounting change was to reduce the College's unrestricted net assets as originally reported in FY 2014 by $7,384,602

FISCAL YEAR ENDS month & day (06/30)

Standard 7: Institutional Resources(Supplemental Data)

Please indicate your institution's endowment spending policy:

142

3 YearsPrior

2 YearsPrior

1 YearPrior Current Year

Next Year Forward

(goal)

(FY 2014) (FY 2015) (FY 2016) (FY 2017) (FY 2018)IPEDS Retention Data Fall 2013 Fall 2014 Fall 2015 Fall 2016

First Time Full-time Associate degree Students 56.2% 60.2% 52.4% 53.1% 53.1%Bachelors degree students n/a n/a n/a n/a n/a

? IPEDS Graduation Data (150% of time)

Associate degree students 14.4% 15.5% 19.6% 23% 23%Bachelors degree students n/a n/a n/a n/a n/a

? IPEDS Outcomes Measures DataFall 2007

cohort

Next Year Forward

(goal)

First-time, full time students 650 725Awarded a degree within six years 25% 26%Awarded a degree within eight years 28% 28%Not awarded within eight years but still enrolled 2% 2%

First-time, part-time students 314 333Awarded a degree within six years 15% 15%Awarded a degree within eight years 18% 18%Not awarded within eight years but still enrolled 3% 2%

Non-first-time, full-time students 105 115Awarded a degree within six years 40% 40%Awarded a degree within eight years 42% 42%Not awarded within eight years but still enrolled 0% 0%

Non-first-time, part-time students 161 190Awarded a degree within six years 32% 33%Awarded a degree within eight years 34% 35%Not awarded within eight years but still enrolled 2% 2%

? Other Undergraduate Retention/Persistence Rates (Add definitions/methodology in #1 below)

1 56.9% 60.7% 53.2% 52.6% 52%2 First-time, Full-time & Part-time Matriculated 52.2% 54.6% 50.8% 48.2% 48%345? Other Undergraduate Graduation Rates (Add definitions/methodology in # 2 below)

1 14.6% 16.4% 20.0% 21.8% 21.8%2 20.4% 22.7% 25.5% 25.5%345

1

2Note: complete this form for each distinct student body identified by the institution (See Standard 8.1)

IPEDS Graduation Rate 200%IPEDS Graduation Rate 150%

Standard 8: Educational Effectiveness(Undergraduate Retention and Graduation Rates)

Student Success Measures/Prior Performance and Goals

First Time Full-time Associate and Certificate

Definition and Methodology Explanations

Line 1 - Retention rate is combined rate for full-time Associate and Certificate level students. Line 2 - Retention rate for all first-time Associate & Certificate seeking students.

Line 1 - The IPEDS Graduation Rate includes certificate students.

143

? 6 years ago 4 years ago 6 years ago 4 years ago2009 2011

? First-time, Full-time Students 706 665

n/a n/a 27.5% 22.9%

n/a n/a 3.4% 7.5%

n/a n/a 7.4% 3.0%

Transferred to a different institution n/a n/a 11.8% 16.8%

Not graduated, never transferred, no longer enrolled n/a n/a 50.0% 49.8%

? First-time, Part-time Students 367 345

n/a n/a 17.2% 11.9%

n/a n/a 3.5% 8.4%

n/a n/a 3.5% 2.3%

Transferred to a different institution n/a n/a 12.3% 11.9%

Not graduated, never transferred, no longer enrolled n/a n/a 63.5% 65.5%

? Non-first-time, Full-time Students 117 155

n/a n/a 43.6% 38.7%

n/a n/a 0.0% 2.6%

n/a n/a 12.8% 8.4%

Transferred to a different institution n/a n/a 3.4% 19.4%

Not graduated, never transferred, no longer enrolled n/a n/a 40.2% 30.9%

? 173 144

n/a n/a 30.6% 26.4%

n/a n/a 2.9% 5.6%

n/a n/a 16.2% 7.6%

Transferred to a different institution n/a n/a 4.6% 18.8%

Not graduated, never transferred, no longer enrolled n/a n/a 45.7% 41.6%

3 YearsPrior

2 YearsPrior

1 YearPrior Current Year

Next Year Forward (goal)

(FY 2014) (FY 2015) (FY 2016) (FY 2017) (FY 2018)

Success of students pursuing higher degrees (add more rows as needed; add definitions/methodology in #1 below)1 Graduates transferred to 4-year within 1yr 5.9% 7.4% 13.4% 26.8% 26.8%2 Graduates transferred to 4-year within 2yrs 7.7% 12.1% 18.5% 18.5%

Fall 2010 EnteringFall 2011 Entering

Fall 2012 Entering

Fall 2013 Entering

Next Year Forward (goal)

3DHE Vision Project - 2-yr Developmental Math Progress Rate for MWCC 29.4% 27.1% 26.6% 34.1% 34.1%

4

DHE Vision Project - Average 2-yr Developmental Math Progress Rate for all MA community colleges 18.4% 19.7% 21.0% 22.2% 22.2%

Degree from original institution

Not graduated, still enrolled at original institution

Standard 8: Educational Effectiveness(Student Success and Progress Rates and Other Measures of Student Success)

Degree from original institution

Bachelor Cohort Entering Associate Cohort EnteringCategory of Student/Outcome Measure

Measures of Student Achievement and Success/Institutional Performance and Goals

Degree from a different institution

Degree from original institution

Not graduated, still enrolled at original institution

Degree from a different institution

Not graduated, still enrolled at original institution

Degree from a different institution

Degree from original institution

Other measures of student success and achievement, including success of graduates in pursuing mission-related paths (e.g., Peace Corps, public service, global citizenship, leadership, spiritual formation) and success of graduates in fields for which they were not explicitly prepared (add more rows as needed; add definitions/methodology in #2 below)

Non-first-time, Part-time Students

Degree from a different institution

Not graduated, still enrolled at original institution

144

3 YearsPrior

2 YearsPrior

1 YearPrior Current Year

Next Year Forward (goal)

(FY 2014) (FY 2015) (FY 2016) (FY 2017) (FY 2018)Fall 2007 Entering

Fall 2008 Entering

Fall 2009 Entering

Fall 2010 Entering

5 VFA Main Cohort - Overall Success Rate n/a 58.9% 64.5% 57.8% 57.7%

6VFA First-time in College Cohort - Overall Success Rate n/a 61.9% 63.1% 57.0% 57.0%

7Achieve the Dream - Overall Success Rate in BHE Vision Project 47.0% 44.0% 44.0% 45.0% 45.0%

Definition and Methodology Explanations

1

2

3,4

5

6

7

Percent of first-time, degree-seeking students enrolling in developmental math who complete a college-level math course within two years.

Measures of Student Achievement and Success/Institutional Performance and Goals

Other measures of student success and achievement, including success of graduates in pursuing mission-related paths (e.g., Peace Corps, public service, global citizenship, leadership, spiritual formation) and success of graduates in fields for which they were not explicitly prepared (add more rows as needed; add definitions/methodology in #2 below)

Proportion of graduates from previous fiscal year who transferred to a 4-year institution within 2 year of graduation. This is for new transfers and does not include those who were included in the 1-yr rate.

The Achieve the Dream Success Rate is used by the MA Board of Higher Education as part of the performance funding model. The ATD cohort includes new first-time degree-seeking students in the fall entry term.

The Voluntary Framework of Accountability (VFA) is the first comprehensive national accountability system created by community colleges, for community colleges. Communitycollege leaders—facilitated by the American Association of Community Colleges (AACC) —conceived, developed, and pilot-tested the VFA metrics. The main cohort includes any student taking a credit course who is new to the institution. It excludes students enrolled exclusively in ESL courses as well as high school students who are dual enrolled. It is the most comprehensive entering cohort definition. The overall success rate represents an unduplicated heirarchy of awards, transfer without an award, earning 30 college level credits, or continued enrollment in the 6th year.

The VFA First-time in College (FTIC) cohort is a subset of students in the Main Cohort who are degree- or certificate-seeking, had no prior postsecondary experience, and attended your college for the first time (as defined for IPEDS Student Right to Know).

Proportion of graduates from previous fiscal year who transferred to a 4-year institution within 1 year of graduation.

145

?

Name of exam# who

took exam # who passed# who

took exam # who passed# who took

exam# who passed

# who took exam # who passed

1 10 10 12 12 13 11 15 14

2345

?

Name of exam# who

took exam # who passed# who

took exam # who passed# who took

exam# who passed

# who took exam # who passed

1 139 115 126 91 105 91 97 79

2 14 13 16 16 15 14 13 13

3 34 32 47 46 35 31 31 30

4 3 3 5 4 8 6 9 8

5 Dental Hygiene NBDHE 12 12 12 12 13 11 15 14

6 n/a n/a 3 3 7 7 2 2

?

Major/time period * # of grads# of Survey respondents

# with jobs

Placement Rate # of grads

# of Survey respondents

# with jobs

Placement Rate # of grads

# of Survey respondents # with jobs

Placement Rate # of grads

# of Survey respondents

# with jobs

Placement Rate

1AS, ATD Automotive Technology Degree, 9 months 2 0 0 6 2 2 100% 2 1 0 0% 3 1 1 100%

2AS, BA Business Administration Degree, 9 months 44 18 15 83% 41 14 6 43% 64 18 10 56% 45 11 7 64%

3AS, BAC Business Administration Career Degree, 9 months 30 7 5 71% 29 10 3 30% 30 12 9 75% 30 10 8 80%

4AS, BCT/MRT Media Arts and Technology, 9 months 10 1 0 0% 11 6 2 33% 11 2 1 50% 24 7 3 43%

5

AS, BTD Biotechnology/Biomanufacturing Degree, 9 months 16 5 2 40% 22 8 5 63% 11 4 1 25% 12 5 3 60%

State Licensure Examination Passage Rates

National Licensure Passage Rates

Job Placement Rates

North East Regional Clinical and Clinical Simulation Exams for Dental Hygiene

NCLEX -RN

National Physical Therapy Exam (PTA)

NCLEX-LPN

ASCP Board of Registry Exam (MLT)

FY 2014 Grads FY 2015 Grads

Standard 8: Educational Effectiveness(Licensure Passage and Job Placement Rates and

Completion and Placement Rates for Short-Term Vocational Training Programs)

3-Years Prior 2 Years Prior 1 Year PriorMost Recent

Year

Dental Assisting - DANB

(FY 2012) (FY 2013) (FY 2014) (FY 2015)

FY 2012 Grads FY 2013 Grads

146

?

