Personal and Professional Development MCC Institutional Student Learning Outcome ACHIEVING ACADEMIC AND CAREER GOALS, AS INDICATED BY THE ABILITY TO:

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1 Persnal and Prfessinal Develpment MCC Institutinal Student Learning Outcme The MCC graduate will demnstrate the capacity fr n-ging persnal and prfessinal develpment by: ACHIEVING ACADEMIC AND CAREER GOALS, AS INDICATED BY THE ABILITY TO: Frmulate academic and career gals that reflect persnal awareness Summary: Because student respndents were nt limited t chsing ne f the fllwing gals, there is much verlap in the fllwing data students might have reprted multiple primary gals in attending MCC. Transfer as primary gal 48% f students with <30 credits 51% f students with 30+ credits 63% f fulltime students 38% f part-time students 52% f students wh have taken r are taking Dev Ed classes 49% f students wh have never taken nr intend t take Dev Ed classes Assciate degree as primary gal 58% f students with <30 credits 74% f students with 30+ credits 66% f fulltime students 60% f part-time students 68% f students wh have taken r are taking Dev Ed classes 58% f students wh have never taken nr intend t take Dev Ed classes Jb-related Skills as primary gal 46% f students with <30 credits 42% f students with 30+ credits 46% f part-time students 44% f fulltime students Changing Careers as primary gal 32% f students with <30 credits 33% f students with 30+ credits 38% f part-time students 26% f fulltime students Self Imprvement/Enjyment as primary gal 36% f students with <30 credits 39% f students with 30+ credits 34% f fulltime students 40% f part-time students CCSSE data tells us that 48% f PT and 65% f FT students strngly agree r agree that MCC has helped them t develp realistic academic gals and a plan t achieve them. (abve data frm CCSSE results) 1

2 Persist t cmpletin f gals Summary: 66% f full-time students say that cmpleting an Assciate s degree is their primary gal in attending MCC. In 2004, 15% f full-time, first-time degree-seeking students actually did s within a 4 year perid. 66% f full-time students (may be sme verlap with previus grup) als say that transferring is their primary gal in attending MCC. In 2004, 25% f full-time, first-time degree-seeking students actually did s within a 4 year perid. 25% f full-time, first-time degree/certificate seeking students wh had been at MCC fewer than 4 yrs in 2004 transferred withut graduating r cmpleting a certificate prgram. 15% f full-time, first-time degree/certificate seeking students wh had been at MCC fewer than 4 yrs in 2004 cmpleted a degree prgram. (may then have cntinued n with their educatin, thus fulfilling their transfer gal) (IPEDS data) 2% f entering students attending advising sessins summer 2007 say that they are nt very cmmitted t a career gal 21% f entering students attending advising sessins summer 2007 say that they are smewhat cmmitted t a career gal 63% f entering students attending advising sessins summer 2007 say that they are very cmmitted t a career gal (MCC Enrllment Management data) 54% f students with <30 credits 62% f students with 30+ credits say that their experience at MCC has cntributed very much r quite a bit t their develpment f clearer career gals. (CCSSE data) Self assess realistically Summary: Interesting that students perceptin f their mathematical ability is mre accurate than their perceptin f their ability t write well. 49% f students with <30 credits 56% f students with 30+ credits say that their experience at MCC has cntributed quite a bit r very much t their ability and develpment in understanding themselves. (CCSSE data) With regard t math and writing abilities, surveys cllected in frm students pre-cpt suggest a significant crrelatin between students self-assessment f their math ability, their CPT scre/math placement, and their final grade in that math curse. The crrelatin between students self-assessment f their writing ability, their CPT scre/writing placement, and their final grade in that writing curse is weaker than the math crrelatin. (MCC data frm Anatly Levin, 2007) 2

3 ENGAGING ACTIVELY IN LEARNING AND DEVELOPMENT, AS INDICATED BY THE ABILITY TO: Actively engage in cursewrk Summary: Wide gap in student/faculty perceptin abut students preparatin fr class. Over half f MCC students reprt that they rarely, if ever, make class presentatins, with the lwest numbers cming frm first-year and part-time students. Gap in student/faculty perceptin abut students participatin in class discussins. 89% f students (<30 and >30 credits) 92% f part-time students 84% f fulltime students 68% f PT faculty 62% f FT faculty say that students never r smetimes cme t class withut cmpleting readings r assignments. 75% f students with <30 credits 54% f students with 30+ credits 77% f part-time students 65% f fulltime students 72% f PT faculty 78% f FT faculty say that students never r smetimes make a class presentatin. 61% f students with <30 credits 75% f students with 30+ credits 61% f part-time students 67% f fulltime students 79% f PT faculty 91% f FT faculty say that students ften r very ften ask questins in r cntribute t class discussins. (abve data frm CCSSE results) Participate in activities, prgrams, events Summary: lw student participatin in activities, prgrams, events, likely influenced by the high numbers f students wrking 30+ hurs weekly. 91% f students with <30 credits 86% f students with 30+ credits 93% f part-time students 83% f fulltime students say that they never participate in cllege-spnsred activities (rganizatins, campus publicatins, student gvernment, intercllegiate r intramural sprts, etc.) (CCSSE data) 44% f students with <30 credits 51% f students with 30+ credits 61% f part-time students 25% f fulltime students say that they wrk mre than 30 hrs weekly (CCSSE data) 7% f MCC students participated in a Service Learning prject in (MCC Factbk) 3