Major/time period * # of grads# of Survey respondents

# with jobs

Placement Rate # of grads

# of Survey respondents

# with jobs

Placement Rate # of grads

# of Survey respondents # with jobs

Placement Rate # of grads

# of Survey respondents

# with jobs

Placement Rate

6

AS, CGD/GID Computer Graphic Design/Graphic & Interactive Design, 9 months 11 9 2 22% 12 0 0 10 1 0 0% 9 6 5 83%

7AS, CHD Complementary Health Care Degree, 9 months 3 1 0 0% 6 2 1 50% 5 2 1 50% 1 0

8AS, CIS Computer Information Systems Degree, 9 months 21 4 2 50% 24 7 4 57% 28 8 4 50% 26 8 6 75%

9AS, CJ Criminal Justice Degree, 9 months 16 6 3 50% 22 6 2 33% 23 9 6 67% 26 9 6 67%

10AS, CLS Clinical Laboratory Science, 9 months 1 1 1 100% 13 4 3 75% 7 3 3 100% 8 2 2 100%

11AS, DHY Dental Hygiene Degree, 9 months 12 6 4 67% 12 3 3 100% 13 4 3 75% 15 1 1 100%

12AS, ECC Early Childhood Education-Career Degree, 9 months 10 5 4 80% 15 5 2 40% 21 10 10 100% 17 10 10 100%

13AS, ECT Early Childhood Education-Transfer Degree, 9 months 10 5 3 60% 6 3 1 33% 10 3 3 100% 9 2 2 100%

14AS, EGD Energy Management Degree, 9 months 5 3 2 67% 2 2 1 50% 1 0 1 0

15AS, FS Fire Science Technology Degree, 9 months 2 0 0 3 1 1 100% 4 2 1 50% 7 2 2 100%

16

AS, GS/IDS General Studies/ Interdisciplinary Studies Degree, 9 months 17 3 0 0% 12 2 2 100% 8 1 0 0% 14 6 3 50%

17AS, GSAH/IDSH General Studies Allied Health, 9 months 17 3 0 0% 23 11 3 27% 24 5 4 80% 36 11 9 82%

18AS, HS Human Services Degree, 9 months 21 6 4 67% 27 10 9 90% 33 16 13 81% 43 17 13 76%

19AA, LA Liberal Arts and Sciences-Liberal Arts Degree, 9 months 74 22 11 50% 85 21 3 14% 96 29 11 38% 99 29 21 72%

20AS, MAS Medical Assisting Degree, 9 months 8 4 3 75% 8 6 5 83% 7 4 4 100% 11 4 2 50%

21AS, NRD Natural Resources Technology Degree, 9 months 10 2 1 50% 6 2 1 50% 7 3 0 0% 14 3 2 67%

?

Major/time period * # of grads# of Survey respondents

# with jobs

Placement Rate # of grads

# of Survey respondents

# with jobs

Placement Rate # of grads

# of Survey respondents # with jobs

Placement Rate # of grads

# of Survey respondents

# with jobs

Placement Rate

22 AS, NU Nursing Degree, 9 months 140 38 32 84% 124 38 32 84% 106 48 47 98% 98 30 29 97%

23AS, PLD/LAW Paralegal/ Legal Studies Degree, 9 months 15 7 1 14% 22 7 2 29% 20 1 0 0% 24 8 6 75%

24AS, PT Plastic Technology Degree, 9 months 3 1 0 0% 2 0 0 0

25AS, PTA Physical Therapist Assistant Degree, 9 months 14 7 7 100% 16 8 6 75% 16 11 11 100% 13 5 3 60%

26 AA, RT/RTP Art Degree, 9 months 9 4 0 0% 7 2 1 50% 8 4 1 25% 6 3 3 100%

* Check this box if the program reported is subject to "gainful employment" requirements.Web location of gainful employment report (if applicable) http://mwcc.edu/catalog/gainful-employment/

FY 2012 Grads FY 2013 Grads FY 2014 Grads FY 2015 GradsJob Placement Rates

Job Placement RatesFY 2012 Grads FY 2013 Grads FY 2014 Grads FY 2015 Grads

147

3 YearsPrior

2 YearsPrior

1 YearPrior Current Year

Next Year Forward

(goal)

(FY 2012) (FY 2013) (FY 2014) (FY 2015) (FY 2016)?

1 AHC AHC Allied Health Certificate 2.9% 0.0% 2.1% 3% 3%

2ALQC Analytical Lab & Quality Systems Certificate 0%

3 ATC Automotive Technology Certificate 12.5% 9.1% 23.1% 33% 33%

4BTC Biotechnology/ Biomanufacturing Certificate 30.0% 10.0% 25.0% 0% 16%

5 BUC Business Administration Certificate 35.7% 18.2% 23.1% 25% 25%

6CAA Accounting Certificate/Bookkeeping 33.3% 29.4% 44.4% 0% 25%

7CGDC/ GIDC Graphic Design Certificate 0.0% 42.9% 16.7% 0%

8CHC Complementary Health Care Certificate 12.5% 50.0% 33.3% 0% 24%

3 YearsPrior

2 YearsPrior

1 YearPrior Current Year

Next Year Forward

(goal)

(FY 2012) (FY 2013) (FY 2014) (FY 2015) (FY 2016)?

9 CJLC Law Enforcement Certificate 16.7% 0.0% 0.0% 14% 7%

10 CSC Cyber Security Certificate 0% 25%

11 DAC Dental Assisting 100.0% 100.0% 100.0% 84% 100%

12 EGC Energy Management Certificate 66.7% 20.0% 42.9% 0% n/a

13HSC Human Services Technician Certificate 28.6% 30.0% 21.7% 21% 21%

14 ITC IT Support Specialist Certificate 21.4% 36.4% 33.3% 22% 22%

15 LAWC Paralegal Certificate 31.3% 71.4% 26.7% 38% 38%

16MCC Medical Coding and Billing Certificate 37.0% 47.6% 27.8% 20% 20%

17 MOC Medical Office Certificate 43.8% 46.2% 11.5% 29% 29%

18 OAC Office Assistant Certificate 0.0% 40.0% 25.0% 0% 16%

19 PCC Patient Care Certificate 25.0% 13% 13%

20 PHO Photography Certificate 21.4% 50.0% 22.2% 0% 20%

Completion Rates

Completion and Placement Rates for Short-Term Vocational Training Programs for which students are eligible for Federal Financial Aid

Completion and Placement Rates for Short-Term Vocational Training Programs for which students are eligible for Federal Financial Aid

Completion Rates

148

3 YearsPrior

2 YearsPrior

1 YearPrior Current Year

Next Year Forward

(goal)

(FY 2012) (FY 2013) (FY 2014) (FY 2015) (FY 2016)?

21PMTC Manufacturing Technology – Mechatronics Certificate 14%

22 PN Practical Nursing Certificate 77.8% 71.4% 80.0% 60% 60%

23 PTC Personal Training Certificate 100.0% 18% 18%

24 SBC Small Business Certificate 25.0% 0.0% 66.7% 9% 25%

Major/time period * # of grads# of Survey respondents

# with jobs

Placement Rate # of grads

# of Survey respondents

# with jobs

Placement Rate # of grads

# of Survey respondents # with jobs

Placement Rate # of grads

# of Survey respondents

# with jobs

Placement Rate

? Placement Rates

1 Accounting Certificate * 5 3 3 100.0% 13 6 5 83.3% 29 15 11 73.3% 20 11 7 63.6%

2 AHC Allied Health Certificate * 10 5 3 60.0% 9 3 0.0% 6 2 2 100.0% 19 5 3 60.0%

3 ATC Automotive Technology Cert * 5 6 3 2 66.7% 4 9 1 0 0.0%

4 BTC Biotechnology/Bioman Cert * 5 2 1 50.0% 8 1 1 100.0% 6 4 3 75.0% 7 4 3 75.0%

5 BUC Business Admin Cert * 7 2 1 50.0% 9 4 3 75.0% 14 6 4 66.7% 18 7 5 71.4%

6 CGDC Computer Graph Desgn Cert * 1 1 1 1 100.0% 0

7 CGWC Computer Graph Web Cert * 3 1 1 100.0% 1 5 3 2 66.7% 1 1 1 100.0%

8 CHC Complementary Health Cert * 2 1 1 100.0% 4 1 1 100.0% 6 0

9 CJLC Law Enforcement Cert * 1 3 1 0.0% 2 1 1 100.0% 13 5 4 80.0%

10 CST Computer Service Tech 1 0

Completion and Placement Rates for Short-Term Vocational Training Programs for which students are eligible for Federal Financial Aid

Completion Rates

Prior Prior Prior Current Year

(FY 2012) (FY 2013) (FY 2014) (FY 2015)

149

Major/time period * # of grads# of Survey respondents

# with jobs

Placement Rate # of grads

# of Survey respondents

# with jobs

Placement Rate # of grads

# of Survey respondents # with jobs

Placement Rate # of grads

# of Survey respondents

# with jobs

Placement Rate

? Placement Rates

11 DAC Dental Assistant Cert * 7 1 0.0% 11 4 4 100.0% 12 2 2 100.0%

12 EGC Energy Management Cert 5 3 3 100.0% 4 2 0.0% 3 2 1 50.0%

13 GIDC Graphic Design Cert * 7 4 3 75.0%

14 HSC Human Services Tech Cert * 17 8 7 87.5% 19 8 6 75.0% 21 12 9 75.0% 38 10 7 70.0%

15 ITC IT Support Specialist Cert * 4 3 2 66.7% 8 3 1 33.3% 21 6 4 66.7% 31 13 10 76.9%

16 LAWC Paralegal Certificate * 8 2 1 50.0%

17 MCC Medical Coding Cert * 17 6 3 50.0% 5 2 1 50.0% 16 5 4 80.0% 7 2 0 0.0%

18 MOC Medical Office Certificate * 28 11 9 81.8% 30 10 8 80.0% 25 5 5 100.0% 8 3 2 66.7%

19 OAC Office Assistant Cert * 3 2 2 100.0% 1 5 1 0.0% 3 2 1 50.0%

20 PCC Patient Care Certificate * 1 0 na na

21 PHO Photography Certificate * 1 1 1 100.0% 5 2 2 100.0% 8 4 2 50.0% 3 0 na na

22 PLS Paralegal Certificate * 18 9 8 88.9% 18 6 4 66.7% 17 5 4 80.0% 4 1 0 0.0%

23 PN Practical Nursing * 34 7 5 71.4% 45 13 11 84.6% 36 20 18 90.0% 35 8 8 100.0%

24 PTC Personal Training Cert * 2 2 2 100.0% 4 1 0 0.0%

25 SBC Small Business Certificate * 8 2 2 100.0% 12 5 3 60.0% 17 8 4 50.0% 12 4 3 75.0%

Please enter any explanatory notes in the box belowNational exam rates are by calendar year, not by fiscal year. Completion rates are calculated from new entering students earning an award within 150% of program time. Placement rates are based on the fiscal year of graduation. Goals for certificate completion are either level with the prior year, or an average of the previous years if none in the prior year. If a new program, the goal was to have 1 completion from the starting class.

Please note that the Nursing Program completes a separate graduate survey for ACEN compliance which is conducted earlier in the year than the MWCC Graduate survey. The figures in the Standard 8 data forms incorporate the respondents from the departmental survey but also include later respondents than were described in Area of Emphasis #4.

(FY 2012) (FY 2013) (FY 2014) (FY 2015)Prior Prior Prior Current Year

150

3 YearsPrior

2 YearsPrior

1 YearPrior Current Year

Next Year Forward

(goal)

(FY 2014) (FY 2015) (FY 2016) (FY 2017) (FY 2018)

Distance Education (Add definitions/methodology in #4 below)

1 Course completion rates 77.6% 85.5% 82.9% in progress 83% Retention rates 57.1% 70.0% 63.6% 25% 25% Graduation rates 0.0% 0.0% 14.3% 42.9% 43%

Other measures, specify:Number of degrees conferred in online only programs 3 7 16 in progress 16

Branch Campus and Instructional Locations (Add definitions/methodology in #5 below)

AY14 AY15 AY16

Course completion rates

1 Gardner 83.7% 83.0% 83.4% in progress 83%1 Leominster 86.3% 87.3% 89% in progress 89%1 Devens 90.4% 91.6% 89% in progress 89%1 Web Courses 76% 78% 78% in progress 78%2 Retention rates First-time, Full-time Deg-Seek FY 2014 FY 2015 FY 2016 FY 2017

2 Total 56% 60% 53% 52.5% 52.5%2 Gardner 58.0% 59.1% 54.0% 53.9% 53.9%2 Leominster 50.0% 60.6% 54.8% 46.5% 46.5%2 Devens 65.9% 56.3% 64.1% 58.1% 58.1%2 Web Courses 47.9% 65.8% 57.1% 56.5% 56.5% Graduation rates 2009 cohort 2010 cohort 2011 cohort 2012 cohort

Gardner 14.1% 15.4% 17.3% 22.2% 22%Leominster 14.0% 11.1% 12.4% 12.4% 12%

Devens 25.6% 17.6% 30.0% 27.8% 28%

Other measures, specify:

Definition and Methodology Explanations

1

2

3

4

5

Distance Education is exclusively for the 100% online programs; Fire Science and Health Information Management. HIM started in AY15.

Standard 8: Educational Effectiveness(Graduate Programs, Distance Education, Off-Campus Locations)

Student Success Measures/Prior Performance and Goals

FY 2017 is in progress and therefore course completion rates are not available.

Retention and graduation rates are for first-time full-time students using the IPEDS defintion of retention. Retention is by site is not unduplicated because students can be enrolled at multiple campuses.

151

? PoliciesLast

Updated ?Academic honesty 07/01/2016Intellectual property rights 05/23/2016

Conflict of interest 05/10/2013

Privacy rights 07/01/2016

Fairness for students 07/01/2016

Fairness for faculty 07/01/2015Fairness for staff 07/01/2014Academic freedom 07/01/2015Research 07/01/2016Title IX 09/27/2016Other; specifyPlaigiarism Policy 07/01/2016

Non-discrimination policiesRecruitment and admissions 07/01/2016

Employment 07/01/2016EvaluationDisciplinary actionAdvancementOther; specifyAffirmative Action 07/01/2016

Resolution of grievancesStudents 07/01/2016Faculty 07/01/2015StaffOther; specifyAFSCME Staff 07/01/2014DCE instructors 07/01/2015MCCC Faculty & Professional Staff 07/01/2015Non-Unit Classified Staff 07/01/1997Non Unit Professionals 07/01/2012

? Other

Last Updated

Hazing Policy 07/01/2016Sexual Assault Policy 07/01/2016Acceptable Use Policy 01/25/2011FERPA 07/01/2016Additional Policies 11/21/2016

Please enter any explanatory notes in the box below

http://mwcc.edu/hr/files/2012/01/S

http://catalog.mwcc.edu/policiesrul

http://catalog.mwcc.edu/policiesrulehttp://mwcc.edu/hr/files/2016/09/M

Human Resources

Records

Student Services

(Integrity)

Responsible Office or Committee

Website location where policy is posted

http://catalog.mwcc.edu/academichttps://mwcc.edu/lib/faculty/copyri

Academic AffairsAcademic Affairs/Library

http://mwcc.edu/hr/files/2012/01/Ahttp://mwcc.edu/hr/files/2016/09/M

Human Resourceshttp://mwcc.edu/hr/files/2016/09/MSee below

http://mwcc.edu/about-

Human ResourcesAcademic Affairs

http://mwcc.edu/about-

http://mwcc.edu/hr/title-ix/http://catalog.mwcc.edu/policiesrul Academic Affairs

Human Resources

Website location or Publication

http://catalog.mwcc.edu/policiesrulhttp://catalog.mwcc.edu/policiesrul

http://mwcc.edu/hr/files/2012/01/A Human Resourceshttps://mccc- Human Resources

Human ResourcesHuman Resources

http://mwcc.edu/hr/files/2016/09/Mhttp://www.mwcc.edu/PDFs/NonUhttp://mwcc.edu/hr/files/2012/01/N Human Resources

Standard 9: Integrity, Transparency, and Public Disclosure

Records

http://catalog.mwcc.edu/academic

http://catalog.mwcc.edu/policiesrul

Academic Affairs

AdmissionsHuman Resources

See employment contract links below

Human Resources

Student Services

Policies in the course catalog are reviwed annually and the updated date reflects the most recent catalog year.

Human Resourceshttp://catalog.mwcc.edu/policiesrulhttps://sharepoint.mwcc.edu/polici

Human Resources

http://catalog.mwcc.edu/policiesrul Human Resources

http://www.mwcc.edu/PDFs/AUP.

Student Services

Information Technology Student Services

Responsible Office or Committee

152

Information Website location and/or Relevant Publication(s)How can inquiries be made about the institution? Where can questions be addressed?

http://catalog.mwcc.edu/admissions/

Notice of availability of publications and of audited financial statement or fair summary http://mwcc.edu/about-mwcc/public-disclosure/

Processes for admissions http://catalog.mwcc.edu/admissions/

Processes for employment http://mwcc.edu/hr/

Processes for gradinghttp://catalog.mwcc.edu/academicresources/academicandgradingpolicies/

Processes for assessment http://catalog.mwcc.edu/search/?P=assessment

Processes for student discipline http://catalog.mwcc.edu/policiesrulesandregulations/

Processes for consideration of complaints and appeals http://catalog.mwcc.edu/policiesrulesandregulations/

Statement/PromiseWebsite location and/or publication where valid documentation can be found

Statement of Institutional Learning Outcomeshttp://catalog.mwcc.edu/academicresources/#institutionalstudentlearningoutcomestext

Medical Laboratory Technology Graduation & Placementhttps://mwcc.edu/academic/departments/medical-laboratory-technology/

Student Achievement Data for Practical Nursing Certificate (PN) http://mwcc.edu/academic/departments/nursing/

Student Achievement Data for Nursing Associate Degree http://mwcc.edu/academic/departments/nursing/

Physical Therapist Assistant Program Outcomes http://mwcc.edu/pta/outcomes/

Dental Assisting Certificate Job Placement http://mwcc.edu/gedt/dac/

Gainful Employment Disclosures http://mwcc.edu/catalog/gainful-employment/

Date of last review of:Review is ongoing, but in the past 12 months the following were reviewed:

Print publications

Digital publications

Please enter any explanatory notes in the box below

List below the statements or promises made regarding program excellence, learning outcomes, success in placement, and achievements of graduates or faculty and indicate where valid documentation can be found.