4 Strive fr excellence Summary: A majrity f students d nt appear t be striving fr excellence. 48% f students with <30 credits 61% f students with 30+ credits 46% f part-time students 53% f fulltime students 61% f PT faculty 63% f FT faculty say that students ften r very ften wrked harder than they thught they culd t meet an instructr s standards r expectatins. 49% f students with <30 credits 55% f students with 30+ credits 45% f part-time students 55% f fulltime students 25% f PT faculty 26% f FT faculty say that students ften r very ften prepare tw r mre drafts f a paper r assignment befre turning it in. 75% f fulltime students (frm 0-60 credits) say that they spend 10 r fewer hurs weekly preparing fr class (studying, reading, writing, rehearsing) (abve data frm CCSSE results) Utilize cllege services/resurces Students reprt that they ften r smetimes use services as fllws: Service/Resurce Students w/ <30 credits Students w/ 30+ credits Part-time students Full-time students Academic advising/planning 50% 56% 46% 60% Career cunseling 21% 20% 18% 24% Jb placement assistance 9% 7% 5% 14% Peer r ther tutring 22% 21% 16% 30% Skill labs (writing, math, etc.) 32% 37% 27% 42% Financial Aid advising 34% 38% 30% 43% Cmputer lab 40% 49% 32% 58% Transfer credit assistance 29% 36% 27% 38% Services t students with disabilities 10% 11% 8% 13% (abve data frm CCSSE results. Highest and lwest figures shaded fr emphasis) 4

5 DEMONSTRATING PROFESSIONALISM, AS INDICATED BY THE ABILITY TO: Cllabrate with thers Summary: Rughly half f ur students reprt that their MCC experience has prvided them with significant pprtunities fr cllabratin. 54% f students with <30 credits 58% f students with 30+ credits 52% f part-time students 51% f fulltime students 53% f PT faculty 48% f FT faculty say that students ften r very ften wrk with ther students n prjects during class. 50% f students with <30 credits 66% f students with 30+ credits 51% f part-time students 60% f fulltime students say that their experience at MCC has cntributed quite a bit r very much t their skills and persnal develpment in wrking effectively with thers. (abve data frm CCSSE results) Demnstrate accuntability Summary: Skipping class is nt a prblem at MCC. Wide gap in student/faculty perceptin abut students preparatin fr class. Rughly ½-2/3 f ur students demnstrate respnsibility by keeping r rescheduling appintments. 94% f students with <30 credits 96% f students with 30+ credits 96% f part-time students 92% f fulltime students 80% f PT faculty 83% f FT faculty say that students never r smetimes skip class. 89% f students (<30 and >30 credits) 92% f part-time students 84% f fulltime students 68% f PT faculty 62% f FT faculty say that students never r smetimes cme t class withut cmpleting readings r assignments. (abve data frm CCSSE results) Students turn in their assignments n time r accept the cnsequences. Faculty reprt: 67% f student chrt d 15% f student chrt d nt Fr 18% f student chrt, faculty respnded N/A (ISLO data, chrt cmprised f 164 students with 45+ credits, enrlled in Multicultural/Glbal Awareness and/r Ethics, Values, Scial Plicy curses) 5

6 67% f students wh scheduled an advising appintment during summer 2008 either shwed up fr the appintment r called in advance t ntify. (data frm MCC Enrllmt Mgmt) Students cme t appintments n time r call in advance t ntify. Faculty and staff reprt: 46% f student chrt d 38% f student chrt d nt Fr 16% f student chrt, faculty respnded N/A (ISLO data) Demnstrate civility Summary: Civility is nt a prblem at MCC. MCC students behave civilly within the MCC cmmunity. 94% f students with <30 credits 87% f students with 30+ credits strngly agree r agree smewhat that MCC students are respectful f ne anther when discussing cntrversial issues, perspectives, and pints f view. 90% f students with <30 credits 85% f students with 30+ credits 90% f faculty 86% f academic administratrs 83% f Student Affairs staff strngly agree r agree smewhat that MCC students cnduct themselves with respect fr thers. (abve data frm AAC&U s Cre Cmmitments survey) Demnstrate persnal and academic integrity Summary: a majrity f ur students demnstrate persnal and academic integrity. There is a wide gap between their perceptin, and faculty/staff/admin perceptin f the value-added f the MCC experience t this integrity. Rughly ¾ f students, faculty, staff and admin believe MCC students are hnest. Students, faculty, staff and admin perceive faculty reinfrcement f MCC s academic hnesty plicies as perhaps nt as cnsistent as might be. 93% f students with <30 credits 94% f students with 30+ credits 49% f faculty 39% f academic administratrs 41% f Student Affairs staff strngly agree r agree smewhat that MCC students cme t cllege with a well-develped sense f persnal and academic integrity. 91% f students with <30 credits 92% f ur students with 30+ credits strngly agree r agree smewhat that students have a better understanding f persnal and academic integrity when they graduate than when they began cllege. 87% f students with <30 credits 79% f students with 30+ credits 81% f faculty 71% f academic administratrs 78% f Student Affairs staff strngly agree r agree smewhat that MCC students are academically hnest. 6

7 62% f students with <30 credits 59% f students with 30+ credits 70% f faculty 56% f academic administratrs 63% f Student Affairs staff say that faculty frequently reinfrce academic hnesty plicies f the institutin. 33% f ur students with <30 credits 38% f ur students with 30+ credits 30% f faculty 44% f academic administratrs 38% f Student Affairs staff say that faculty ccasinally reinfrce academic hnesty plicies f the institutin. (abve data frm AAC&U s Cre Cmmitments survey) 7