Standard 9: Integrity, Transparency, and Public Disclosure(Transparency)

Admissions: viewbook, admitted student booklet, program/service rack cards and program sheets, promotional products, campaign materials including direct mailers, billboards, promotional itemsCollege-wide: Branding guidelines, Institutional Profile, Presidential Search support materials, newspaper advertisements, signageLLL fall and spring course bulletins, credit course tabloids and brochuresTheater: Programs & brochuresFitness Center: newspaper ads & mailersSupport Materials for college-run events: commencement, Tea Time Series, summer camps, ribbon cutting, enrollment express events, smart starts, orientation, leadership academy, student life events, NEH, Job Fair, Math Modeling, United Way Youth Venture Expo

A full website redesign is in progress.Admission web graphics, Campaign materials including digital advertistments, emails & web graphics for multiple departments, Fitness Center digital ads

153

Information Website location

Institutional catalog http://catalog.mwcc.edu/

Obligations and responsibilities of students and the institution http://mwcc.edu/about-mwcc/public-disclosure/

Information on admission and attendance http://catalog.mwcc.edu/admissions/

Institutional mission and objectives http://mwcc.edu/about-mwcc/mission-values/

Expected educational outcomes

http://catalog.mwcc.edu/academicresources/#institutionalstudentlearningoutcomestext

Status as public or independent institution; status as not-for-profit or for-profit; religious affiliation

http://mwcc.edu/about-mwcc/accreditation/

Requirements, procedures and policies re: admissions http://catalog.mwcc.edu/admissions/

Requirements, procedures and policies re: transfer credit http://mwcc.edu/about-mwcc/public-disclosure/

A list of institutions with which the institution has an articulation agreement

http://mwcc.edu/about-mwcc/public-disclosure/

Student fees, charges and refund policies http://catalog.mwcc.edu/costofattendanceandpaymentoptions/

Rules and regulations for student conduct http://mwcc.edu/about-mwcc/public-disclosure/

Procedures for student appeals and complaints http://mwcc.edu/about-mwcc/public-disclosure/

Other information re: attending or withdrawing from the institutionhttp://catalog.mwcc.edu/academicresources/academicandgradingpolicies/withdrawal/

Academic programs http://catalog.mwcc.edu/

Courses currently offered http://catalog.mwcc.edu/

Other available educational opportunities http://catalog.mwcc.edu/

Other academic policies and procedures http://catalog.mwcc.edu/

Requirements for degrees and other forms of academic recognition http://catalog.mwcc.edu/

List of continuing faculty, indicating department or program affiliation, degrees held, and institutions granting them

http://catalog.mwcc.edu/

Names and positions of administrative officers http://mwcc.edu/about-mwcc/college-officers/

Names, principal affiliations of governing board members http://mwcc.edu/about-mwcc/board-of-trustees/

Locations and programs available at branch campuses, other instructional locations, and overseas operations at which students can enroll for a degree, along with a description of programs and services available at each location

http://catalog.mwcc.edu/

Programs, courses, services, and personnel not available in any given academic year.

http://catalog.mwcc.edu/

Size and characteristics of the student body http://mwcc.edu/research/files/2012/01/StatisticsBrochure.pdf

Description of the campus setting http://mwcc.edu/about-mwcc/our-campuses/

Availability of academic and other support services http://mwcc.edu/about-mwcc/public-disclosure/

Range of co-curricular and non-academic opportunities available to students

http://mwcc.edu/studentlife/

Institutional learning and physical resources from which a student can reasonably be expected to benefit

http://mwcc.edu/about-mwcc/public-disclosure/

Institutional goals for students' educationhttp://catalog.mwcc.edu/academicresources/#institutionalstudentlearningoutcomestext

Success of students in achieving institutional goals including rates of retention and graduation and other measure of student success appropriate to institutional mission. Passage rates for licensure exams, asappropriate

http://mwcc.edu/about-mwcc/public-disclosure/

Total cost of education and net price, including availability of financial aid and typical length of study

http://mwcc.edu/about-mwcc/public-disclosure/net-price-calculator/

Expected amount of student debt upon graduation and loan payment rates

http://mwcc.edu/catalog/gainful-employment/

Statement about accreditation http://mwcc.edu/about-mwcc/accreditation/

Standard 9: Integrity, Transparency, and Public Disclosure(Public Disclosure)

154

E-Series Forms: Making Assessment More Explicit

Option E1: Part A. Inventory of Educational Effectiveness Indicators

CATEGORY (1)Where are the

learning outcomes for this

level/program published?

(2) Other than GPA, what data/ evidence is used

to determine that graduates have

achieved the stated outcomes for the

degree?

(3) Who interprets the

evidence? What is the process?

(4) What changes have been made as a result of using the data/evidence?

(5) Date of most

recent program review

At the Institutional Level: Institutional Student Learning Outcomes

Catalog; college website

Rubric development in progress for each of the ISLO’s

Faculty, deans, VP of Academic Affairs; new assessment plan is being written to include the process of assessing the ISLO’s

The new ISLO’s are a result of the data collected on the former Gen Ed Competencies

The ISLO’s were voted into the catalog for AY 2015/2016

Art Catalog; Program sheets on website; Program sheets in Advising Center

Capstone course; Final portfolio with oral presentations

Art faculty; Art department curriculum meeting; Advisory board meeting

Streamlined the Art program into one major with course substitutions for the Mass Transfer agreement designated; Added Liberal Arts and Sciences - Art Concentration (LAART) for students interested in Art who want a Liberal Arts and Sciences degree; Added members to the art department advisory board.

2014

Automotive Technology

Catalog; Program sheets on website; Program sheets in Advising Center

NATEF mandated performance list of hands-on skills

Instructors evaluate students’ performance and share results with advisory board

Developed an air conditioning course to meet NATEF standards; Dropped the GM program due to lack of student interest.

NATEF recertification 2015

Appendix E

155

CATEGORY (1) Where are the

learning outcomes for this

level/program published?

(2) Other than GPA, what data/ evidence is used

to determine that graduates have

achieved the stated outcomes for the

degree?

(3) Who interprets the

evidence? What is the process?

(4) What changes have been made as a result of using the data/evidence?

(5) Date of most

recent program review

Biotechnology/ Biomanufacturing

Catalog; Program sheets on website; Program sheets in Advising Center

Capstone course Faculty; Department chair

Incorporated basic laboratory skills into Introduction to Biotechnology; Specific laboratory techniques used in all laboratories to ensure cohesion.

2015

Business Administration

Catalog; Program sheets on website; Program sheets in Advising Center

Capstone course Faculty; Business department as a whole

Changes have been made to the methods used to explain how to write and present more effectively.

2014

Computer Information Systems

Catalog; Program sheets on website; Program sheets in Advising Center

Capstone course Instructor shares the assessment data and results of the capstone course with members of the CIS department.

CIS 219 capstone was modified to include more oral presentations, more writing opportunities, library instruction, and team projects; CIS 209 Java I has been modified to include a team-based final project.

2013

Criminal Justice Catalog; Program sheets on website; Program sheets in Advising Center

Capstone course The capstone professor interprets the evidence and shares it with the department and advisory board.

The capstone course has been revised to require weekly writing assignments to address an identified need for improved writing skills; Implemented OER

2012

Dental Hygiene Catalog; Program sheets on website; Program sheets in Advising Center

Capstone course; NBDHE and CDCA exams

Faculty yearly curriculum review; NBDHE and CDCA monthly and annual reports; Advisory board

Implemented SafeAssign for research papers; Increased hands-on activities; Added professional interviews; Implemented reflection papers

2014

156

CATEGORY (1) Where are the

learning outcomes for this

level/program published?

(2) Other than GPA, what data/ evidence is used

to determine that graduates have

achieved the stated outcomes for the

degree?

(3) Who interprets the

evidence? What is the process?

(4) What changes have been made as a result of using the data/evidence?

(5) Date of most

recent program review

Dental Assisting Catalog; Program sheets on website; Program sheets in Advising Center

Competency exams; Clinical rotations; State licensure

Faculty yearly curriculum review; Advisory board

Added interactive assignments to Radiology course; Added more quizzes throughout the courses to better assess student learning.

2013

Early Childhood Education

Catalog; Program sheets on website; Program sheets in Advising Center

Capstone course; Practicum portfolio and course evaluation

Faculty; Cooperating teachers

Practicum added an assignment that requires students to read a book to the whole class that is evaluated by cooperating teacher.

In progress for spring 2017

Fire Science Technology

Catalog; Program sheets on website; Program sheets in Advising Center

Capstone course; standard exams

Faculty; Fire Science advisory board

Increased course offerings each semester; Continued use of FESHE Model

2014

Graphic and Interactive Design

Catalog; Program sheets on website; Program sheets in Advising Center

Capstone course; Service learning; Portfolio; Juried exhibition

Faculty; Capstone instructor and 1-2 outside evaluators review student portfolios; Advisory board; Exhibit jurors evaluate student work

Combined the CGD Computer Graphic Design Print and CGW Computer Graphic Design Web degrees into one AS degree; Comprehensive course and program outcomes were written; New course added.

2013

Health Information Management

Catalog; Program sheets on website; Program sheets in Advising Center

RHIT pass rate; Employer survey feedback; Practicum performance

Faculty; Program Director; PPE faculty coordinator; Assistant Dean

Revised syllabi; Dress code posted for students on Blackboard prior to PPE assignments.

Program is still in candidacy status by CAHIIM

157

CATEGORY (1) Where are the

learning outcomes for this

level/program published?

(2) Other than GPA, what data/ evidence is used

to determine that graduates have

achieved the stated outcomes for the

degree?

(3) Who interprets the

evidence? What is the process?

(4) What changes have been made as a result of using the data/evidence?

(5) Date of most

recent program review

Human Services Catalog; Program sheets on website; Program sheets in Advising Center

Capstone course Capstone instructor; Human Services, Psychology and Sociology faculty

Added a longer research paper;

Added a class presentation with PowerPoint; Added more instruction on APA format

2015

Interdisciplinary Studies

Catalog; Program sheets on website; Program sheets in Advising Center

Capstone course Interdisciplinary Studies faculty

Changed General Studies to Interdisciplinary Studies; New capstone course implemented

2012 (formerly as GS Program)

Liberal Arts and Sciences

Catalog; Program sheets on website; Program sheets in Advising Center

Capstone course; Retention data and job placement data

Capstone course instructor; department faculty; LAS Committee

The capstone course was designated ENG 290 Advanced Writing and Research to cover a wider breadth of outcomes

2016

Legal Studies Catalog; Program sheets on website; Program sheets in Advising Center

Capstone course Instructor; Advisory board

Textbook changes; Implemented active learning strategies; Focused teaching on student learning outcomes

2013

Manufacturing Technology - Plastics

Catalog; Program sheets on website; Program sheets in Advising Center

Laboratory exams Instructors in the Manufacturing Technology courses do evaluations and share with department chair.

Increased two courses to 4 credit labs for more time on the equipment and multi-media; Additional hands-on lab work with multi-media modules added.

2018

158

CATEGORY (1) Where are the

learning outcomes for this

level/program published?

(2) Other than GPA, what data/ evidence is used

to determine that graduates have

achieved the stated outcomes for the

degree?

(3) Who interprets the

evidence? What is the process?

(4) What changes have been made as a result of using the data/evidence?

(5) Date of most

recent program review

Medical Assisting Catalog; Program sheets on website; Program sheets in Advising Center

CAAHEP competencies; Portfolios; Certification exam; Externship evaluation

Faculty administer competency exams; Director reviews portfolios and externship evaluations.

Created a certificate program; Developed a Medical Assisting seminar to aid students in passing the certification exam.

2011 2016 (in progress)

Medical Laboratory Technology

Catalog; Program sheets on website; Program sheets in Advising Center

Graduation rate; Employment rate; Certification exam (ASCP) results; Clinical evaluations; Employer surveys; Alumni surveys

Department Chair/Program coordinator; Advisory Board; NAACLS

Incorporation of more immunology into Intro courses; More emphasis on urinalysis review during preclinical.

2014

Media Arts and Technology

Catalog; Program sheets on website; Program sheets in Advising Center

Capstone course Department faculty; Sample productions screened for advisory board

Adjustments in training time, due dates and topics improved results in lower level audio courses; New content in tandem with audio courses has improved student experience.

2016

Natural Resources Catalog; Program sheets on website; Program sheets in Advising Center

Capstone course; Pre/post exam

Department chair and adjuncts who teach the core NRD courses; Advisory board

EAS 125 removed as a core requirement and replaced with Professional Elective to offer students more choice; Added an advanced library workshop to program course sequence

2016

159

CATEGORY (1) Where are the

learning outcomes for this

level/program published?

(2) Other than GPA, what data/ evidence is used

to determine that graduates have

achieved the stated outcomes for the

degree?

(3) Who interprets the

evidence? What is the process?

(4) What changes have been made as a result of using the data/evidence?

(5) Date of most

recent program review

Nursing – Associate Degree

Nursing Student Handbook; Catalog; Program sheets on website; Program sheets in Advising Center; Blackboard Nursing Education and Training site

Clinical evaluation; NCLEX-RN exam; ATI predictor exam; Advisory board feedback; Employer surveys

Faculty; Quarterly NCLEX reports

Test blueprinting; Requirement of exam grade average of 77% or better to pass and progress; Requirement ATI review

2016

Nursing – Practical Nursing Certificate

Nursing Student Handbook; Catalog; Program sheets on website; Program sheets in Advising Center; Course syllabi; Clinical Evaluation tool

NCLEX-PN exam; ATI predictor exam; Course assignments; Clinical evaluations; Employer surveys; Quarterly NCLEX reports

PN faculty each semester during formal planning days

PN faculty meet monthly as part of the Systematic Plan of Evaluation and make data-driven changes as needed on an ongoing basis.

2016

Physical Therapist Assistant

PTA Student Handbook; Catalog; Program sheets on website; Program sheets in Advising Center

Licensure exam; Research project (written and oral presentation); Graduate and employer surveys; Successful completion of final clinical practicum with 77% or better

PTA core and adjunct faculty meet to complete the PTA Assessment Process.

Added Change in Healthcare Status form to assure all students are in compliance with technical standards; Added criteria that students who fail more than 3 practical examinations in any combination of PTA prefixed classes will fail the program.

2010; next PTA Program Review is scheduled to be completed Spring 2017

160

Option E1: Part B. Inventory of Specialized and Program Accreditation

(1)

Professional, specialized, State, or programmatic accreditations currently held by the institution (by agency or program name).

(2)

Date of most recent accreditation action

by each listed agency.

(3)

List key issues for continuing accreditation

identified in accreditation action letter or report.

(4)

Key performance indicators as required by agency or selected by program (licensure, board, or bar pass rates; employment

rates, etc.). *

(5)

Date and nature of next scheduled review.

Automotive Technology – National Automotive Technicians Education Foundation (NATEF)

2015 Add an Air Conditioning course to meet an increase in course standards due to a change in NATEF’S certification standards.

Students must meet NATEF task list minimum standards in lab. Maintain industry equipment standards.

2016 Compliance Report 2020 Recertification

Dental Assisting – Commission On Dental Accreditation (CODA)

2013 Utilize objective student evaluation methods to measure all course objectives; Ensure dental assisting faculty have background in and current knowledge of dental assisting, the specific subjects they are teaching and educational theory and methodology; Appointed faculty are Dental Assisting National Board Certified Dental Assistant.

National Board pass rates; Dental related employment rates; Dental related advanced education rates

2020 Dual Dental Hygiene and Dental Assisting Site Visit

161

(1)

Professional, specialized, State, or programmatic accreditations currently held by the institution (by agency or program name).

(2)

Date of most recent accreditation action

by each listed agency.

(3)

List key issues for continuing accreditation

identified in accreditation action letter or report.

(4)

Key performance indicators as required by agency or selected by program (licensure, board, or bar pass rates; employment

rates, etc.). *

(5)

Date and nature of next scheduled review.

Dental Hygiene – Commission On Dental Accreditation (CODA)

2014 Ensure graduates demonstrate competence in assessing the oral health needs of community-based programs; Faculty-to-student ratios be sufficient to ensure the development of competence and ensure the health and safety of the public; Faculty-to-student ratios for radiographic laboratory sessions not exceed one to five.

National and regional boards pass rates; Dental related employment rates;

Dental related advanced education rates

2020 Dual Dental Hygiene and Dental Assisting Site Visit

Fire Science Technology – Fire and Emergency Services Higher Education (FESHE) Recognition certificate

2011 Maintain FESHE Model College grading and graduation requirements.

2019

Health Information Management - Commission on Accreditation for Health Informatics and Information Management Education (CAHIM)

CAHIIM initial application submitted- placed in candidacy status in December 2015

NA Pass rate on RHIT exam

CAHIIM self-study submitted December 2016

162

(1)

Professional, specialized, State, or programmatic accreditations currently held by the institution (by agency or program name).

(2)

Date of most recent accreditation action

by each listed agency.

(3)

List key issues for continuing accreditation

identified in accreditation action letter or report.

(4)

Key performance indicators as required by agency or selected by program (licensure, board, or bar pass rates; employment

rates, etc.). *

(5)

Date and nature of next scheduled review.

Medical Assisting – Commission on Accreditation of Allied Health Education Programs (CAAHEP)

2015 Add affective and psychomotor competencies to course syllabi

Retention; Placement; Certification exam participation; Certification exam pass rate

Full accreditation site visit May 1 and May 2, 2017

Medical Laboratory Technology – National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)

2015 Invest more in laboratory supplies for each course

Graduation rate; ASCP Board pass rate; Attrition rate; Job placement

April 2020

Nursing – Associate Degree – Accreditation Commission for Education in Nursing (ACEN)

2016 Improve NCLEX-RN performance of LPN-RN Bridge program; Address high credit count of ADN program

NCLEX-RN pass rates; Employment rates; Program completion rates; Graduate satisfaction rates

2022; 8-year cycle (beginning year of last regular accreditation)

Nursing – Practical Nursing Certificate – Accreditation Commission for Education in Nursing (ACEN)

2016 Program in full compliance with all accreditation standards and criteria

NCLEX pass rates; Student satisfaction surveys; Employer satisfaction surveys; Employment rates

2022; 8-year cycle (beginning year of last regular accreditation)

163

Goal 1.0 ‐ ACCESSMeasurable Performance Outcomes

2015 2016 20173‐year 

Cumulative

a) Increase overall enrollmentAnnual credit hours 85,000 86,000 88,200 +5.0%Credit unduplicated headcount: 6,420 6,500 6,650 +3.6%Noncredit unduplicated headcount: 6,300 6,400 6,600 +6.5%

START DATE END DATE

0011) Implementation of the Health Information Management Degree

1 1a 1, 4, 5, 6 Margaret Jaillet Melissa Fama 9/1/2014 N/A In Progress

002 2) Implementation of the STEM Starter Academy 1 1a, 2, 3 1, 4, 6 Veronica Guay Melissa Fama 3/1/2014 8/1/2015 In Progress

0033) Implementation of a Pre‐Pharmacy Liberal Arts Sciences degree

1 1a 1, 4, 5, 6 William Nutting Melissa Fama 6/1/2015 N/A Complete

0044) Implementation of a certificate in non‐profitmanagement

1 1a 1, 4, 5, 6 Elmer Eubanks Melissa Fama 4/1/2015 N/A In Progress

005 5) Implementation of an Addiction Counseling Certificate 1 1a 1, 4, 5, 6 Eileen Costello Melissa Fama 1/1/2015 N/A In Progress

006 6) Increase the number of  on‐line course offerings 1 1a 4, 6 Vincent Ialenti Melissa Fama 9/1/2014 ongoing In Progress

007

7) Deliver and track noncredit workshop curriculum via theUnited Way Youth Venture program to at least 1500 actively engaged area middle, high school, and MWCC students

1, 5 1b 1, 6 Lauren Mountain Melissa Fama 4202 7/1/2014 6/30/2015 In Progress

0088) Rebrand the General Studies degree program toInterdisciplinary Studies and provide more general electives in the program

1, 5 1b 1, 6 Vincent Ialenti Melissa Fama 4/1/2015 N/A In Progress

0099) Partner with Enterprise Bank to deliver NonprofitCollaborative workshops as professional development opportunities for nonprofit partners in the region

1, 4 1b 1 Fagan Forhan Melissa Fama 45 7/1/2014 6/30/2015 In Progress

01010) Implement four, content specific activities that helpdevelop career interest ‐ Hour of Code, Manufacturing Day, Construction Day, MRT Day

1 4 6 Patrice Lincoln Lea Ann Scales 9/1/2014 6/30/2015 In Progress

01111) Get seniors to participate in the College ApplicationChallenge at FHS 

1 4 6 Patrice Lincoln Lea Ann Scales 11/1/2014 12/5/2014 Complete

012 12) Implement fall 2014 enrollment marketing campaign 1 1a 1, 6 Sarah McMaster Lea Ann Scales 7/1/2014 9/20/2014 Complete

013 13) Implement spring 2015 enrollment marketing campaign 1 1a 1, 6 Sarah McMaster Lea Ann Scales 11/1/2014 1/1/2015 Complete

01414) Work w/Admissions to implement CommunicationsFunnel

1 1a 1, 6 Lea Ann Scales Lea Ann Scales 2/1/2015 ongoing In Progress

015 15) Implement STEM Starter Academy Marketing Campaign 1 1a 1, 6 Sarah McMaster Lea Ann Scales 11/1/2014 3/1/2015 In Progress

FY2015 Operational Plan and Mid‐Year Progress Report

Activ

ity 

Num

ber

OPERATIONAL ACTIVITIES (list one per line) VISION WIGS NEASC LEAD IMPLEMENTERRECENTDATA

2013 Baseline

85,000

Aligns with Vision Project Outcome(s): 

Aligns with WIG(s): 

Aligns with NEASC 

Standard(s): 

Target Performance Metrics

1

TIMEFRAMESTATUSVICE PRESIDENT

6,421 students 6,195 students

EMBRACING TRANSFORMATIONOperational Plan and Mid‐Year Progress 2014‐2015 12/27/2016

Appendix F

164

Appendix G

165

Taught by:

Total

Registrations Revenue Salary Expenses Net Revenue

Full-time 27 $ 22,356.00 $ 79,447.89 $ 636.67

Adjunct 193 $ 155,575.00 $ 60,443.00 $ -

Montagno - Non NRD Course/NRD

Student 1 $ 828.00

Montagno - Non NRD Course - No NRD

Students 78 $ 64,584.00

Total NRD 221 $ 178,759.00 $ 139,890.89 $ 636.67 $ 38,231.44

Total NRD+Non-NRD 299 $ 243,343.00 $139,890.89 $ 636.67 $ 102,815.44

Taught by:

Total

Registrations Revenue Salary Expenses Net Revenue

Full-time 34 $22,995.00 $13,935.30 $ - $9,059.70

Part-Time 74 $49,906.00 $18,107.10 $ - $31,798.90

Total: 108 $ 72,901.00 $ 32,042.40 $ - $ 40,858.60

Grand Total NRD 329 $ 251,660.00 $ 171,933.30 $ 636.67 $ 79,090.03

Program

Total

Registrations Revenue Salary

Expenses

(N/A) Net

Allied Health Total 2 $1,656.00 $442.35 $ -

Art Total 5 $3,105.00 $1,635.27 $ -

Business Total 2 $1,182.00 $535.67 $ -

Complimentary Health Care Total 7 $4,137.00 $1,820.65 $ -

Computer Information Systems Total 24 $14,904.00 $7,042.35 $ -

Criminal Justice Total 1 $591.00 $125.28 $ -

Energy Management Total 4 $2,898.00 $1,246.51 $ -

Media Arts and Technology Total 4 $2,364.00 $921.62 $ -

Paralegal Total 2 $1,409.00 $614.77 $ -

NRD contribution to other programs 51 $32,246.00 $14,384.49 $ - $17,861.51

Natural Resources (NRD) Cost Benefit Analysis Summary FY 2015

NRD students registered in classes belonging to different

programs.

The registrations and revenue from these registrations will

be counted in the specific program listed. This serves as

acknowledgment of NRD contribution to these programs

Program Courses

Supporting Courses/No Program

(Courses that do not belong to a specific program)

Appendix H

166

Program Courses

Program AY Term Attr CRN Sub Num Ptrm CR % of Revenue Total Enr Revenue Total Salary

Natural Resources FY15 201409 FT- Montagno 97169 BIO 130 1 4 100% 12 $9,936.00 $71,194.64

Natural Resources FY15 201409 FT Lamura 97488 CHE 120 1 4 100% 15 $12,420.00 $8,253.25

27 $22,356.00 $79,447.89

Natural Resources FY15 201409 ADJ 97043 BIO 116 1 4 100% 27 $22,356.00 $6,970.09

Natural Resources FY15 201409 ADJ 97271 BIO 102 1 4 100% 23 $19,044.00 $6,970.09

Natural Resources FY15 201409 ADJ 97287 BIO 120 1 4 100% 21 $17,388.00 $6,635.86

Natural Resources FY15 201409 ADJ 97313 NRD 220 1 4 100% 1 $788.00 $370.80

Natural Resources FY15 201409 ADJ 97641 NRD 220 1 3 100% 3 $1,773.00 $835.07

Natural Resources FY15 201409 ADJ 97818 BIO 141 1 4 100% 7 $5,796.00 $2,909.54

Natural Resources FY15 201409 ADJ 97962 BIO 122 1 4 100% 14 $11,592.00 $5,239.00

Natural Resources FY15 201501 ADJ 13222 BIO 140 1 4 100% 20 $16,560.00 $7,209.84

Natural Resources FY15 201501 ADJ 13255 BIO 220 1 4 100% 17 $14,076.00 $5,160.77

Natural Resources FY15 201501 ADJ 13264 NRD 220 1 3 100% 3 $1,773.00 $864.53

Natural Resources FY15 201501 ADJ 13313 BIO 120 1 4 100% 22 $18,216.00 $6,865.45

Natural Resources FY15 201501 ADJ 13376 NRD 220 1 4 100% 3 $2,364.00 $1,152.03

Natural Resources FY15 201501 ADJ 13424 NRD 232 1 3 100% 10 $5,910.00 $2,880.08

Natural Resources FY15 201501 ADJ 13426 BIO 122 1 4 100% 20 $16,560.00 $5,419.83

Natural Resources FY15 201506 ADJ 66207 NRD 220 1 3 100% 1 $591.00 $576.02

Natural Resources FY15 201506 ADJ 66208 NRD 220 1 4 100% 1 $788.00 $384.01

193 $155,575.00 $60,443.00

Course Type AY TERM ATTR CRN Sub Num PT Student Maj NRD Portion Total Enr Revenue NRD Rev

Supporting

Counted in Montagno

FT Salary FY15 201409 FT 97280 BIO 109 1 NRD 4% 28 $23,184.00 $828.00

Not NRD/Taught by

Montagno FY15 201501 FT 13269 BIO 109 1 N/A N/A 23 $19,044.00 -$

Not NRD/Taught by

Montagno FY15 201501 FT 13227 BIO 109 1 N/A N/A 28 $23,184.00 -$

167

Supporting Courses

Course Type AY Term Attr CRN Sub Num Ptrm Student Major CR

Total

Enrolled Revenue Total Salary Per Credit

NRD

Portion NRD Total

Total NRD

Revenue

NRD Portion

of Salary

Supporting FY15 201406 ADJ 65188 MAT 126 C2 NRD 4 13 $10,244.00 $4,453.71 $1,113.43 8% 1 $788.00 $342.59

Supporting FY15 201406 ADJ 65251 POL 211 C2 NRD 3 6 $3,546.00 $2,338.60 $779.53 33% 2 $1,182.00 $779.53

Supporting FY15 201409 ADJ 98072 BIO 103 C2 NRD 3 11 $6,501.00 $3,061.92 $1,020.64 18% 2 $1,182.00 $556.71

Supporting FY15 201409 ADJ 97640 BIO 128 1 NRD 3 11 $6,831.00 $3,061.92 $1,020.64 9% 1 $621.00 $278.36

Supporting FY15 201409 ADJ 97176 BIO 205 1 NRD 4 23 $19,044.00 $5,811.96 $1,452.99 4% 1 $828.00 $252.69

Supporting FY15 201409 ADJ 97111 CHE 107 1 NRD 4 22 $18,216.00 $4,637.58 $1,159.40 9% 2 $1,656.00 $421.60

Supporting FY15 201409 ADJ 98201 EAS 126 1 NRD 4 15 $12,420.00 $4,988.07 $1,247.02 7% 1 $828.00 $332.54

Supporting FY15 201409 ADJ 97152 ENG 101 C1 NRD 3 14 $8,274.00 $3,340.28 $1,113.43 7% 1 $591.00 $238.59

Supporting FY15 201409 ADJ 97443 ENG 101 1 NRD 3 17 $10,047.00 $3,340.28 $1,113.43 6% 1 $591.00 $196.49

Supporting FY15 201409 ADJ 98126 ENG 101 1 NRD 3 16 $9,456.00 $3,340.28 $1,113.43 6% 1 $591.00 $208.77

Supporting FY15 201409 ADJ 97003 ENG 102 1 NRD 3 25 $15,525.00 $3,507.90 $1,169.30 4% 1 $621.00 $140.32

Supporting FY15 201409 ADJ 97154 ENG 102 C2 NRD 3 14 $8,274.00 $3,507.90 $1,169.30 7% 1 $591.00 $250.56

Supporting FY15 201409 ADJ 97523 ENG 102 C2 NRD 3 14 $8,274.00 $3,507.90 $1,169.30 7% 1 $591.00 $250.56

Supporting FY15 201409 ADJ 97498 HIS 123 1 NRD 3 13 $7,683.00 $3,507.90 $1,169.30 8% 1 $591.00 $269.84

Supporting FY15 201409 ADJ 97267 MAT 126 1 NRD 4 16 $12,608.00 $4,677.20 $1,169.30 6% 1 $788.00 $292.33

Supporting FY15 201409 ADJ 97283 MAT 126 1 NRD 4 23 $19,044.00 $4,677.20 $1,169.30 9% 2 $1,656.00 $406.71

Supporting FY15 201409 ADJ 97301 MAT 126 C2 NRD 4 17 $13,396.00 $4,140.81 $1,035.20 6% 1 $788.00 $243.58

Supporting FY15 201409 ADJ 97555 MAT 126 1 NRD 4 25 $20,700.00 $4,677.20 $1,169.30 4% 1 $828.00 $187.09

Supporting FY15 201409 ADJ 97984 MAT 126 1 NRD 4 22 $17,336.00 $4,453.71 $1,113.43 9% 2 $1,576.00 $404.88

Supporting FY15 201409 ADJ 98042 MAT 126 1 NRD 4 22 $17,336.00 $4,453.71 $1,113.43 5% 1 $788.00 $202.44

Supporting FY15 201409 ADJ 97010 MAT 143 1 NRD 4 17 $14,076.00 $4,453.71 $1,113.43 6% 1 $828.00 $261.98

Supporting FY15 201409 ADJ 97123 MAT 143 1 NRD 4 22 $17,336.00 $4,677.20 $1,169.30 5% 1 $788.00 $212.60

Supporting FY15 201409 ADJ 98058 MAT 162 1 NRD 4 14 $11,032.00 $4,453.71 $1,113.43 14% 2 $1,576.00 $636.24

Supporting FY15 201409 ADJ 97660 MUS 103 1 NRD 3 10 $6,210.00 $2,783.57 $927.86 10% 1 $621.00 $278.36

Supporting FY15 201409 ADJ 97748 MUS 130 1 NRD 3 11 $6,501.00 $3,061.92 $1,020.64 9% 1 $591.00 $278.36

Supporting FY15 201409 ADJ 97008 PSY 105 1 NRD 3 23 $14,283.00 $3,507.90 $1,169.30 4% 1 $621.00 $152.52

Supporting FY15 201409 ADJ 97106 PSY 105 1 NRD 3 24 $14,184.00 $3,340.28 $1,113.43 4% 1 $591.00 $139.18

Supporting FY15 201409 ADJ 97842 PSY 105 1 NRD 3 28 $16,548.00 $3,340.28 $1,113.43 4% 1 $591.00 $119.30

Supporting FY15 201409 ADJ 98215 SPC 113 1 NRD 3 16 $9,456.00 $3,340.28 $1,113.43 6% 1 $591.00 $208.77

Supporting FY15 201501 ADJ 13366 BIO 101 1 NRD 3 28 $17,388.00 $3,629.81 $1,209.94 4% 1 $621.00 $129.64

Supporting FY15 201501 ADJ 13407 BIO 128 1 NRD 3 15 $9,315.00 $3,456.09 $1,152.03 7% 1 $621.00 $230.41

Supporting FY15 201501 ADJ 13688 CHE 107 1 NRD 4 17 $14,076.00 $5,160.77 $1,290.19 12% 2 $1,656.00 $607.15

Supporting FY15 201501 ADJ 13188 EAS 125 C2 NRD 4 12 $9,936.00 $5,419.83 $1,354.96 8% 1 $828.00 $451.65

Supporting FY15 201501 ADJ 14356 EAS 126 1 NRD 4 21 $17,388.00 $5,160.77 $1,290.19 10% 2 $1,656.00 $491.50

Supporting FY15 201501 ADJ 13047 ENG 101 1 NRD 3 13 $7,683.00 $3,005.03 $1,001.68 8% 1 $591.00 $231.16

Supporting FY15 201501 ADJ 13090 ENG 101 1 NRD 3 17 $10,047.00 $3,629.81 $1,209.94 6% 1 $591.00 $213.52

Supporting FY15 201501 ADJ 13126 ENG 101 C2 NRD 3 18 $10,638.00 $3,456.09 $1,152.03 11% 2 $1,182.00 $384.01

Supporting FY15 201501 ADJ 13107 ENG 102 C2 NRD 3 12 $7,092.00 $3,456.09 $1,152.03 8% 1 $591.00 $288.01

Supporting FY15 201501 ADJ 13356 ENG 102 C1 NRD 3 6 $3,546.00 $1,728.05 $576.02 17% 1 $591.00 $288.01

Supporting FY15 201501 ADJ 13358 ENG 102 1 NRD 3 22 $13,002.00 $3,629.81 $1,209.94 5% 1 $591.00 $164.99

Supporting FY15 201501 ADJ 13476 HUM 240 IN NRD 3 14 $8,694.00 $3,456.09 $1,152.03 14% 2 $1,242.00 $493.73

Supporting FY15 201501 ADJ 14305 ISC 220 1 NRD 3 21 $13,041.00 $3,456.09 $1,152.03 5% 1 $621.00 $164.58

Supporting FY15 201501 ADJ 13986 MAT 126 C1 NRD 4 7 $5,516.00 $2,688.07 $672.02 14% 1 $788.00 $384.01

Supporting FY15 201501 ADJ 14098 MAT 126 1 NRD 4 24 $18,912.00 $4,608.12 $1,152.03 4% 1 $788.00 $192.01

Supporting FY15 201501 ADJ 14176 MAT 143 C2 NRD 4 21 $16,548.00 $4,839.75 $1,209.94 5% 1 $788.00 $230.46

Supporting FY15 201501 ADJ 13762 MUS 103 C2 NRD 3 11 $6,831.00 $3,456.09 $1,152.03 9% 1 $621.00 $314.19

168

Supporting Courses

Course Type AY Term Attr CRN Sub Num Ptrm Student Major CR

Total

Enrolled Revenue Total Salary Per Credit

NRD

Portion NRD Total

Total NRD

Revenue

NRD Portion

of Salary

Supporting FY15 201501 ADJ 13727 MUS 131 1 NRD 3 2 $1,182.00 $576.02 $192.01 50% 1 $591.00 $288.01

Supporting FY15 201501 ADJ 13408 PHL 201 1 NRD 3 21 $13,041.00 $3,456.09 $1,152.03 10% 2 $1,242.00 $329.15

Supporting FY15 201501 ADJ 13102 PSY 105 C1 NRD 3 29 $17,139.00 $3,629.81 $1,209.94 3% 1 $591.00 $125.17

Supporting FY15 201501 ADJ 13120 SOC 103 C2 NRD 3 30 $17,730.00 $3,629.81 $1,209.94 3% 1 $591.00 $120.99

Supporting FY15 201501 ADJ 13183 SOC 103 C1 NRD 3 18 $10,638.00 $3,629.81 $1,209.94 6% 1 $591.00 $201.66

Supporting FY15 201501 ADJ 13671 SPC 113 C2 NRD 3 17 $10,047.00 $3,456.09 $1,152.03 6% 1 $591.00 $203.30

Supporting FY15 201506 ADJ 66020 BIO 101 C1 NRD 3 19 $11,799.00 $3,456.09 $1,152.03 5% 1 $621.00 $181.90

Supporting FY15 201506 ADJ 66308 BIO 103 C1 NRD 3 7 $4,137.00 $2,016.56 $672.19 14% 1 $591.00 $288.08

Supporting FY15 201506 ADJ 66022 BIO 128 C1 NRD 3 7 $4,347.00 $2,016.56 $672.19 57% 4 $2,484.00 $1,152.32

Supporting FY15 201506 ADJ 66011 ENG 102 C1 NRD 3 12 $7,092.00 $3,456.09 $1,152.03 8% 1 $591.00 $288.01

Supporting FY15 201506 ADJ 66034 MAT 143 1 NRD 4 9 $7,092.00 $3,456.09 $864.02 11% 1 $788.00 $384.01

Supporting FY15 201506 ADJ 66318 MAT 143 1 NRD 4 8 $6,304.00 $2,857.73 $714.43 13% 1 $788.00 $357.22

Supporting FY15 201506 ADJ 66097 PER 126 C1 NRD 2 25 $10,350.00 $2,419.87 $1,209.94 4% 1 $414.00 $96.79

Supporting FY15 201506 ADJ 66015 SPC 113 C1 NRD 3 8 $4,728.00 $2,304.06 $768.02 13% 1 $591.00 $288.01

ADJ Total 74 $49,906.00 $18,107.10

Supporting FY15 201409 FT 97133 CHE 107 1 NRD 4 24 $19,872.00 $61,899.37 $2,063.31 8% 2 $1,656.00 $687.77

Supporting FY15 201409 FT 97354 EAS 125 1 NRD 4 11 $9,108.00 $98,053.24 $3,268.44 9% 1 $828.00 $1,188.52

Supporting FY15 201409 FT 97230 ENG 101 1 NRD 3 21 $12,411.00 $85,889.45 $2,862.98 5% 1 $591.00 $409.00

Supporting FY15 201409 FT 97743 ENG 101 1 NRD 3 22 $13,002.00 $50,095.94 $1,669.86 5% 1 $591.00 $227.71

Supporting FY15 201409 FT 97239 ENG 102 1 NRD 3 21 $12,411.00 $50,095.94 $1,669.86 10% 2 $1,182.00 $477.10

Supporting FY15 201409 FT 97334 ENG 102 1 NRD 3 20 $11,820.00 $85,889.45 $2,862.98 5% 1 $591.00 $429.45

Supporting FY15 201409 FT 97107 HIS 140 1 NRD 3 10 $5,910.00 $98,458.35 $3,281.95 10% 1 $591.00 $984.58

Supporting FY15 201409 FT 97120 HIS 201 1 NRD 3 30 $17,730.00 $98,458.35 $3,281.95 7% 2 $1,182.00 $656.39

Supporting FY15 201409 FT 97462 MAT 126 1 NRD 4 20 $15,760.00 $55,184.25 $1,839.48 10% 2 $1,576.00 $735.79

Supporting FY15 201409 FT 97985 MAT 162 1 NRD 4 25 $19,700.00 $75,681.52 $2,522.72 4% 1 $788.00 $403.63

Supporting FY15 201409 FT 97136 PSY 101 1 NRD 3 25 $14,775.00 $58,064.69 $1,935.49 8% 2 $1,182.00 $464.52

Supporting FY15 201409 FT 97033 PSY 105 1 NRD 3 31 $18,321.00 $73,798.94 $2,459.96 3% 1 $591.00 $238.06

Supporting FY15 201409 FT 97039 SPA 109 1 NRD 3 19 $11,799.00 $85,151.59 $2,838.39 5% 1 $621.00 $448.17

Supporting FY15 201501 FT 14200 BIO 101 1 NRD 3 23 $14,283.00 $71,714.83 $2,390.49 4% 1 $621.00 $311.80

Supporting FY15 201501 FT 13684 EAS 126 1 NRD 4 19 $15,732.00 $79,749.78 $2,658.33 21% 4 $3,312.00 $2,238.59

Supporting FY15 201501 FT 13055 ENG 101 1 NRD 3 22 $13,002.00 $63,653.23 $2,121.77 5% 1 $591.00 $289.33

Supporting FY15 201501 FT 13114 ENG 101 1 NRD 3 23 $13,593.00 $63,653.23 $2,121.77 4% 1 $591.00 $276.75

Supporting FY15 201501 FT 13544 ENG 102 1 NRD 3 19 $11,229.00 $60,977.07 $2,032.57 5% 1 $591.00 $320.93

Supporting FY15 201501 FT 13771 ENG 102 1 NRD 3 21 $12,411.00 $64,331.90 $2,144.40 5% 1 $591.00 $306.34

Supporting FY15 201501 FT 13019 HIS 140 1 NRD 3 16 $9,456.00 $98,458.35 $3,281.95 6% 1 $591.00 $615.36

Supporting FY15 201501 FT 13208 HIS 202 1 NRD 3 19 $11,229.00 $98,458.35 $3,281.95 5% 1 $591.00 $518.20

Supporting FY15 201501 FT 14035 MAT 126 1 NRD 4 24 $18,912.00 $55,184.25 $1,839.48 4% 1 $788.00 $306.58

Supporting FY15 201501 FT 14066 MAT 126 1 NRD 4 26 $20,488.00 $88,990.16 $2,966.34 8% 2 $1,576.00 $912.72

Supporting FY15 201501 FT 13058 PSY 105 1 NRD 3 28 $16,548.00 $73,798.94 $2,459.96 4% 1 $591.00 $263.57

Supporting FY15 201501 FT 13368 PSY 105 1 NRD 3 30 $17,730.00 $67,325.21 $2,244.17 3% 1 $591.00 $224.42

FT Total 34 $22,995.00 $13,935.30

Grand Total 108 $72,901.00 $32,042.40

169

Other Programs

Program AY Term Attr CRN Sub Num PtrmStudent MajorCR Enrl Revenue

NRD

Portion of

Revenue

Year Salary/

Adjunct

Stipend

Salary Per

Credit NRD Total

Revenue to

Other

Programs

NRD Portion

of Salary

Allied Health Total 2 $1,656.00 $442.35

Art Total 5 $3,105.00 $1,635.27

Business Total 2 $1,182.00 $535.67

Complimentary Health Care Total 7 $4,137.00 $1,820.65

Computer Information Systems Total 24 $14,904.00 $7,042.35

Criminal Justice Total 1 $591.00 $125.28

Energy Management Total 4 $2,898.00 $1,246.51

Media Arts and Technology Total 4 $2,364.00 $921.62

Paralegal Total 2 $1,409.00 $614.77

Grand Total 51 $32,246.00 $14,384.49

170

New Academic Programs Feasibility Analysis

Priorities.

How does the proposed program align with the institution’s mission priorities?

1. Will this proposed program address a regional/local/state workforce shortage? Explain.

2. With what other institutions have articulation agreements been arranged for this program? (attachagreements)

3. How will the proposed new academic program broaden participation and completion at theinstitution by underrepresented and underserved groups?

Overview of Proposed Program

1. Context. Describe the program’s development, as well as its proposed administrative andoperational organizational structure.

2. Description. What is the intent /purpose of the program? What knowledge and skills will studentsacquire? For what careers will graduates be prepared?

3. Curriculum, Requirements. Provide a complete description of the curriculum. Attach curriculumoutline (see page 5) and course syllabi. Describe procedures and arrangements for independent work, internship or clinical placement arrangements, if applicable. Describe role and membership of external advisory committee, if any.

4. Students. For first year and transfer students, outline requirements for admission and graduation,expected time from admission to graduation, projected degree completion rates, and transferability of program participants’ credits to other institutions. Describe the proposed program’s alignment to students emerging from the K-12 system. How will the program be connected to public secondary education in the region? Are there dual-enrollment or early college opportunities being planned for the proposed program?

5. Feasibility. Describe faculty, staffing, library and information technologies, facility (including laband equipment), fiscal and or other resources required to implement the proposed program. Distinguish between resources needed and on-hand. Complete faculty form (page 8). Display positions to be filled with qualifications. Attach vitae for current faculty.

6. Licensure and Accreditation. Is this program intended to prepare students for licensure? If yes,name licensure organization and licensing exam. Project student passing rates. What professional or specialized accreditation will be pursued for the program? Project accreditation timelines.

7. Program Effectiveness Goals, Objectives, and Assessment. Linked to each goal should bemeasurable objectives – such as job placement rates, faculty additions, facility or programmatic enhancements, etc. – timetable, and, if applicable, strategies for achieving them. Attach goals table (see page 4). (Please note that this section is intended to focus on overall effectiveness, not student learning, which is addressed elsewhere.) Describe program assessment strategies that will be used to ensure continuing quality, relevance and effectiveness. Include plans for program review including timetable, use of assessment outcomes, etc.

Appendix I

171

Market Analysis

1. Need for graduates. What is the local/regional/state labor market outlook for graduates of the proposed program? What occupations are students being prepared for after graduation? Name the common entry-level job titles. Are there enough economic opportunities in these fields to support the scale of program you intend to build? At present, how many students graduate with this credential in the region you serve compared to the number of relevant job postings? Which local employers are hiring the most entry-level people in these fields? Use real time labor market information for the proposed program. How will you give students experience with the information technology tools in use in their field? Include data and data sources that form the basis for need assessment. 2. Student Demand / Target Market. What is the student market for the proposed program? Discuss demographics, location, proposed market share, etc. Provide data, e.g., survey results, etc., that form the basis for enrollment projections (see page 4) 3. Duplication. Identify existing public and private programs/institutions in the region or state that offer the same or similar programs. Discuss size / enrollment trends for these programs. 4. Competitive advantage. Apart from the obvious pricing advantage of public institutions, what will distinguish the proposed program in the academic marketplace? 6. Marketing Plan. Describe the institution's marketing plan, including time lines, for the proposed program?

172

Budget Projection

a. Budget Narrative. Explain assumptions underlying expense and income projections, e.g., instructor status, enrollment projections, field and clinical resources, etc. Describe additional cost/revenue impacts within the broader departmental/institutional budget. b. Program Budget. Submit a line item income and expense budget for the proposed program for the first four years. Budget categories include facilities, library, faculty, staff, field/clinical experiences, revenues from grants, tuition or other sources, etc. Reallocated funds should specify reallocations from existing campus resources to support the proposed program, including funds reallocated from discontinued or downsized programs. Indicate one-time/start-up costs and revenues.

NEW ACADEMIC PROGRAM BUDGET

One Time/ Start

Up Costs Annual Expenses

Cost Categories Year 1 Year 2 Year 3 Year 4 Full Time Faculty

(Salary & Fringe)

Part Time/Adjunct Faculty (Salary & Fringe)

Staff

General Administrative Costs

Instructional Materials, Library Acquisitions

Facilities/Space/Equipment

Field & Clinical Resources

Marketing

Other (Specify)

TOTALS

One Time/Start-

Up Support Annual Income

Revenue Sources Year 1 Year 2 Year 3 Year 4 Grants

Tuition

Fees

Departmental

Reallocated Funds

Other (specify)

TOTALS

173

PROGRAM GOALS DESCRIPTION

Goal Measurable Objective Strategy for Achievement

Timetable

PROGRAM ENROLLMENT PROJECTION

# of Students Year 1

# of Students Year 2

# of Students Year 3

# of Students Year 4*

New Full Time

Continuing Full Time

New Part Time

Continuing Part Time

Totals

174

Undergraduate Program Curriculum Outline

(Insert additional rows as necessary.)

Required (Core) Courses in the Major (Total # courses required = 0) Course Number Course Title Credit Hours

[Course Number] [Course Title] [0]

[Course Number] [Course Title] [0]

[Course Number] [Course Title] [0]

[Course Number] [Course Title] [0]

[Course Number] [Course Title] [0]

[Course Number] [Course Title] [0]

[Course Number] [Course Title] [0]

[Course Number] [Course Title] [0]

[Course Number] [Course Title] [0]

[Course Number] [Course Title] [0]

[Course Number] [Course Title] [0]

Sub Total Required Credits [0]

Elective Courses (Total # courses required = 0 ) (attach list of choices if needed)

[Course Number] [Course Title] [0]

[Course Number] [Course Title] [0]

[Course Number] [Course Title] [0]

[Course Number] [Course Title] [0]

[Course Number] [Course Title] [0]

Sub Total Elective Credits [0]

Distribution of General Education Requirements Attach List of General Education Offerings (Course Numbers, Titles, and Credits)

# of Gen Ed Credits

Arts and Humanities, including Literature and Foreign Languages [0]

Mathematics and the Natural and Physical Sciences [0]

Social Sciences [0]

Sub Total General Education Credits [0]

Curriculum Summary Total number of courses required for the degree [0]

Total credit hours required for degree [0]

Prerequisite, Concentration or Other Requirements:

175